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Literacy research has investigated disciplinary literacy for over a decade. The focus on disciplines as cultures of distinct literacy practice has been integrated into national standards and classroom implementation. Yet, research exploring the professional development in-service teachers receive specific to delivering disciplinary literacy instruction remains limited. This systematic literature review addresses this gap by analyzing 58 articles using the search terms "professional development," "disciplinary literacy," and "content area literacy." The researchers discuss four focused themes that have emerged in disciplinary literacy research in relation to professional development (PD): disciplinary literacy as strategy instruction, differentiation and disciplinary literacy, measures of disciplinary literacy, and a PD model. The authors conclude discussing theoretical codes demonstrating both successes and challenges for PD in disciplinary literacy with implications for future PD.

Purpose: The purpose of this paper aims to answer the research question: How is the HyFlex model being implemented in higher education, and is it leading to greater access and equity?Design/methodology/approach: This comprehensive literature review covers 19 sources, 11 studies and 8 practitioner or literature reflections, studying HyFlex. Findings: Seven focused codes formed from 23 initial codes: definition and alignment, implementation, successes, challenges, research, theory, and access and equity. Originality/value: The HyFlex model arose to address the need of both leaner budgets in higher education and increased demands from students for varied learning options, and this paper addresses the status of this mode and a gap in the research on hybrid forms of higher education.

This case study shares the experiences of 24 students in an urban high school in the U.S. Midwest who spent 6 weeks learning about, and applying tenets of, critical race theory (CRT) to their analysis of the canonical "The Adventures of Huckleberry Finn." Students created a visual essay reflecting their understanding of CRT in the novel and in their broader social milieu. Drawing from, and sharing possibilities for, merging theoretical principles from CRT, multiliteracies, and the writing process, we/the authors ask: How can students utilize multiple perspectives to sharpen racial literacies through multimodal design? These findings include three points of integration: (a) overt instruction, Whiteness, and organizing; (b) critical framing, intersectionality, and address; and (c) transformed practice, critical stance, and revise and survey again.

For many in our nation, the last two years have been a time of loss, grief, and pain. Amid national turmoil and a worldwide pandemic, in January 2021, the nation's [...]

Chemistry is essential to individual and societal well-being, yet publics tend to express less interest in chemistry compared to other science fields, and many scholars have highlighted the need for more research on effective chemistry communication and informal learning outcomes. Here, we describe one strand of a collaborative, multiyear study, working with science museums to test what kinds of content can improve interest in, perceived relevance of, and self-efficacy concerning chemistry among publics. Building on the results of our museum collaborators' findings from their tests of hands-on chemistry activities, we designed experiments testing the effects of four types of chemistry content: (1) "chemistry concepts" in general without mention of an application; (2) chemistry "applications in everyday life"; (3) chemistry "applications in societal issues"; and (4) each of these types of content but with "connections to other science fields" beyond just chemistry. To test the effects of these different content areas, we designed three survey-embedded experiments. One experiment we designed to replicate the content of the museums' hands-on activities more directly. The other two then expanded on the museums' findings across different focus areas (e.g., chemistry in food or health applications), one with chemistry-only information and one with chemistry alongside other science fields, to try to extend the results of the museum findings to new content. In all experiments, respondents who were randomly assigned information focused on applications in everyday life tended to be significantly more likely to report positive outcomes in interest, relevance, and self-efficacy in chemistry more broadly, relative to the other conditions. Information focused on broader societal applications was consistently less successful in comparison. We discuss the implications of these findings for furthering chemistry communication and education across publics and formats.

In this formative experiment, the authors focused on developing professional development for upper elementary school teachers and investigating how it was integrated into teachers' instruction to improve their ability to make writing a more digital, participatory process. Theoretical perspectives pertaining to technology use in education specify that this instruction should emphasize students creating rather than consuming information from media sources and that this creation process should be social. However, recent research of preadolescents has shown that although these students are using technology more in schools, they are often using technology to consume rather than create information. Further, literacy teachers, in particular, have identified barriers to integrating technology effectively into their curriculum. Thus, there is a critical need for professional development that helps teachers more effectively integrate technology into their classrooms. The objective of this study was to develop a professional development model that helps teachers engage students in writing as both a digital process and a social process. The essential elements studied in this model include the following: (a) sustained professional development, including the gradual release of teacher inquiry; (b) writing as a social practice; and (c) the use of digital tools to engage students in writing. Using both qualitative and quantitative methods, the authors studied the implementation of this professional development model in a summer institute and in teacher classrooms.

Programs integrating social-emotional learning (SEL) and physical activity (PA) can contribute to positive behavior outcomes and development for adolescent girls. The purpose of this article is to report the development of the EmpowerHER Program curriculum. Specifically, this curriculum describes implementation strategies and activities tailored to adolescent girls while contributing to the literature surrounding health programs addressing PA and SEL components. Adolescent girls (10–14 years old) participated in an eight-session summer program that provided the opportunity to engage in fun-filled activities that encouraged PA and SEL. Strategies from the EmpowerHER program can be applied to curriculum development and program implementations in out-of-school settings to aid in promoting PA enjoyment and engagement for adolescents. This curriculum supports the importance of contextually tailoring a health program to support PA and SEL for adolescent girls. [ABSTRACT FROM AUTHOR]

Research has called for nuanced scholarly investigations that synergise, complicate, and advance social theories of literacy. Accordingly, this study melds critical literacy, critical race theory, and multiliteracies to distil students' involvement with the canonical The Adventures of Huckleberry Finn, investigating: What are participants' design experiences reading canonical literature through a critical race theory lens, and what does multimodal design reveal about students' critical literacies? Design reflects both understanding and meaning making using multiple sign systems. Applying case study methodologies, researchers investigated the experiences of 24 eleventh-grade students in an American literature course. Layers of inductive and deductive analysis reveal two findings specific to students' experiences with multiliteracies: successes with literal transmediation and barriers to imaginative transmediation. Findings were then deductively treated with tenets of critical literacy and critical race theory, revealing that students identified Whiteness as property while simultaneously participating in Colour-evasion and upholding White saviour traditions. Implications for theory, research, and pedagogy are discussed. [ABSTRACT FROM AUTHOR]

Multilingual learners live in a digital world where they can access and create knowledge in multiple modes through digital tools. Yet, teachers are often not supported in harnessing these resources to capitalize on students' linguistic and cultural repertoires. The authors reflect on data from teachers indicating a need to support teachers as they engage students in digital composition with asset orientations, such as translanguaging. Translanguaging with digital, collaborative writing is presented as a strategy based on author insights from classroom teaching. This article addresses the demand for multilingual learner (ML) translingual compositions through digital, collaborative writing. [ABSTRACT FROM AUTHOR]

The researcher conducted a formative experiment in a ninth- and a 10th-grade English classroom to observe a multiliteracies-based intervention implemented to improve high school students' arguments. Traditionally, argument is taught from a cognitive perspective, emphasizing concepts such as claims, evidence, and warrants. However, arguments are also creations of social practice that incorporate the multimodality that digital tools afford. The author discusses three assertions regarding multimodality, social practice and digital tools, and transfer in relation to expanding argument instruction.

This multiple-case study design with embedded units of analysis examined a two-year professional development (PD) program in which two rural districts received at least 90 hours of PD. This PD was provided through an Investing in Innovation (i3) grant that the United States Department of Education awarded to the National Writing Project. Two of the three districts receiving PD served as cases for this study, and researchers interviewed, surveyed and observed both a high-adopting teacher and a low-adopting teacher from each case. The data from these high-adopting and low-adopting teachers serve as the embedded units of analysis. The researchers found that teachers did adopt and adapt the PD, as seen in their increased time spent on writing and survey data indicating their adoption of strategy instruction. Student outcomes also showed a positive impact because student writing sample scores increased after the PD. The findings from both of the overall cases and the embedded units led the researchers to five discussion points regarding the adoption of PD.

Introduction: TikTok is often the first source teens and young adult patients turn to for medical information, a short-form social media video application known to promote videos with inaccurate information. The primary goal of this study was to characterize popular endometriosis misinformation found on TikTok, with the secondary goal of describing attitudes surrounding endometriosis on TikTok so that physicians can be knowledgeable about the content available on the internet, and be prepared when patients talk about endometriosis misinformation. Methods: The top 100 videos under the three most popular endometriosis search terms were assessed for misinformation in four categories: incorrect causes, incorrect symptoms, incorrect treatment, and other incorrect information. Non-English, inaudible, duplicated, or irrelevant videos were excluded from analysis. Videos were analyzed until 100 valid videos were identified in each search term. Metadata was collected, including whether the video was created by a physician or non-physician and attitudes toward endometriosis. Chi squares, Fisher's Exact Tests, and Mann–Whitney U tests were performed as appropriate. Results: Of total, 298 videos met the eligibility criteria for review. Fifty videos were created by individual physicians and 248 were created by non-physicians. Overall, out of 298 videos, 69 videos (23%) had incorrect or misleading information about causes, treatment, symptoms, or information about endometriosis. Only 1% of the analyzed videos discussed medication management other than COCPs. Nonphysician sources were associated with negative attitudes (p < 0.003). Nonphysician videos were more likely to contain misinformation in at least one category, compared to physician videos (p < 0.0008). Despite the greater volume of non-physician videos, those created by physicians were more likely to be shared. Misinformation from non-physician sources was associated with positive/neutral attitudes toward endometriosis and treatment (p < 0.00002). Discussion: This study reveals that TikTok hosts a high volume of endometriosis misinformation, especially about endometrosis treatments. Popular TikTok misinformation tends not to reflect traditional misconceptions, but rather modern misinformation trends of holistic health and "wellness." Physicians should be prepared to have respectful discussions about endometriosis treatments found on TikTok without invalidating the emotions that led patients to seek information on the internet. [ABSTRACT FROM AUTHOR]

We conducted a formative experiment investigating how an intervention that engaged students in constructing multimodal arguments could be integrated into high school English instruction to improve students' argumentative writing. The intervention entailed three essential components: (a) construction of arguments defined as claims, evidence, and warrants; (b) digital tools that enabled the construction of multimodal arguments; and (c) a process approach to writing. The intervention was implemented for 11 weeks in high school English classrooms. Data included classroom observations; interviews with the teacher, students, and administrators; student reflections; and the products students created. These data, analyzed using grounded-theory coding and constant-comparison analysis, informed iterative modifications of the intervention. A retrospective analysis led to several assertions contributing to an emerging pedagogical theory that may guide efforts to promote high school students' ability to construct arguments using digital tools.

This teaching tip gives teachers practical applications of the game Pokémon GO for literacy teaching and learning. The author discusses applications of the game for teaching multimodality in upper elementary-school classrooms. The author situates these applications in relevant theoretical perspectives as well as current literacy research.

The authors conducted a comprehensive literature review of school district partnerships with caregivers of English Learners (ELs) to inform this project design. This literature review addresses the following research question: What are the needs of caregivers of ELs in K-12 schools, and how are school partnerships supporting these caregivers? This literature review will address these gaps and overcoming EL caregiver underrepresentation from a comprehensive review of 21 articles. Initial findings revealed 26 initial codes. These initial codes were collapsed thematically to form six focused codes discussed in these results: defining caregiver engagement, history and context, preparation needed, implementation strategies, path forward, and impact. These six focused codes were further collapsed into past, current, and future implications. [ABSTRACT FROM AUTHOR]

The use of artificial intelligence-based algorithms for the curation of news content by social media platforms like Facebook and Twitter has upended the gatekeeping role long held by traditional news outlets. This has caused some US policymakers to argue that platforms are skewing news diets against them, and such claims are beginning to take hold among some voters. In a nationally representative survey experiment, we explore whether traditional models of media bias perceptions extend to beliefs about algorithmic news bias. We find that partisan cues effectively shape individuals' attitudes about algorithmic news bias but have asymmetrical effects. Specifically, whereas in-group directional partisan cues stimulate bias perceptions for members of both parties, Democrats, but not Republicans, also respond to out-group cues. We conclude with a discussion about the implications for the formation of attitudes about new technologies and the potential for polarization. [ABSTRACT FROM AUTHOR]

This case study examines the use of online tools, including blogs, as a means of enhancing face-to-face professional development in writing instruction for teachers in rural districts. Since many rural districts serve large physical areas that are geographically distant from larger metropolitan areas and/or colleges and universities, teachers in these districts may have fewer professional development opportunities. This study examines the use of digital tools to offer continued support when a physical presence may not be feasible. Over the course of a year, middle and high school English language arts teachers in three rural districts in South Carolina received approximately 60 hours of face-to-face professional development in writing instruction. To increase communication and collaboration between teachers and professional development providers, as well as to offer ongoing support for teachers throughout the year, Google Sites with blogs were established for each district. Teachers reported primarily using the sites to download and review professional development materials. Results revealed only partial participation in blogging across districts. Blogs were used in several ways: to report implementation of strategies modeled through professional development, to reflect on assigned readings, to express positive responses to the professional development, and to voice concerns over implementation. The authors discuss possible obstacles to both participation and collaboration via blogs, as well as the challenges rural settings may pose when using digital technology more broadly to support professional development.