Best practices in adolescent literacy instruction

2008 ◽  
Vol 46 (04) ◽  
pp. 46-2211-46-2211
Keyword(s):  
Best Practices ◽  
Literacy Instruction ◽  
Adolescent Literacy

Chat reference: evaluating customer service and IL instruction

2019 ◽  
Vol 47 (2) ◽  
pp. 134-150 ◽  
Author(s):  
Julie Hunter ◽  
Samantha Kannegiser ◽  
Jessica Kiebler ◽  
Dina Meky
Keyword(s):  
Best Practices ◽  
Customer Service ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Academic Community ◽  
Literacy Skills ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Chat Reference ◽  
Industry Standards

Purpose Reflecting on the new ACRL Framework, a deficiency was observed in literature on the assessment of information literacy instruction in chat reference. An evaluation of recent chat transactions was undertaken and the purpose of the study was twofold. The purpose of this study is to discover if and how librarians were teaching information literacy skills in chat reference transactions and identify best practices to develop training and resources. Design/methodology/approach To start, a literature review was performed to identify current industry standards. A rubric, influenced by the ACRL Framework, was developed to evaluate chat transactions from one semester. Results from the assessment were compiled and interpreted to determine current practices. Findings This study identified the necessity of balancing customer service and instruction to manage student expectations and encourage successful chats. Best practices and strategies that librarians can use to provide a well-rounded service were culled for the development of training and resources. Originality/value Reference assumes a large portion of the services that academic librarians provide to students. As technology advances, librarians are relying on virtual platforms, including chat reference, as convenient and useful tools to provide reference services to the academic community. While face-to-face reference encourages information literacy instruction, it is challenging to perform the same instruction in a virtual setting where expectations are based on retail models. With the growing use of virtual services, evaluating the success of chat reference based on industry standards is imperative.

scholarly journals Effective Literacy Instruction for Adolescents

2002 ◽  
Vol 34 (2) ◽  
pp. 189-208 ◽  
Author(s):  
Donna E. Alvermann
Keyword(s):  
Critical Literacy ◽  
Struggling Readers ◽  
Literacy Instruction ◽  
Adolescent Literacy ◽  
Subject Area ◽  
School Level ◽  
Elementary Grades ◽  
High School Level ◽  
General Audience ◽  
The Board Of Directors

This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC's web page ( http://nrc.oakland.edu ), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.

Using Technology to Build Interactions Within and Beyond the Literacy Classroom

2020 ◽  
pp. 260-286
Author(s):  
Kristine E. McGee ◽  
Jodi G. Welsch
Keyword(s):  
Decision Making ◽  
Technology Integration ◽  
Best Practices ◽  
21St Century ◽  
Literacy Instruction ◽  
Instructional Tools ◽  
Technology Tools ◽  
Integration Of Technology ◽  
Need Support ◽  
Pedagogical Frameworks

Becoming an educator today, specifically one who teaches literacy, requires more than a strong understanding of pedagogy and best practices. Today's educators must be equipped to survive, as well as thrive, in a 21st-century literacy classroom. New programs, websites, apps, etc. are being introduced daily, therefore, our pre-service teachers need support in order to utilize tools effectively. By providing experiences with a variety of tools, novice teachers can employ existing pedagogical frameworks for technology integration with literacy instructional tools. This study identifies how pre-service teachers perceive their skills and pedagogical decision-making for the integration of technology tools within their literacy instruction.

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