Crandall, Joann and Peyton, Joy Kreeft (Eds,). Approaches to Adult ESL Literacy Instruction. McHenry, IL: Delta Systems and the National Clearinghouse on Literacy Education of the Center for Applied Linguistics, 1993Crandall, Joann and Peyton, Joy Kreeft (Eds,). Approaches to Adult ESL Literacy Instruction. McHenry, IL: Delta Systems and the National Clearinghouse on Literacy Education of the Center for Applied Linguistics, 1993. Pp. 98.

1995 ◽  
Vol 51 (2) ◽  
pp. 368-369
Author(s):  
Perry Shearwood
Keyword(s):  
Literacy Instruction ◽  
Applied Linguistics ◽  
Literacy Education ◽  
Adult Esl

Health literacy education: the impact of synchronous instruction

2016 ◽  
Vol 44 (2) ◽  
pp. 100-121 ◽  
Author(s):  
Tricia Lantzy
Keyword(s):  
Health Literacy ◽  
Literacy Instruction ◽  
Literacy Education ◽  
Literacy Skills ◽  
Content Type ◽  
Face To Face ◽  
Confidence Levels ◽  
Face To Face Instruction ◽  
The Impact ◽  
Synchronous Online

Purpose This paper aims to examine the integration of librarian-led health literacy instruction into an undergraduate course, focusing specifically on how the method of instruction impacts learning outcomes and self-reported confidence levels in completing a course assignment. Undergraduate students struggle to critically evaluate online health information in an increasingly diffuse information landscape. Assessing the success of different instructional techniques aimed at building these abilities can guide pedagogical choices and provide new opportunities to increase health literacy skills in a variety of library user populations. Design/methodology/approach A quasi-experimental research design with pre- and post-tests and a participant survey was used to compare one-shot information literacy instruction techniques in two hybrid sections of a kinesiology course. One class received a traditional, face-to-face librarian-led session and the other a synchronous online instructional session through web conferencing. Findings There were no significant differences in student learning between the in-person and online groups. Students in both conditions demonstrated an extremely significant increase from pre-test to post-test scores, suggesting that librarian-led instruction in either format can lead to substantial learning of online health literacy skills. Survey results showed no significant differences in confidence levels following instruction and suggest that both methods of instruction provide a positive learning experience for students. Originality/value This study provides evidence that synchronous online instruction can be as effective as face-to-face instruction in teaching students to evaluate health-related information resources. These findings are valuable for librarians in a variety of settings who are considering providing health literacy education in an online environment.

Teacher Candidates’ Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching

2020 ◽  
pp. 001312452097433
Author(s):  
Michelle N. Kwok ◽  
Ambyr R. Rios ◽  
Andrew Kwok ◽  
Sharon D. Matthews
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Multicultural Education ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Literacy Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Student Demographics ◽  
Literacy Teaching

This study explored teacher candidates’ understandings of diversity, equity, and equality, and how these beliefs differed throughout teacher preparation. Researchers surveyed teacher candidates at the beginning and at the completion of their program to compare responses to a question inquiring about student demographics in the context of literacy education. Researchers found that teacher candidates’ understandings of effective literacy instruction ranged within a continuum between stances of equity and equality, and that exiting candidates’ responses were more robust and descriptive. Implications include the need for a focus on multicultural education across teacher education programs to yield more equity based beliefs.

Literacy and Technology

2014 ◽  
pp. 307-317
Author(s):  
Lesley Farmer
Keyword(s):  
Literacy Instruction ◽  
School Community ◽  
Literacy Education ◽  
Literacy Skills ◽  
Appropriate Technology ◽  
Technology Skills ◽  
Successful Teachers ◽  
Deliberate Learning ◽  
Education Needs ◽  
Ubiquitous Presence

Contemporary literacy education needs to acknowledge technology's nearly ubiquitous presence and leverage that status by incorporating technology into practice. For such integration to be successful, teachers need to carefully select appropriate resources, work with them until they are comfortable with them, and take time to design instruction that includes technology skills instruction as well as content instruction. The school community as a whole should systematically incorporate technology into literacy instruction by allocating resources to acquire appropriate technology, provide the infrastructure to support technology, and train educators in its use. Many tools can be used to support literacy education, including ways to address the literacy needs of specific learner populations. Literacy constitutes a pillar of education. The ability to read and write, to use language effectively, is required in today's society. Literacy is not an intuitive skill; it requires conscious and deliberate learning and practice. The explosion of technology calls for increased literacy skills, and technology can also be used to teach those literacy skills. Factors to consider in incorporating technology into literacy education are explored in this chapter.

Information Literacy Skills of Graduate Students: A Case of the Master’s of Information Studies Program in Kuwait

2020 ◽  
Vol 19 (02) ◽  
pp. 2050011
Author(s):  
Charlene L. Al-Qallaf
Keyword(s):  
Graduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Graduate Programs ◽  
Literacy Education ◽  
Literacy Skills ◽  
Information Studies ◽  
Post Test ◽  
Information Literacy Skills ◽  
Education Model

While information literacy in undergraduate programs has received considerable attention, few studies have explored graduate programs, with even fewer focusing specifically on library and information studies (LIS) programs. Accordingly, this study aims to assess the information literacy skills and knowledge of incoming students in an information studies graduate program at Kuwait University. By assessing students before and after they receive information literacy instruction, the study also aims to map a plan for developing graduate-level information literacy education. The study’s rationale is to provide empirical evidence of graduate students’ information literacy and research capabilities on commencing their studies, which are expected to be low, thereby encouraging educators and policymakers to engage in meaningful, informed discourse on investing in information literacy education. To collect data, the author administered a pre-test at the beginning of the semester, followed by a post-test at the end of the semester after students had attended a series of information literacy sessions. In addition, a faculty focus group was conducted to gain insight into their perceptions of students’ skills and their views and beliefs on information literacy education. Students’ overall mean score increased by almost 18% in the post-test. They performed better on questions related to knowledge of databases, search strategies, accessing sources, and some legal and ethical issues surrounding the information ecosystem. They also showed moderate improvement in critically evaluating information. However, they continued to perform poorly in defining an information need and understanding the nature and scope of the information paradigm. The findings informed the development of an information literacy education model. The study’s research design provides a format for other institutions interested in identifying students’ information and research needs with the aim of integrating information literacy instruction into graduate programs. The information literacy education model is dynamic and can be adapted to different learning environments.

Conversation analysis

1994 ◽  
Vol 11 ◽  
pp. 97-118 ◽  
Author(s):  
Rod Gardner
Keyword(s):  
Qualitative Research ◽  
Conversation Analysis ◽  
Research Methods ◽  
Applied Linguistics ◽  
Substantial Contribution ◽  
Basic Form ◽  
Adult Esl ◽  
Linguistic Research ◽  
Australian English ◽  
Ordinary Conversation

Abstract The first part of this paper presents the view that ordinary conversation is the most basic form of talk, and that Conversation Analysis (CA) in the ethnomethodological tradition, whilst widely known in Australian applied linguistics, has been very little used here as a set of research tools. The distinctiveness of the CA approach is presented, and it is argued that CA has the potential to make a more substantial contribution to applied linguistic research than it has hitherto. Second, the paper considers how some basic CA research – into receipt tokens such as mm, yeah, oh and others in Australian English – might be applied to a language teaching, and specifically into the development of teaching materials in an adult ESL context. It is argued that CA has the potential for wider application in Australian applied linguistics alongside some of the more widespread and better known qualitative research methods.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

AAC Supporting Literacy Instruction for Individuals With Deafblindness

2017 ◽  
Vol 2 (12) ◽  
pp. 98-106
Author(s):  
Christopher Brum
Keyword(s):  
Literacy Instruction ◽  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Use Of Technology ◽  
Communication Supports

This paper aims to provide an overview of literacy as it relates to children with deafblindness, including information on literacy instruction and specific examples of activities that support literacy development for this population. It will also explain how augmentative and alternative communication supports, including the use of technology, can be integrated into literacy instruction for individuals with deafblindness.

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