Education Commons^™

Defining And Transferring Digital Literacies: What Does This Mean For High School And College Educators?, Jocelyn Spoor

Department of English: Dissertations, Theses, and Student Research

This thesis aims to create a digital literacies transfer framework through a discussion regarding current conversations on transfer and digital literacies in the English field, including synthesizing the two ideas to think about the transfer of digital literacies as a concept. This digital literacies framework is made up of five components: the functional skills, critical skills, and rhetorical skills found in digital literacies scholarship and the genre awareness and meta-cognitive ideas found in transfer literature. This digital literacies transfer framework is then used to analyze information gleaned from four college and five high school English educators. The key findings from …

From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans

Teaching/Writing: The Journal of Writing Teacher Education

Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing.

In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece examines …

Integrating Doctrine And Diversity Speaker Series: When Law School Classroom Discussions Of Diversity Issues Go Wrong, Roger Williams University School Of Law, City University Of New York School Of Law

School of Law Conferences, Lectures & Events

No abstract provided.

Using Understanding By Design To Create A University Orientation Class Grounded In Information Literacy, Jennifer Joe, Wade Lee

Scholarship of Teaching and Learning, Innovative Pedagogy

This article describes the process of redesigning UC1130: Information Literacy for College Research, a class taught at the University of Toledo, in Toledo, Ohio. This redesign was conducted by Jennifer Joe and Wade Lee-Smith, librarians at the university, and facilitated by the University of Toledo’s University Teaching Center, Denise Bartell, the Associate Vice Provost for Student Success, and Thomas Atwood, the Associate Dean of University Libraries, who was the creator of the original curriculum for UC1130. The course redesign was motivated by two factors: incorporation of the ACRL Framework for Information Literacy in Higher Education, and the class’s inclusion in …

Accidental Information Literacy Instruction: The Work A Link Landing Page Can Do, Elizabeth Pickard, Michelle R. Desilets

Scholarship of Teaching and Learning, Innovative Pedagogy

This article reports on a surprise finding from a larger, long-term study that explores ways to provide effective information literacy instruction (ILI) in asynchronous, online-only courses. The finding occurred during a term in which students participating in the study received no formal ILI. However, these students did not turn to the web at large when doing independent research as some literature might predict. Instead, analysis of their final research project bibliographies suggests students modeled the search scopes of select prior assignments from that same course. This finding has potential to inform parameters for adapting pedagogy for asynchronous, online-only instruction as …

Sharing Stories: Reflections Of Professors’ Literacy Identities And Beliefs, Christy M. Howard, Ran Hu, Johna Faulconer

Networks: An Online Journal for Teacher Research

Teacher identities and beliefs influence instructional practices. In order to explore this process, this self-study was conducted by three literacy professors from different ethnic backgrounds including one African-American professor, one Chinese national professor and one White professor. The purpose of this study was to examine how professors' literacy identities are shaped and how sharing these identities, experiences and beliefs in meaningful professional dialogues influences instructional practice. We examined the role of our identities and beliefs on our instructional practices using multiple forms of qualitative data such as journal entries, digital stories, and critical group discussions. Despite the range of differences …

Teaching & Learning During Covid-19: Alternative Instructional Activities Through Individualized Learning Plans, Kerry Weir, Michelle Wohlman-Izakson, Lina Gilic

Experiential Learning & Teaching in Higher Education

Prior to the COVID-19 pandemic, 75 teacher candidates from SUNY Old Westbury were engaged in their Applied Learning Practicum in public schools across Long Island. Of those students, 18 were in the Exceptional Education and Learning Department. When the first teacher candidate was asked to leave her placement, faculty in the Exceptional Education and Learning Department pivoted to design an individualized learning plan for each teacher candidate to augment their clinical placement experience.

Book Review: Information Literacy In The Workplace, Lore Guilmartin

Communications in Information Literacy

No abstract provided.

Generational Shift: Why We Should Modify Our Instructional Strategies For The Next Generations Of Aviators, Mary Niemczyk

National Training Aircraft Symposium (NTAS)

Air transportation has proven to be an extremely safe, efficient and reliable means for travel – a testament to highly effective instruction and training. Airlines are forecasted to continue their rapid expansion over the next 20 years needing to hire more than 2 million aviation personnel (Boeing, 2015). As Baby Boomers retire, at the rate of 10,000 per day/4 million per year, a ‘generational replacement’ or shift will occur with Gen Y and Z members taking their places in the workforce.

Each generation is impacted by significant events during their developmental adolescent years. For Gen Y members, technological and K-12 …

Pilot Data Information Literacy Competencies Matrix Scaffolded Across Undergraduate, Graduate And Data Steward Levels, Megan R. Sapp Nelson

Libraries Faculty and Staff Scholarship and Research

Initial work in identifying data management or data information literacy skills went as far as identifying a list of proposed competencies without further differentiation between those competencies, whether by discipline, complexity, or use case. This article describes a significant innovation upon existing competencies by identifying a scaffolding (built upon existing competencies) that moves students progressively from undergraduate training through post graduate coursework and research to post-doctoral work and into the early years of data stewardship. The scaffolding ties together existing research that has been completed in research data management skills and data information literacy with research into the outcomes that …

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …

A Broadly Implementable Research Course In Phage Discovery And Genomics For First-Year Undergraduate Students, Tuajuanda C. Jordan, Sandra H. Burnett, Susan Carson, Steven M. Caruso, Kari Clase, Randall J. Dejong, John J. Dennehy, Dee R. Denver, David Dunbar, Sarah C. R. Elgin, Ann M. Findley, Chris R. Gissendanner, Urszula P. Golebiewska, Nancy Guild, Grant A. Hartzog, Wendy H. Grillo, Gail P. Hollowell, Lee E. Hughes, Allison Johnson, Rodney A. King, Lynn O. Lewis, Wei Li, Frank Rosenzweig, Michael R. Rubin, Margaret S. Saha, James Sandoz, Christopher D. Shaffer, Barbara Taylor, Louise Temple, Edwin Vazquez, Vassie C. Ware, Lucia P. Barker, Kevin W. Bradley, Deborah Jacobs-Sera, Welkin H. Pope, Daniel A. Russell, Steven G. Cresawn, David Lopatto, Cherly P. Bailey, Graham F. Hatfull

Publications and Research

Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been …

A Course-Based Research Experience: How Benefits Change With Increased Investment In Instructional Time, Christopher D. Shaffer, Consuelo J. Alvarez, April E. Bednarski, David Dunbar, Anya L. Goodman, Catherine Reinke, Anne G. Rosenwald, Michael J. Wolyniak, Cheryl Bailey, Daron Barnard, Christopher Bazinet, Dale L. Beach, James E.J. Bedard, Satish Bhalla, John Braverman, Martin Burg, Vidya Chandrasekaran, Hui-Min Chung, Kari Clase, Randall J. Dejong, Justin R. Diangelo, Chunguang Du, Todd T. Eckdahl, Heather Eisler, Julia A. Emerson, Amy Frary, Donald Frohlich, Yuying Gosser, Shubha Govind, Adam Haberman, Amy T. Hark, Charles Hauser, Arlene Hoogewerf, Laura L.M. Hoopes, Carina E. Howell, Diana Johnson, Christopher J. Jones, Lisa Kadlec, Marian Kaehler, S. Catherine Silver Key, Adam Kleinschmit, Nighat P. Kokan, Olga Kopp, Gary Kuleck, Judith Leatherman, Jane Lopilato, Christy Mackinnon, Juan Carlos Martinez-Cruzado, Gerard Mcneil, Stephanie Mel, Hemlata Mistry, Alexis Nagengast, Paul Overvoorde, Don W. Paetkau, Susan Parrish, Celeste N. Peterson, Mary Preuss, Laura K. Reed, Dennis Revie, Srebrenka Robic, Jennifer Roecklein-Canfield, Michael R. Rubin, Kenneth Saville, Stephanie Schroeder, Karim Sharif, Mary Shaw, Gary Skuse, Christopher D. Smith, Mary A. Smith, Sheryl T. Smith, Eric Spana, Mary Spratt, Aparna Sreenivasan, Joyce Stamm, Paul Szauter, Jeffrey S. Thompson, Matthew Wawersik, James Youngblom, Leming Zhou, Elaine R. Mardis, Jeremy Buhler, Wilson Leung, David Lopatto, Sarah C.R. Elgin

Faculty Publications

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant …