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Journal articles on the topic 'Evidence-based literacy instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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1

Boss, Katherine, and Emily Drabinski. "Evidence-based instruction integration: a syllabus analysis project." Reference Services Review 42, no. 2 (2014): 263–76. http://dx.doi.org/10.1108/rsr-07-2013-0038.

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Purpose – The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach – A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measure
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Ciullo, Stephen, Erica S. Lembke, Abigail Carlisle, Cathy Newman Thomas, Marilyn Goodwin, and Laura Judd. "Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention." Learning Disability Quarterly 39, no. 1 (2015): 44–57. http://dx.doi.org/10.1177/0731948714566120.

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The authors report findings from a systematic observational study of middle school educators (Grades 6–8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on e
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Howe, Carol D. "Undergraduate Information Literacy Instruction Is Not Enough to Prepare Junior Doctors for Evidence Based Practice." Evidence Based Library and Information Practice 7, no. 2 (2012): 76. http://dx.doi.org/10.18438/b86w43.

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Objective – To determine if junior doctors entering the workforce retain the information literacy skills they learned as undergraduates.
 
 Design – Structured interviews and observations.
 
 Setting – Wellington Medical School of the University of Otago in New Zealand. Medicine in New Zealand is an undergraduate program.
 
 Subjects – Thirty-eight University of Otago students who were starting their fourth year of undergraduate medical training between 1994 and 2004. At the time of this study, the students had graduated and were a number of years into advanced tr
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Beneville, Margaret A., and Chieh Li. "Evidence-based literacy interventions for East/Southeast Asian English language learners." Journal for Multicultural Education 12, no. 1 (2018): 50–66. http://dx.doi.org/10.1108/jme-12-2016-0061.

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Purpose There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast Asian ELLs and provide practical recommendations for educators teaching literacy skills to this population. Design/methodology/approach To identify studies for inclusion in this review, a systematic literature search was conducted of peer-reviewed stu
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Morse, Timothy E. "Perspectives on Addressing the Literacy Needs of Low-Functioning Individuals with Autism." International Journal of Educational Reform 17, no. 4 (2008): 330–40. http://dx.doi.org/10.1177/105678790801700401.

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Autism is a spectrum disorder characterized, in part, by core social communication skill deficits. Consequently, educators seek to develop interventions that address these and closely related skills, such as literacy. Accordingly, this article focuses on basic issues that pertain to designing and implementing appropriate educational programs that address the literacy needs of one segment of the autism spectrum: individuals with the disorder who have been characterized as being low functioning. Issues include the following: appropriate definitions of literacy for this population, historical app
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Gordon, Carol A. "An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1: Building a Foundation." Evidence Based Library and Information Practice 4, no. 2 (2009): 56. http://dx.doi.org/10.18438/b8q03d.

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Objective – Part I of this paper aims to create a framework for an emerging theory of evidence based information literacy instruction. In order to ground this framework in existing theory, a holistic perspective views inquiry as a learning process that synthesizes information searching and knowledge building. An interdisciplinary approach is taken to relate user-centric information behavior theory and constructivist learning theory that supports this synthesis. The substantive theories that emerge serve as a springboard for emerging theory. A second objective of this paper is to define evidenc
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Given, Lisa M., Heidi Julien, Dana Ouellette, and Jorden Smith. "Evidence-based information literacy instruction: Curriculum planning from the ground up." Proceedings of the American Society for Information Science and Technology 47, no. 1 (2010): 1–2. http://dx.doi.org/10.1002/meet.14504701336.

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Wakimoto, Diana K. "Information Literacy Instruction Assessment and Improvement through Evidence Based Practice: A Mixed Method Study." Evidence Based Library and Information Practice 5, no. 1 (2010): 82. http://dx.doi.org/10.18438/b80616.

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Objective— This study explored first-year students’ learning and satisfaction in a required information literacy course. The study asked how students understand connections between themselves and information literacy in terms of power, society, and personal relevance to assess if students’ understanding of information literacy increased after taking the course. Student satisfaction with the course also was measured.
 
 Methods—The study used pre- and post tests and focus group session transcripts which were coded and analyzed to determine student learning and satisfaction during the
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VanScoy, Amy, and Megan J. Oakleaf. "Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College & Research Libraries 69, no. 6 (2008): 566–75. http://dx.doi.org/10.5860/crl.69.6.566.

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Many academic library instruction programs seek to integrate information literacy skills into the curriculum of academic departments. Previous literature on this topic generally recommends a “tiered” approach to curriculum-integrated instruction (CII); these tiered approaches suggest teaching basic skills to first- and second-year students and advanced skills to third- and fourth-year students. Many authors identify skills to teach at each level; however, their recommendations appear to be based on anecdote and common sense. While both anecdote and common sense are useful as starting points, l
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Gillon, Gail, Brigid McNeill, Amanda Denston, Amy Scott, and Angus Macfarlane. "Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties." Topics in Language Disorders 40, no. 4 (2020): 357–74. http://dx.doi.org/10.1097/tld.0000000000000233.

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Abbott, Marilyn, Kent Lee, and Sabine Ricioppo. "Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors." Canadian Journal of Applied Linguistics 24, no. 2 (2021): 229–54. http://dx.doi.org/10.37213/cjal.2021.31338.

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A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs), no PBLA research has been conducted with BELLs. To address this gap, we interviewed 26 BELLs (n = 2 from 13 L1s) and their instructors (n = 4) about their understandi
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Kamps, Debra, Mary Abbott, Charles Greenwood, et al. "Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention." Learning Disability Quarterly 30, no. 3 (2007): 153–68. http://dx.doi.org/10.2307/30035561.

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This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic
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Jacob, Brian. "When evidence is not enough: Findings from a randomized evaluation of Evidence-Based Literacy Instruction (EBLI)." Labour Economics 45 (April 2017): 5–16. http://dx.doi.org/10.1016/j.labeco.2016.09.006.

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Hempenstall, Kerry. "Teaching reading through Direct Instruction: A role for educational psychologists?" Educational and Developmental Psychologist 37, no. 2 (2020): 133–39. http://dx.doi.org/10.1017/edp.2020.13.

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AbstractEducational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and inter
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Konerding, Marita, Kirstin Bergström, Thomas Lachmann, and Maria Klatte. "Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2." Journal of Cultural Cognitive Science 4, no. 3 (2020): 367–83. http://dx.doi.org/10.1007/s41809-020-00064-3.

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Abstract As a consequence of globalization and migration, the number of children receiving literacy instruction in their second language (L2) is high and still increasing. Therefore, teachers need instruction methods that are effective in both L1 and L2 learners. Here, we investigate the effectiveness of a computerized training program combining phoneme perception, phonological awareness, and systematic phonics, in a sample of second-graders (N = 26) instructed in German as L2. Based on prior evidence concerning (1) literacy acquisition in L2 and (2) effects of literacy development on oral lan
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Puzio, Kelly, Glenn T. Colby, and Dana Algeo-Nichols. "Differentiated Literacy Instruction: Boondoggle or Best Practice?" Review of Educational Research 90, no. 4 (2020): 459–98. http://dx.doi.org/10.3102/0034654320933536.

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With increasingly diverse students, schools and districts are under pressure to meet rigorous standards and raise student achievement in reading and literacy. Most teachers respond by differentiating their instruction to some extent, but not all scholars and educators agree on whether differentiated instruction works. This systematic review and meta-analysis seeks to determine the effects of Tier 1 differentiation, which is provided by the general education classroom teacher, on literacy outcomes. Distinguishing between designed differentiation and interactional differentiation, the authors pr
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Zhang, Qinqin, Maren Goodman, and Shiyi Xie. "Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students’ Information Literacy Levels." College & Research Libraries 76, no. 7 (2015): 934–58. http://dx.doi.org/10.5860/crl.76.7.934.

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This research examines students in a first-year engineering course who receive library instruction by using a newly developed online module and attending optional in-person tutorials. It aims to evaluate the outcomes of library information literacy instruction using this module combined with in-person help. Results show a significant improvement in information literacy skills from a pre-test to a post-test. Focus group and survey data indicate that most students preferred the self-paced learning style of the online module and that the content of the module helped them to conduct library resear
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Adlof, Suzanne M. "Prologue to the Forum: Vocabulary Across the School Grades." Language, Speech, and Hearing Services in Schools 50, no. 4 (2019): 461–65. http://dx.doi.org/10.1044/2019_lshss-19-00007.

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Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-
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Gabas, Clariebelle, Leesa Marante, and Sonia Q. Cabell. "Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction." Perspectives of the ASHA Special Interest Groups 4, no. 1 (2019): 167–76. http://dx.doi.org/10.1044/pers-sig16-2018-0012.

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Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologi
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Terrell, Pamela, and Maggie Watson. "Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments." Language, Speech, and Hearing Services in Schools 49, no. 2 (2018): 148–64. http://dx.doi.org/10.1044/2017_lshss-17-0053.

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Purpose As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. Method A review of published literature in speech-languag
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Gordon, Carol A. "An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 2: Building a Culture of Enquiry." Evidence Based Library and Information Practice 4, no. 3 (2009): 19. http://dx.doi.org/10.18438/b8ck69.

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Objective – The purpose of this paper is to articulate a theory for the use of action research as a tool of evidence based practice for information literacy instruction in school libraries. The emerging theory is intended to capture the complex phenomenon of information skills teaching as it is embedded in school curricula. Such a theory is needed to support research on the integrated approach to teaching information skills and knowledge construction within the framework of inquiry learning. Part 1 of this paper, in the previous issue, built a foundation for emerging theory, which established
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Meeks, Linda, Alison Madelaine, and Coral Kemp. "Research and theory into practice: Australian preservice teachers’ knowledge of evidence-based early literacy instruction." Australian Journal of Learning Difficulties 25, no. 2 (2020): 215–33. http://dx.doi.org/10.1080/19404158.2020.1832128.

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Schmitt, Mary Beth, and Sherine Tambyraja. "From Research to Reality: Use of literacy-based targets in Speech-Language Therapy and Special Education Classrooms." Perspectives on Language Learning and Education 22, no. 3 (2015): 103–9. http://dx.doi.org/10.1044/lle22.3.103.

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Children with language impairment (LI) are at substantial risk for short and long term delays in reading development. This fact is neither surprising nor new information, as language and literacy skills have been shown to be highly correlated. Empirical evidence suggests that literacy interventions are effective in boosting the reading outcomes of children with LI; however, research into business-as-usual practices in the public schools suggests that children with LI receive very little time devoted to literacy-based instruction, including speech-therapy and special education classrooms. This
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Chisholm, Alexandria, and Brett Spencer. "Let’s Get Moving!: Eight Ways to Teach Information Literacy Using Kinesthetic Activities." Pennsylvania Libraries: Research & Practice 5, no. 1 (2017): 26–34. http://dx.doi.org/10.5195/palrap.2017.141.

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Kinesthetic pedagogy uses physical movement to stimulate learning; recent studies in higher education increasingly reveal the effectiveness of kinesthetic activities (KAs) in college teaching. Accordingly, this paper suggests that academic librarians explore the use of kinesthetic activities in their instruction. Librarians have designed many excellent classroom activities based on other active learning pedagogies that happen to provide opportunities for some student movement. However, few librarians have intentionally incorporated KAs into their instructional design or contextualized their ef
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Cameron, Lynn, Steven L. Wise, and Susan M. Lottridge. "The Development and Validation of the Information Literacy Test." College & Research Libraries 68, no. 3 (2007): 229–37. http://dx.doi.org/10.5860/crl.68.3.229.

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The Information Literacy Test (ILT) was developed to meet the need for a standardized instrument that measures student proficiency regarding the ACRL Information Literacy Competency Standards for Higher Education. The Web-based, multiple-choice ILT measures both lower- and higher-order skills. Evidence is presented that the ILT scores provide reliable and valid measures of information literacy. In addition, a rigorous standard setting method was used to identify score values corresponding to various absolute levels of proficiency. The ILT can be used to help institutions measure student inform
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Webb, Katy Kavanagh. "Curriculum mapping in academic libraries revisited: Taking an evidence-based approach." College & Research Libraries News 81, no. 1 (2020): 30. http://dx.doi.org/10.5860/crln.81.1.30.

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Curriculum mapping for the purposes of an academic library is the process of reviewing a degree-granting department’s curriculum side-by-side with library learning objectives to situate information literacy instruction within the sequence of courses that a student will take.In 2014, I undertook a curriculum mapping pilot for our library using a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis methodology as part of a leadership institute. My project looked at three degree programs at our university and suggested changes for further engagement with the departments. At the same
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Koufogiannakis, Denise, and Natasha Wiebe. "Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis." Evidence Based Library and Information Practice 1, no. 3 (2006): 3. http://dx.doi.org/10.18438/b8ms3d.

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Objective - The objective of this review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions:
 1) What is the overall state of research on this topic?
 2) Which teaching methods are more effective?
 
 Methods - Systematic review methodology was used. Fifteen databases were searched for relevant articles retrieving 4356 potentially relevant citations. Titles and
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Kocevar-Weidinger, Elizabeth, Emily Cox, Mark Lenker, Tatiana Pashkova-Balkenhol, and Virginia Kinman. "On their own terms." Reference Services Review 47, no. 2 (2019): 169–92. http://dx.doi.org/10.1108/rsr-02-2019-0007.

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Purpose The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy
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Jenson, Jennifer, and Milena Droumeva. "Revisiting the media generation: Youth media use and computational literacy instruction." E-Learning and Digital Media 14, no. 4 (2017): 212–25. http://dx.doi.org/10.1177/2042753017731357.

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An ongoing challenge of 21st century learning is ensuring everyone has the requisite skills to participate in a digital, knowledge-based economy. Once an anathema to parents and teachers, digital games are increasingly at the forefront of conversations about ways to address student engagement and provoke challenges to media pedagogies. While advances in game-based learning are already transforming educative practices globally, with tech giants like Microsoft, Apple and Google taking notice and investing in educational game initiatives, there is a concurrent and critically important development
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Hallyburton, Ann. "A conceptual approach to practitioners’ health information literacy." Reference Services Review 44, no. 2 (2016): 178–90. http://dx.doi.org/10.1108/rsr-02-2016-0006.

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Purpose The purpose of this paper is to examine healthcare professionals’ own health literacy through the lenses of information behavior and evidence-based practice. These practitioners’ health information literacy is critical to client care. Design/methodology/approach This conceptual paper applies general and professional-specific models of information behavior and issues of bias to methods in which healthcare practitioners seek, evaluate and use research information within professional practice. Findings Case examples from library, medical and the broader healthcare literature are used to e
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Crosson, Amy C., Margaret G. McKeown, Kelly P. Robbins, and Kathleen J. Brown. "Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents." Language, Speech, and Hearing Services in Schools 50, no. 4 (2019): 493–505. http://dx.doi.org/10.1044/2019_lshss-voia-18-0127.

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Purpose In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., diminish , ambiguous ). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamilia
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Ivy, Sarah E., Jennifer A. Guerra, and Deborah D. Hatton. "Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers." Journal of Visual Impairment & Blindness 111, no. 1 (2017): 33–48. http://dx.doi.org/10.1177/0145482x1711100104.

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Introduction Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback. Result
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Leach, David J. "Applying Behavioural Psychology in Education: Contributions and Barriers to the Implementation of Effective Instruction." Behaviour Change 13, no. 1 (1996): 3–19. http://dx.doi.org/10.1017/s0813483900003910.

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Between 10% and 25% of children in Australian schools have significant difficulty in mastering basic educational skills. Failure to achieve “tool” competencies in literacy (and numeracy) expected for independent adult functioning can have cumulatively negative consequences for individuals and their communities. The contribution of behavioural approaches to the instruction in basic literacy skills in schools is outlined. Empirical evidence of their effectiveness is presented and two of the most comprehensive (and most successful) models are described: the Morningside model of generative instruc
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Rinto, Erin E. "Developing and Applying an Information Literacy Rubric to Student Annotated Bibliographies." Evidence Based Library and Information Practice 8, no. 3 (2013): 5. http://dx.doi.org/10.18438/b8559f.

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Objective – This study demonstrates one method of developing and applying rubrics to student writing in order to gather evidence of how students utilize information literacy skills in the context of an authentic assessment activity. The process of creating a rubric, training scorers to use the rubric, collecting annotated bibliographies, applying the rubric to student work, and the results of the rubric assessment are described. Implications for information literacy instruction are also discussed.
 
 Methods – The focus of this study was the English 102 (ENG 102) course, a required r
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Diekema, Anne R., Elizabeth (Betsy) S. Hopkins, Brandon Patterson, and Nena Schvaneveldt. "Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs." Evidence Based Library and Information Practice 14, no. 4 (2019): 72–102. http://dx.doi.org/10.18438/eblip29588.

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 Objective - Seeking information is a key element of evidence based practice and successful healthcare delivery. Significant literature exists on both the information seeking behaviour of professional nurses and information literacy teaching methods, but scarce evidence connects nurses’ information behaviour and environments with their education. This study sought to use data from nursing alumni to answer the following research questions: What are the current information practices of professional bachelor’s-prepared nurses? How do recently-graduated nurses suggest that their educ
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Toste, Jessica R., and Stephen Ciullo. "Reading and Writing Instruction in the Upper Elementary Grades." Intervention in School and Clinic 52, no. 5 (2016): 259–61. http://dx.doi.org/10.1177/1053451216676835.

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This special issue of Intervention in School and Clinic supports the knowledge and skills of educators who provide reading and writing intervention to students with learning disabilities (LD) in the upper elementary grades. Grades 3 through 5 are critical to long-term academic success because, for many students with LD, foundational literacy skills are still developing during a time when reading and writing tasks become more challenging. In this issue, evidence-based instructional practices and strategies are presented. The articles in this issue include interventions for improving word readin
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Borman, Trisha H., Geoffrey D. Borman, Scott Houghton, et al. "Addressing Literacy Needs of Struggling Spanish-Speaking First Graders: First-Year Results From a National Randomized Controlled Trial of Descubriendo la Lectura." AERA Open 5, no. 3 (2019): 233285841987048. http://dx.doi.org/10.1177/2332858419870488.

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Given the growing number of Latino English learners and the lack of evidence-based educational opportunities they are provided, we investigated the impact of one potentially effective literacy intervention that targets struggling first-grade Spanish-speaking students: Descubriendo La Lectura (DLL). DLL provides first-grade Spanish-speaking students one-on-one literacy instruction in their native language and is implemented at an individualized pace for approximately 12 to 20 weeks by trained bilingual teachers. Using a multisite, multicohort, student-level randomized controlled trial, we exami
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Kingsland, Emily. "Undercover Feminist Pedagogy in Information Literacy: A Literature Review." Evidence Based Library and Information Practice 15, no. 1 (2020): 126–41. http://dx.doi.org/10.18438/eblip29636.

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Abstract 
 Objective – Feminist pedagogy in library instruction presents a new approach to actively engaging students in the research process. While feminist pedagogy in universities found early adoption in the 1970s, it is a newer phenomenon in library instruction, finding its early roots in works by Ladenson (2010), Accardi (2010), and Accardi and Vukovic (2013).
 By fostering active engagement and critical thinking skills, feminist library instruction sessions encourage students to question authority, actively participate in the knowledge production process, and become aware of th
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Wadson, Kelley. "Collaborative and Interactive Teaching Approaches have a Positive Impact on Information Literacy Instruction Supporting Evidence Based Practice in Work Placements." Evidence Based Library and Information Practice 14, no. 1 (2019): 62–64. http://dx.doi.org/10.18438/eblip29530.

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A Review of:
 Kolstad, A. (2017). Students’ learning outcomes from cross-collaborative supervision in information seeking processes during work placements. Nordic Journal of Information Literacy in Higher Education, 9(1), 2-20. https://doi.org/10.15845/noril.v9i1.231
 Abstract
 Objective – To analyze the effect of collaborative interdisciplinary teaching and supervision using physical and digital tools on students’ information literacy (IL) and evidence based practice (EBP) abilities.
 Design – Qualitative and quantitative text analysis.
 Setting – Learning Centre at O
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Cavazos, Linda, Sylvia Linan-Thompson, and Alba Ortiz. "Job-Embedded Professional Development for Teachers of English Learners: Preventing Literacy Difficulties Through Effective Core Instruction." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 3 (2018): 203–14. http://dx.doi.org/10.1177/0888406418758465.

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This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of teacher knowledge and classroom observations indicated that teachers’ reading content knowledge increased and that they used more evidence-based practices. JEPD shows promise as an approach that accommodates teachers’ varying levels of knowledge and expe
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Ortlieb, Evan, and F. D. McDowell. "Looking closer at reading comprehension." English Teaching: Practice & Critique 15, no. 2 (2016): 260–75. http://dx.doi.org/10.1108/etpc-08-2015-0069.

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Purpose Reading comprehension levels of elementary students have not significantly improved in the twenty-first century, and, as a result, the need for systematic and intensive reading interventions is as high as ever. Literacy clinics are an ideal setting for struggling readers to experience success through the implementation of a cyclical approach to individual assessment, planning, instruction and evaluation. Yet, additional research is needed to create current and relevant models of literacy clinics for today’s diverse learners. This paper aimed to measure the effects of an experimental ap
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Snow, Pamela C. "Speech-Language Pathology and the Youth Offender: Epidemiological Overview and Roadmap for Future Speech-Language Pathology Research and Scope of Practice." Language, Speech, and Hearing Services in Schools 50, no. 2 (2019): 324–39. http://dx.doi.org/10.1044/2018_lshss-ccjs-18-0027.

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Purpose This article is concerned with the growing body of international evidence indicating that adolescents in contact with the youth justice system are likely to have severely compromised oral language skills, receptively and expressively. A smaller, but persuasive, literature also points to poor literacy skills in this population. Language and literacy skills underpin academic, social, and vocational success ( C. Snow, 1983 ; P. C. Snow, 2016 ; Snowling & Hulme, 2012 ) and are central to the professional expertise of speech-language pathology as a profession ( P. C. Snow, 2016 ). Metho
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Light, Janice, David McNaughton, Marissa Weyer, and Lauren Karg. "Evidence-Based Literacy Instruction for Individuals Who Require Augmentative and Alternative Communication: A Case Study of a Student with Multiple Disabilities." Seminars in Speech and Language 29, no. 02 (2008): 120–32. http://dx.doi.org/10.1055/s-2008-1079126.

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Stuart, Alena, and Anne Yates. "Inclusive classroom strategies for raising the achievement of students with dyslexia." Teachers' Work 15, no. 2 (2018): 100–104. http://dx.doi.org/10.24135/teacherswork.v15i2.260.

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The purpose of this research overview is to analyse literature on dyslexia and to identify and evaluate a range of inclusive classroom strategies which can influence the educational achievement of students with dyslexia. Tunmer and Greaney (2010) define dyslexia as “persistent learning difficulties” (p. 239) which present in “otherwise typically developing children, despite exposure to high quality, evidence-based literacy instruction and intervention” (p. 239). The difficulties arise due to a lack of phonemic awareness, key skills required to access literacy (2010). According to Mills (2018)
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Smith, Denise. "Re-visioning library support for undergraduate educational programmes in an academic health sciences library." Journal of Information Literacy 13, no. 2 (2019): 136. http://dx.doi.org/10.11645/13.2.2520.

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McMaster University’s Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL’s new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff.&#x0D
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Raudenbush, Stephen W., Marc Hernandez, Susan Goldin-Meadow, et al. "Longitudinally adaptive assessment and instruction increase numerical skills of preschool children." Proceedings of the National Academy of Sciences 117, no. 45 (2020): 27945–53. http://dx.doi.org/10.1073/pnas.2002883117.

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Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children’s numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child’s growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an as
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Fleury, Veronica P., Kelly Whalon, Carolyn Gilmore, Xiaoning Wang, and Richard Marks. "Building Comprehension Skills of Young Children With Autism One Storybook at a Time." Language, Speech, and Hearing Services in Schools 52, no. 1 (2021): 153–64. http://dx.doi.org/10.1044/2020_lshss-20-00026.

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Purpose Reading involves the ability to decode and draw meaning from printed text. Reading skill profiles vary widely among learners with autism spectrum disorder (ASD). One fairly common pattern is relative strength in decoding combined with weak comprehension skills—indicators of this profile emerge as early as the preschool years. In order for children with ASD to develop a facility with language that prepares them for reading success, practitioners must intentionally create and provide appropriate instruction practices. Method In this tutorial, we describe ways in which practitioners can s
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Johnson, Sarah Minier. "Design and Development of Interactive Media: Creating Educational Materials for CD-ROM and the Web." HortScience 32, no. 6 (1997): 983d—983. http://dx.doi.org/10.21273/hortsci.32.6.983d.

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This workshop offers an overview of the production process for CD-ROM and Web materials, as well as pragmatic advice on how to structure effective interactive presentations. Many educators and practitioners consider interactive computer-based education the technology of tomorrow. However, evidence of high-level computer literacy among many young people suggests that a “technology gap” already exists between student computer literacy and the learning modules that instructors can prepare. As with all media presentations, the basis of effective multimedia project structure is instructional design
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Almusharraf, Norah, and Joseph Engemann. "Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach." International Journal of Emerging Technologies in Learning (iJET) 15, no. 18 (2020): 86. http://dx.doi.org/10.3991/ijet.v15i18.15451.

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It can be argued that multimodal digital literacy practices promote the development of literacy skills needed for today’s world without being constrained to one mode of learning. Anecdotal evidence suggests that the employment of multimodal practices during instruction within EFL classrooms in the Kingdom of Saudi Arabia (KSA) is minimal and fraught with obstacles to its effective utilization. It is, therefore, essential to determine whether this is the case and, if so, to develop strategies that would ameliorate this situation. This study, therefore, sought to identify KSA postsecondary EFL i
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Conway, Aislinn. "Medical School Librarians Need More Training to Support their Involvement in Evidence Based Medicine Curricula." Evidence Based Library and Information Practice 11, no. 2 (2016): 201. http://dx.doi.org/10.18438/b8w618.

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Objective – To describe the self-perceived role of librarians in developing evidence based medicine (EBM) curricula and identify their current and desired level of training to support these activities.
 
 Design – Multi-institutional qualitative study.
 
 Setting – Nine medical schools in Canada and the United States of America.
 
 Subjects – Nine librarians identified by medical school faculty as central to the provision of EBM training for medical students at their institution.
 
 
 Methods – The researchers designed a semi-structured interview sc
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