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Full-Text Articles in Education
Trying On—Being In—Becoming: Four Women’S Journey(S) In Feminist Poststructural Theory, Donna Kalmbach Phillips, Gennie Harris, Mindy Legard Larson, Karen Higgins
Trying On—Being In—Becoming: Four Women’S Journey(S) In Feminist Poststructural Theory, Donna Kalmbach Phillips, Gennie Harris, Mindy Legard Larson, Karen Higgins
Faculty Publications
This is the narrative of four women in academia spanning a ten-year relational journey. As a performance collaborative autoethnography, it explores and presents theories of subjectivity and transitional space. Through journals, emails, and dialogue we are trying on, being in, and becoming feminist poststructural thinkers/inquirers/teacher educators. In our work, we explore: How has theory changed our subjectivity, lived experiences and relationships, and moved us from comfortable spaces of knowing to uncomfortable places of becoming? In a series of poetry and performance narratives, we chart our own linked journey(s) in pursuing these questions. As autoethnographers, we grapple with meanings …
Embodied Discourses Of Literacy In The Lives Of Two Preservice Teachers, Donna Kalmbach Phillips, Mindy Legard Larson
Embodied Discourses Of Literacy In The Lives Of Two Preservice Teachers, Donna Kalmbach Phillips, Mindy Legard Larson
Faculty Publications
This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses’ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education …
Mixing And Matching: Assessing Information Literacy, Carol Mcculley
Mixing And Matching: Assessing Information Literacy, Carol Mcculley
Faculty & Staff Publications
Authentic assessment of student learning outcomes is much in demand. This paper reviews a variety of assessment methods that measure cognitive, behavioral, and affective levels of learning that can be used to design library class instruction and assessments to improve student learning and teaching of information literacy concepts. The intentional use of these methods to assess undergraduate student learning in many disciplines through working collaboratively with faculty and integrating the assessments in a learner-centered environment is discussed.