Search

There is an urgent need to build the public's resilience in the face of disinformation. Nevertheless, librarians may be hesitant to assume a frontline role in confronting politicized misinformation. We conducted ethnographic observations and interviews across three Montana libraries to understand the informational needs and search habits of library patrons and the role that librarians play in promoting effective search practices. Montana poses unique challenges with regard to broadband speed and access; however, our findings replicated studies in school settings across the country regarding reliance on antiquated search literacy techniques. The librarians interviewed noted challenges with confronting patrons about specific information claims that might be politically sensitive, but they expressed confidence in their ability to build patron trust and teach effective search literacy practices. We built and tested interventions designed to enable librarians to build their skills and empower patrons to better confront misinformation now and in the future. [ABSTRACT FROM AUTHOR]

The recent availability of nationally mandated academic English proficiency data on all English language learners (ELLs) from landmark United States federal education legislation now makes it possible to track these learners' academic progress longitudinally. Using 5 waves of 9th through 12th grade academic English proficiency data from 2004-2008 for a statewide cohort of 9th grade ELLs (n = 3,702), I employed growth modeling to fit a multilevel model for change in academic English proficiency (Singer & Willett, 2003). I found that the average ELL in my sample started high school performing at an early intermediate level of academic English proficiency and was not projected to reach the score indicating proficiency until the end of 11th grade. Further, U.S.-born ELLs began high school with significantly higher levels of academic English proficiency than their foreign-born ELL peers, but foreign-born ELLs caught up by the end of high school. However, 60% of high school ELLs were born in the U.S.-- implying that large numbers of these students had spent 9 or more years in U.S. schools without developing sufficient academic language needed to perform mainstream academic work in English. The findings emphasize the need for academic language interventions for adolescent ELLs. This study has implications for countries struggling to promote the language development and academic achievement of large numbers of language minority learners. [ABSTRACT FROM AUTHOR]

Eliciting and interpreting students' ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs' patterns of discourse and perceived learning through engaging in an interactive digital simulation called Eliciting Learner Knowledge (ELK). ELK is a seven-minute, chat-based virtual role play between a PST playing a "teacher" and a PST playing a "student" where the goal is for the teacher to find out what the student knows about a topic. ELK is designed to be a practice space where pre-service and in-service teachers can learn strategies for effectively eliciting their students' knowledge. We review the implementation of ELK in eight teacher education courses in math or science methods at six different universities and assess (a) patterns of interaction during ELK and (b) PSTs' perceptions of ELK and their learning from the simulation. Our findings suggest that PSTs engage in effective practices such as eliciting and probing more often than less effective practices such as evaluating and telling. Results suggest that PSTs gain experience in practicing talk moves and having empathy for students' perspectives through using ELK. [ABSTRACT FROM AUTHOR]