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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 measures: the per cent agreement method and Krippendorff’s alpha. Findings – The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills. Originality/value – The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.
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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 extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.
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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 training for their speciality, i.e., junior doctors. The participants represented five cohorts, each having received a different level of information literacy instruction as undergraduates. Cohort 1, with the most years in clinical practice at the time of the study, received no formal information literacy instruction as undergraduates. Cohorts 2 to 5 received information literacy instruction in their fourth undergraduate year. The focus of instruction for cohorts 2 and 3 was on developing an effective search strategy, whereas the instruction for cohorts 4 and 5 focused more on the critical appraisal of articles.
 
 Methods – In 2008 and 2009, the authors contacted cohort graduates. Two medical librarians from the Wellington Medical Library interviewed and observed participants to establish their level of information literacy. The librarians asked an initial six questions to determine how much participants remembered of their undergraduate information literacy instruction, how they search for clinical information, what databases they use, how they evaluate information, and if they have had any formal or informal information literacy instruction since graduating. For question seven, participants described a recent situation in which they searched for clinical information relating to a given patient. For question eight, participants rated their own skill level as “no skills”, “some skills”, or “highly skilled” on the following seven parameters: choosing a source to search, brainstorming search terms, using Boolean operators, using database limits, finding randomized controlled trials (RCTs) and systematic reviews, using “explode” and “focus”, and evaluating articles. For the last question, the librarians observed and rated participants as they conducted a search in real-time. The librarians rated participants’ performance on the same parameters as question eight using the same scale of “no skills”, “some skills”, or highly skilled”.
 
 Main Results – Most participants said they remembered or at least vaguely remembered the information literacy instruction they received in their fourth year. The authors noted that most participants seemed to have expanded on the skills they originally learned as undergraduates. Participants reported using a variety of information sources such as PubMed and Cochrane but were often unsure about what constitutes a database. A large number indicated that they use Google to find information. Rarely had participants asked a medical librarian for help with online searching. 
 
 The authors define evaluation as either intrinsic (based on information contained in the article itself) or extrinsic (based on such criteria as a journal’s reputation or its publisher). All the cohorts, even cohorts 4 and 5 who received the most instruction on critical appraisal, relied more or equally on extrinsic factors than on intrinsic factors. 
 
 When asked if they had received further formal or informal information literacy instruction since their fourth undergraduate year, most participants in cohorts 1 and 2 said they had. Fewer participants in cohorts 3, 4, and 5 indicated they had received further instruction. 
 
 The participants on average rated themselves highest on using database limits and lowest on using “explode” and “focus”. The observers on average rated the participants highest on choosing a source to search and lowest on finding RCTs and systematic reviews as well as using “explode” and “focus”, which tied for the lowest rating. The observed searches on average were rated lower than the self-assessments on all but one parameter. None of the average scores for either the self-rating or the observer-rating approached “highly skilled”.
 
 Conclusion – The authors concluded that the information literacy instruction the participants received as undergraduates did not prepare them adequately for evidence-based practice. Even though most participants said they remembered their undergraduate information literacy instruction, neither the average scores for the self-rating nor the observer-rating approached “highly skilled”. From that they could surmise that the attainment of information literacy should be a career-long learning process, beginning with undergraduate instruction and extending throughout one’s clinical practice. 
 
 The authors also found that the level of instruction cohorts received as undergraduates did not seem to correspond to their current ability. Cohort 1, who received no information literacy instruction as undergraduates, scored higher on average than cohorts 3 and 4 on the self-assessment and higher than cohorts 3, 4, and 5 on the observer assessment. Cohort 1 also used more evidence based sources than did cohort 4, who received the most training on evidence-based medicine. 
 
 Cohorts 1 and 2 reported the most postgraduate information literacy instruction, leading the authors to postulate that the further along one is in his medical career, the more important evidence based practice, and thus information literacy instruction, becomes. Even with additional instruction, however, the participants did not seem prepared for evidence-based practice. The authors concluded that information literacy instruction during postgraduate training and clinical practice—possibly giving the doctor’s specialty consideration when designing instruction—might be more important than undergraduate instruction. They also concluded that information literacy instruction might be more effective when its importance is emphasized by senior clinicians.
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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 studies and dissertations were published between 2001 and 2016. Articles were included in the authors’ review, if those described a literacy intervention where the sample was entirely East and/or Southeast Asian ELLs, or, if the sample included other groups, the study provided an analysis of the intervention’s effectiveness specifically for the East or Southeast Asian ELLs in the study. Both quantitative and qualitative studies were included. Findings The authors’ search yielded seven studies. The authors found three main contributors to effective literacy instruction for this population: culturally relevant instruction, family involvement and encouraging first language (L1) development to facilitate language and literacy in English. Results indicated that interventions that consider a student’s cultural style (i.e. preference toward a teacher-centered classroom) or included cultural familiar themes/texts were found to be more effective. In addition, strategies that encouraged the development of L1, such as the use of dual-language books, explicitly teaching contrastive analysis and providing the same book to be read at home and a school were all correlated with greater literacy gains. Finally, facilitating home-school communication seemed to contribute to the efficacy of several of the interventions. Research limitations/implications This paper reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population. This review is limited by the small number of relevant studies and the fact that not all East/Southeast Asian languages or ethnic groups were represented. There is still a great need for future research to determine what methods or combination of factors are effective with East/Southeast Asian ELLs of various ages and needs. Practical implications The findings from this paper have generated practical recommendations for educators teaching literacy skills to East/Southeast Asian ELL students, such as: tailor literacy instruction to be culturally relevant, design interventions around student’s preferred learning style, encourage parent/family involvement, provide bilingual instruction and bilingual reading materials and provide parents with books and information about the literacy curriculum. Social implications This paper also reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population. Originality/value Based on an extensive literature search, this is the first paper to review and summarize the research on literacy interventions for East/Southeast Asian ELLs over the past 15 years. This paper provides valuable recommendations to educators and calls for more research on English literacy acquisition specific to this population.
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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 approaches to this population's literacy instruction, opportunities for literacy skill development within an instructional program based on recommended evidence-based practices, and ongoing impediments to appropriate literacy instruction and practical solutions.
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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 evidence based information literacy instruction by assessing the suitability of performance based assessment and action research as tools of evidence based practice. 
 
 Methods – An historical review of research grounded in user-centered information behavior theory and constructivist learning theory establishes a body of existing substantive theory that supports emerging theory for evidence based information literacy instruction within an information-to-knowledge approach. A focused review of the literature presents supporting research for an evidence based pedagogy that is performance assessment based, i.e., information users are immersed in real-world tasks that include formative assessments. An analysis of the meaning of action research in terms of its purpose and methodology establishes its suitability for structuring an evidence based pedagogy. Supporting research tests a training model for school librarians and educators which integrates performance based assessment, as well as action research. 
 
 Results – Findings of an historical analysis of information behavior theory and constructivist teaching practices, and a literature review that explores teaching models for evidence based information literacy instruction, point to two elements of evidence based information literacy instruction: the micro level of information searching behavior and the macro level of the learning task. On the micro level users are confronting information, and searching is seen as the entire process of the interaction of users with a series of information tasks, as described in Kuhlthau’s Information Search Process. The micro level is the level of deep understanding as critical thinking skills craft the connection between information and knowledge. On the macro level the learning task, designed by an instructional team, shapes the inquiry. It is the context for information tasks. The learning task is relevant, engaging, and rigorous to sustain the interest and interaction of the user with information and emerging knowledge. The macro level is the level of instruction whereby the learning task fosters self-reflection, self-correction, and self-regulation. The role of evidence, which is generated by performance assessment and action research, is critical to both levels. On each of these levels the learning task informs the information search.
 
 Conclusion – Evidence is the link between information and knowledge in the learning process called inquiry. Sources of this evidence are information tasks embedded in the learning task, which are nested in a teaching and learning culture of inquiry. In order to generate evidence continuously throughout the inquiry unit, the task is characterized by research-based tools such as performance-based assessment and action research. The synergy of these elements in Part 1 of this article establishes the foundation for building a theory that supports further research of evidence based information literacy instruction.
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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 regular 2008-2009 academic year at California State University, East Bay. 
 
 Results— Many students entered the course without any concept of information literacy; however, after taking the course they found information literacy to be personally relevant and were able to articulate connections among information, power, and society. The majority of students were satisfied with the course. The results from analyzing the pre- and post-tests were supported by the findings from the focus group sessions. 
 
 Conclusion— The results of this study are supported by other studies that show the importance of personal relevancy to student learning. In order to fully assess information literacy instruction and student learning, librarians should consider incorporating ways of assessing student learning beyond testing content knowledge and levels of competency.
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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, librarians who plan CII programs should use evidence to make instructional decisions. To provide evidence for CII planning, this syllabus study investigated the research skills required of first-year students in their first semester at college. The results demonstrate that most first-semester students are required to find articles and Web sites to support their assignments, and many students are required to find books. Some must also find reference books as well as data and statistical sources to complete their course assignments. These results suggest that previous recommendations regarding tiered instructional approaches should be investigated further and revised.
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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 understanding and use of PBLA. Student interviews were conducted with the assistance of bilingual interpreters in the students’ L1s. All the interviews were then transcribed and thematically analyzed in relation to PBLA’s alignment with the six dimensions in Turner and Purpura’s (2016) learning-oriented assessment framework: contextual, elicitation, proficiency, learning, instructional, interactional, and affective. Results have implications for optimizing learning, and task-based instruction and assessment practices in LINC.
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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 awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.
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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 international reports that the accumulated evidence for effective literacy instruction has not had the impact on policy that it deserves. Educational psychologists are well placed to assist schools to develop an evidence-based perspective that can provide a marked improvement in the literacy development of students. One such model with a long research history is Direct Instruction. This article will describe the model, and consider how it might be profitably employed in schools.
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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 language abilities, we expected significant training effects on children’s literacy skills and vocabulary knowledge. The children of the training group worked through the program during school lessons, 20 min per day, for a period of 8 weeks. The controls continued to receive standard classroom instruction. German tests of phonological awareness, reading, spelling, and vocabulary were performed at three time points (pretest, immediate posttest, and follow-up after 9 weeks). Analyses confirmed that improvements in phonological awareness, spelling, and vocabulary between pretest and posttest were stronger in the training group when compared to the controls. For spelling and vocabulary, these effects were still significant at follow-up. Effect sizes were medium to high. For the reading measures, no group differences were found. In sum, the results yield further evidence for the effectiveness of phonics-based literacy instruction in L2 learners, and for the beneficial effects of basic literacy skills on novel word learning.
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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 provide multiple examples of content, process, and product differentiation in the context of literacy instruction. Reviewing more than 20 years of literacy research, the authors located 18 studies with 25 study cohorts. Outcomes include fluency, decoding, letter-word reading, vocabulary, comprehension, and writing achievement. The overall weighted mean effect size (g) was +0.13 (p = .002) with 88% of the individual point estimates being positive. Overall, the findings indicate that differentiated literacy instruction is an effective evidence-based practice at the elementary level. When teachers are supported to differentiate instruction, students have significantly higher literacy achievement scores, particularly for letter-word (g = +0.20, p = .014) and writing outcomes (g = +0.96, p < .001). The most successful programs took very different approaches to differentiation, including individualization, choice, and an alternate curriculum. However, across the studies, there was an alarming lack of information about the decision-making processes used to guide differentiation and there were no experimental or quasi-experimental studies on guided reading. This review may be helpful as schools clarify their vision for literacy differentiation.
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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 research for the course. This study also considers best practices for online library instruction. A blended instruction approach provides students with the flexibility to learn from a variety of formats at their own pace and also reduces library staff workload, especially for a large course.
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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-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.
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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 pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.
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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-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Results Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Conclusions Application of this “toolbox” of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily activities.
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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 user-centric information behavior and constructivist learning theory as the substantive theory behind evidence based library instruction in schools. Part 2 continues to build on the Information Search Process and Guided Inquiry as foundational to studying the information-to-knowledge connection and the concepts of help and intervention characteristic of 21st century school library instruction. 
 
 Methods – This paper examines the purpose and methodology of action research as a tool of evidence based instruction. This is accomplished through the explication of three components of theory-building: paradigm, substantive research, and metatheory. Evidence based practice is identified as the paradigm that contributes values and assumptions about school library instruction. It establishes the role of evidence in teaching and learning, linking theory and practice. Action research, as a tool of evidence based practice is defined as the synthesis of authentic learning, or performance-based assessment practices that continuously generate evidence throughout the inquiry unit of instruction and traditional data collection methods typically used in formal research. This paper adds social psychology theory from Lewin’s work, which contributes methodology from Gestalt psychology, field theory, group dynamics, and change theory. For Lewin the purpose of action research was social reform, while action research in education targeted self through the improvement of practice. The dichotomy between purposes of self and society is resolved by the Lewin-Dewey connection, where the reiterative cycle of action and reflection is the basis for a common intent for both types of action research. Dewey’s approach comprises the metatheory for emerging theory: a philosophy of purpose and methodology that determines how the research is done.
 
 Results – The emerging theory developed in this paper postulates that evidence based information literacy instruction uses action research for two purposes. Self-oriented action research (AR(S1)) targets self-improvement on the local level of teaching and learning in school libraries; social-oriented action research (AR(S2)) targets social reform on the global level of educational improvement. Corollaries of the theory indicate a research agenda and methodologies for the research. 
 
 Conclusion – Implicit in the content of the research is methodology that evolves from the distinction between the purposes of self- and social-oriented action research. Clearly, evidence is generated in the field of teaching and learning that is situated in theory-based practices, such as user-centered information processing, constructivist learning, and a culture of inquiry that grows from social processes. Librarianship is well suited to developing practitioner-researchers who are proficient in making the information-to-knowledge connection that informs their professional performance.
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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 article discusses the connection between oral language and literacy for children with LI, federal mandates that guide intervention, and current research regarding provision of literacy intervention for children with LI.
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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 efforts within kinesthetic pedagogy. Nevertheless, some existing teaching methodologies discussed in library literature can offer a starting point for kinesthetic-conscious information literacy (IL) teachers. This article presents librarians with a menu of effective, evidence-based library activities documented in the literature along with practical advice from our trial-and-error experiences to enhance the kinesthetic benefits of these activities and manage student movement in the classroom.
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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 information literacy outcomes and determine the effectiveness of instruction programs.
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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 time, three other librarians that I met at the leadership institute took part in curriculum mapping projects at their institutions using different methodologies. Together, we published our results in the New Review of Academic Librarianship.
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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 abstracts were reviewed for relevance. Of those, 257 full articles were considered in-depth using a predetermined inclusion/exclusion form. 122 unique studies met the inclusion criteria and underwent an extensive data extraction and critical appraisal process. 55 of these studies met author defined quality criteria to provide information on the effectiveness of different teaching methods. Of these, 16 studies provided sufficient information to enable meta-analyses using standardized mean difference to be undertaken.
 
 Results - The overwhelming majority of studies were conducted in the United States (88%). 79 studies (65%) used experimental or quasi-experimental research methods. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction, and self-directed independent learning. Studies measured outcomes that correlated with Bloom’s lower levels of learning (Remember, Understand, Apply). 
 
 16 studies compared traditional instruction with no instruction, and 12 found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring traditional instruction. 14 studies compared computer assisted instruction with traditional instruction. 9 of these showed a neutral result, and meta-analysis of 8 of these studies agreed with this neutral result. 6 studies compared self-directed independent learning with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of self-directed independent learning. 
 
 Conclusions - Based on the results of this meta-analysis, there is sufficient evidence to suggest that computer assisted instruction is as effective as traditional instruction. Evidence also suggests that both traditional instruction and self-directed independent instruction are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning, computer assisted instruction, and self-directed independent learning would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods.
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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 education. Design/methodology/approach The research used a phenomenographic methodology, interviewing 40 first-year students from two large universities, a medium-sized university and a community college. Findings The qualitative study suggests that first-year students are capable of using information purposefully to learn or research interests that have sparked their curiosities. They are also capable of reflecting on the ways that their investigations fulfilled their purposes, resulted in unexpected outcomes or made them consider their issue in a new light. These existing capacities provide promising starting points for strengths-based approaches to information literacy instruction. Practical implications Dialogue with students about prior research experiences enables teaching librarians to plan engaging, authentic information literacy curriculum that acknowledges existing strengths. Originality/value This study provides a valuable contribution to empirical evidence of student research skills prior to entering higher education and suggests connections between those skills and the ACRL Information Literacy Framework. In addition, the study provides a case for strengths-based education, activating students’ prior knowledge to learn and create new knowledge. Authors have presented at Library Instruction West, July 2018.
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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 that focuses on “game construction” pedagogy as a vehicle for bringing computational literacy to middle and high school students. Founded on Seymour Papert’s constructionist learning model and developed over nearly two decades, there is compelling evidence that game construction can increase confidence and build capacity in science, technology, engineering and mathematics. This project is a research-based challenge to the by now widely questioned but surprisingly persistent presumption that students in today's classrooms are all by default “digitally native” and that those “digitally native” children are learning just by playing digital games. Through a survey of 60+ students at a largely immigrant middle school in Toronto, Canada, we present some important updates on youth’s media and technology competence and its relationship to baseline knowledge of computer programming and performance in a computational literacy game-based curriculum.
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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 explore ways in which care professionals’ information behaviors align with or deviate from information behavior models and the role of different types of bias in their information behavior. Adaption of evidence-based practice precepts, already familiar to healthcare professionals, is proposed as a method to improve practitioners’ health information literacy. Originality/value Explorations of “health literacy” have primarily focused on healthcare consumers’ interactions with basic health information and services. The health literacy (and health information literacy) of care practitioners has received much less attention. By gaining a greater understanding of how information behaviors intersect with healthcare practitioners’ own health literacy, the librarians and educators who serve future and current care professionals can offer more informed information literacy instruction, enabling practitioners to provide improved patient care.
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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, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words, and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. Supplemental Material https://doi.org/10.23641/asha.9745169
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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. Results A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated. Discussion Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy. Implications for practitioners Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.
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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 instruction and direct instruction. Despite strong research support, however, behavioural approaches have not been widely adopted in general education. It is suggested that the main barriers to their adoption are the currently dominant paradigms of structuralism and constructivism, neither of which have translated into effective teaching practices for children most at risk of failure. Constructivist epistemology, in particular, is seen as oppositional to behaviour-based instruction and scientist–practitioner intervention, and its disregard for empiricism is cause for concern that ineffective practices will be maintained. It is concluded that behaviour-based practitioners (and researchers) need to become more effectively involved in system-level change strategies if they are to make an impact on the wider problems of educational failure.
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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 research-based writing course that partners the instructors with the university librarians for information literacy instruction. The author developed an information literacy rubric to assess student evaluation of information resources in the ENG 102 annotated bibliography assignment and trained three other librarians how to apply the rubric to student work. The rubric assessed the extent to which students critically applied the evaluative criteria Currency, Relevance, Accuracy, Authority, and Purpose to the information sources in their annotations. At the end of the semester, the author collected up to three de-identified annotated bibliographies from each of the 58 sections of ENG 102. The rubric was applied to up to five annotations in each bibliography, resulting in a total examination of 773 annotations (some sections turned in fewer than 3 samples, and some bibliographies had fewer than 5 annotations).
 Results – The results of the study showed that students struggle with critically evaluating information resources, a finding that supports the existing information literacy assessment literature. The overwhelming majority of annotations consisted of summative information with little evidence that students used any evaluative criteria when they selected an information source. Of the five criteria examined, Relevance to the student’s research topic and Authority were the most commonly used methods of resource evaluation, while Currency, Accuracy, and Purpose were criteria least-often used. The low average scores on the rubric assessment indicate that students are not adequately learning how to apply this set of information literacy skills.
 
 Conclusions – The library instruction sessions for ENG 102 need to move beyond the skills of choosing and narrowing a topic, selecting keywords, and searching in a library database. Students also need more targeted instruction on higher-order skills, particularly how to critically evaluate and question the sources they find. The results of this assessment are being used to refocus the learning outcomes of ENG 102 library sessions so that instruction can better meet student needs. The results are also being used to make the case for further collaboration between ENG 102 and the university library.
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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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Abstract
 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 education could have better prepared them to find and evaluate information in the workplace?
 Methods - The researchers conducted a descriptive study using a 59-item survey instrument with a variety of question formats including short-answer, multiple choice, Likert, and open response. The researchers distributed the survey to baccalaureate nursing alumni who graduated in 2012-2017 from four universities in the state of Utah in the United States.
 Results - Nurses seek practical information primarily to provide informed patient care, while also clarifying medical situations and expanding their health care knowledge. They frequently consult nursing colleagues and physicians when seeking information. The majority of nurses consult electronic health records daily. Respondents described time as the biggest barrier to accessing information. They requested authentic, clinically-focused scenarios, training on freely-accessible resources, and more explicit teaching of lifelong learning skills, such as critical thinking.
 Conclusion - Information literacy education should prepare student nurses for the fast-paced information environment they will face in the workplace. This means incorporating more patient-focused scenarios, freely available quality resources, and time-based activities in their education. The researchers suggest areas to prepare nurses for information seeking, including problem-based clinical scenarios, building guides with databases accessible for free or little cost, and added emphasis on critical thinking and self-motivated learning.
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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 reading skills, written expression, advanced reading comprehension, as well as motivation and self-determined learning. Detailed teaching steps, classroom examples, and suggestions for classroom resources are included.
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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 examined the impact of DLL on both Spanish and English literacy skills. In this article, we report findings from the first of three cohorts of students to participate in the study. Analyses of outcomes indicate that treated students outperformed control students on all 11 Spanish literacy assessments with statistically significant effect sizes ranging from 0.34 to 1.06. Analyses of outcomes on four English literacy assessments yielded positive effect sizes, though none were statistically significant.
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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 their power and information privilege as they navigate increasingly complex information environments. At its core, this specific pedagogical approach subverts traditional classroom dynamics by focusing on diversity and inclusion.
 This literature review demonstrates how feminist pedagogy is currently being practiced in academic library information literacy sessions and how students can be assessed in a feminist manner.
 Methods – Practitioners of feminist pedagogy draw on techniques and methodologies designed to emphasize and value different experiences, such as cooperative learning, collaborative learning, inquiry-based learning, and inquiry-guided learning. These techniques and methodologies are used to develop students’ information literacy skills, to take ownership of the research process, and to stimulate critical inquiry.
 For the literature review, the following databases were searched: Education Resources Information Center (ERIC) on the ProQuest platform; Library & Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); Scopus; and Web of Science Core Collection. Hand searching in WorldCat, as well as cited reference searching and bibliography mining, were also conducted. The searches were run between November 2018 and April 2019, followed by a second round in July 2019 based on participant feedback from the 2019 EBLIP10 conference. Case studies, books, book chapters, literature reviews, research papers, interviews, surveys, and papers based on statistical and qualitative analysis were consulted.
 Results – While some librarians may lack familiarity with feminist theory, feminism writ large influences academic librarians’ professional practice (Schroeder & Hollister, 2014). Librarians can incorporate feminist pedagogy into their practice and assessment in many concrete ways. However, librarians who focus on feminist pedagogy may face obstacles in their teaching, which may explain why publications on feminist pedagogical discourse within library and information studies have emerged only within the last decade (Fritch, 2018; Hackney et al., 2018). The most common challenge feminist librarians face is the restrictive nature of the standalone, one-shot information literacy session. Moreover, there is much room for improvement in library and information studies programs to introduce students to the theory and practice of feminist pedagogy.
 Conclusion – This paper highlights examples of feminist methods librarians can put into practice in their information literacy sessions and ways in which students can be assessed in a feminist manner. The literature demonstrates that feminist pedagogy has been successfully implemented for decades in universities. By comparison, practicing feminist pedagogy at the library instruction level is a relatively new area of focus within the profession. Hopefully, this growing trend will lead to more evidence based literature in the near future.
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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 Oslo University College and student work placements in Oslo, Norway.
 Subjects – Approximately 400 students enrolled in the undergraduate nursing degree programme.
 Methods – The author is a librarian and project manager of the Langerud project, an initiative wherein nursing students were jointly trained and supervised by nurse educators, nurse supervisors, and librarians in preparation for and during work placements over an eight-week period. In this role, the librarian author collected 36 student group assignments, 285 blog/wiki comments from students, nurse educators, nurse supervisors, and librarians, and 102 individual student logs written during six work placements between Spring 2010 and Spring 2012, which were posted in a learning management system (LMS), as well as in an evaluation form from Spring 2010. The unstructured text is analyzed according to how the students fulfilled the learning outcome of integrating steps zero to four of the seven-step EBP model: (1) Cultivate a spirit of inquiry; (2) Ask clinical questions in the PICO format; (3) Search for the best evidence; (4) Critically appraise the evidence; and (5) Integrate the evidence with clinical expertise and patient preferences and values. The logs are also analyzed quantitatively to measure if and how many students combined the three aspects of EBP - defined as being the practitioner’s individual expertise, best research evidence, and client values and expectations. Lastly, the author seeks to evaluate the role of the LMS as a mediating tool.
 Main Results – The author found that the majority (83%) of students successfully met the learning outcome, particularly for steps 1, 2, and 5. For step three, the author observed that some students did not apply PICO in the information-seeking process and were thus not sufficiently thorough in their searching. For step four, the author found that most students failed to demonstrate critical appraisal of the evidence and that many struggled to find up-to-date research findings. The author noted that the results for both steps three and four could be attributed to the students finding international databases and English-language research articles too challenging, given the language barrier. The author’s analysis of the logs reveals that two-thirds of the students combined the 3 aspects of EBP and that 39% described 1 or 2 aspects, of which most described user-based knowledge and experience-based knowledge. One department produced twice as many log entries as the other seven departments; in this department, students were able to choose what aspect of EBP to focus on and the librarian had a co-teaching role in that learning group. Overall, 60% of all students described research-based knowledge, which increased over time from 46% in Spring 2011, to 60% in Autumn 2011, and 83% in Spring 2012. On the evaluation form from Spring 2010, most students rated the supervision by and satisfaction with the nurse educator, nurse supervisor, and librarian as good, very good, or excellent, and many commented that the LMS was a useful learning platform.
 Conclusion – The author concludes that the project had a positive impact on students’ preparedness for work placements and that the early educational intervention improved IL and EBP competencies. Furthermore, the working relationship between the Nursing Department and Library was strengthened. After the Langerud project ended, the curriculum was revised to add more searching for research-based information in written assignments. Additionally, a lecture on EBP was developed based on real-life experiences from the project and delivered collaboratively by the project’s manager, a nurse educator, and a librarian.
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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 experience in preparing them to meet the diverse needs of their students.
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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 approach to reading comprehension instruction for third graders within an off-campus literacy clinic; the intervention involved a scope and sequence of comprehension strategies in which students had to demonstrate skill mastery before progressing to the next skill. Design/methodology/approach This investigation used a classic controlled experiment design by randomly assigning half of the literacy clinic participants (30) to either a control or experimental group. The previous year-end’s Criterion-Referenced Competency Test (CRCT) scores of the participants were used as indicators (or base lines) of each participant’s preexisting level of reading achievement. Findings There was a statistically higher achievement rate in the experimental group as measured by the CRCT statewide assessment with a Cohen’s effect size value (d = 0.79) suggested a moderate to high practical significance. Practical implications This study’s findings are relevant to those involved in literacy remediation, including literacy clinic directors, preservice educators and curriculum directors. Originality/value This paper is one of a kind in that it is the first to trial a scope and sequence of evidence-based comprehension strategies for comprehension improvement in primary school students. The findings call for major changes to thinking about how we improve students’ reading skills by focusing on depth rather than breadth.
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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 ). Method In this article, I review the epidemiology of youth offending together with research evidence concerning the language and literacy skills of this population. I outline the major practice and research implications of these findings for speech-language pathology as a profession, considering the “school-to-prison pipeline” via key domains of early years' reading instruction, young people's passage through the justice system, restorative justice processes, and design and delivery of language and literacy interventions for young people on youth justice orders. Results Implications for speech-language pathology scope of practice and future research are outlined. Conclusions Speech-language pathology as a profession has a significant role to play in advocating for vulnerable young people at each point in the school-to-prison pipeline. This includes strengthening the evidence base concerning speech-language pathology language and literacy interventions and lobbying governments to fund speech-language pathology services to address the complex communication needs of this population, both on community-based and custodial orders.
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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) there is no “quick fix or one prescribed intervention” (p. 38) to remediate dyslexia. This research overview provides an analysis of four studies followed by an evaluation of strategies suggested to improve learning outcomes for students with dyslexia. It concludes with key recommendations for inclusive practices which teachers could use to ensure students with dyslexia have the same opportunities to achieve as their peers.
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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.
 The author searched seven databases: Library, Information Science & Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature.
 The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff.
 The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.
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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 assessment, we adapted the difficulty of each assessment based on each child’s age and accumulated evidence about the child’s skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (P= 0.005). We observed no effect on spatial skills. The intervention also positively influenced children’s verbal comprehension skills (0.28 SD higher at posttest,P< 0.001), but did not affect their print-literacy skills. We consider the potential contribution of this approach, in combination with similar regimes of assessment and instruction in elementary schools, to the reduction of social inequality in numerical skill and discuss possible explanations for the absence of an effect on spatial skills.
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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 support language development and comprehension skills for children with ASD within the context of shared reading activities. We begin by providing known information about the reading performance of children with ASD using the Simple View of Reading as our guiding conceptual framework. Next, we present a number of practical, evidence-based strategies that educators can implement within the context of shared book reading activities. Case studies are embedded throughout the tutorial to demonstrate how practitioners may apply these strategies in their instructional settings. Conclusions Shared book reading interventions are a well-studied, developmentally appropriate approach for bringing about change in language and literacy in early childhood. The success of shared reading depends upon rich communication and interaction between the adult reader and the child. Many children with ASD will require strategies to support social communication and emergent literacy skill development (e.g., vocabulary knowledge, language comprehension) that are specifically linked to future reading comprehension.
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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. This includes design of both the content and the navigational interface. Given the relative complexity of these projects, a clear and logical design is essential to effective conveyance of content. The presentation of content via computer differs from “traditional” media presentations in terms of how content is structured; interactive elements; user selectivity; user motivation, and immediate, response-specific performance assessment (among other things). There are a number of differences in the production process as well. Computer-based instruction requires early definition of end-use platforms, software requirements, use of communication, testing, and grading tools, and more. Content is organized on a flowchart which, along with the design document (which contains the script/text, graphic descriptions, and programming directions), becomes the blueprint for project production. Early project prototypes are tested for ease of use, logical flow, and structure, with “typical end-user” representatives. The final project is alpha- and beta-tested prior to distribution. Although preparing computer-based media materials is time-consuming, the resulting product can greatly enhance teaching by enabling self-paced, asynchronous, active learning and accommodating different learning styles.
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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 instructors’ self-reporting of their use of various types of technology, computer software, and online software; the different teaching/learning and assessment strategies that they employ; the obstacles they face with the use of technology in their classrooms; and their beliefs about the use of multimodal digital literacy practices for teaching and learning. The study, which was based on the premises of social semiotic theory, utilized a mixed-methods design from which survey and focus group interview data were triangulated. The findings demonstrated that while most postsecondary EFL instructors have a strong positive attitude towards multimodal digital literacy practices and make robust use of specific types of technology and software programs, obstacles prevent these practices from being more widely and frequently deployed in the KSA. Suggestions for how to make a transformation to a more pronounced use of multimodal practices happen, and the limitations to the study are also presented.
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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 schedule based on a review of the literature and their own experiences as librarians teaching EBM. The topics covered were; librarians’ perceptions of their roles in relation to the curriculum, the training required to enable them to undertake these roles, and their professional development needs. The interviews were conducted by telephone and then audio-recorded and transcribed verbatim. The authors present five main themes; curricular design, curricular deployment, curricular assessment, educational training, and professional development. Profiles were developed for each participant based on the latter two themes and from this information common characteristics were identified.
 
 Main Results – The participants described the importance of collaboration with faculty and student bodies when designing a curriculum. Information literacy instruction and specifically literature searching and forming a research question were taught by all of the participants to facilitate curricular deployment. Some of the librarians were involved or partly involved in curricular assessment activities such as formulating exam questions or providing feedback on assignments. Educational training of participants varied from informal observation to formal workshops offered by higher education institutions. All librarians indicated a willingness to partake in professional development focused on teaching and EBM.
 
 The subjects’ perceptions of their roles are supported by Dorsch and Perry’s themes of the librarian’s role in curricular design, deployment, and assessment. The educational training received by participants included formal training and experiential and self-directed learning activities. 
 
 Finally, the librarians identified their professional development needs going forward. The majority of participants indicated that they would like to attend workshops run by universities or the Medical Library Association. Others wanted to invite and host guest speakers at their own institutions. Librarians identified financial restraints and geographic location as barriers to attending professional development events. 
 
 Conclusion – Librarians can be actively involved in the delivery of EBM instruction in medical schools. However, they require additional educational opportunities to enable them to develop in this role. Online training could be a viable option for self-directed learning to overcome financial and geographic constraints.