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Spanish Film Festivals in the Library.
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In: Georgia International Conference on Information Literacy (2022)
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| 2 |
From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 4 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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Abstract:
In social justice education, socio-political consciousness (SPC) is an understanding of the socio-political and economic factors that influence the lives of students, their families, and their communities (Murray & Milner, 2015). SPC enables teachers to be critical consumers of the curriculum taught in schools and to be active producers of curricula that challenge deficit-orientations of diverse and historically marginalized students that may be manifested in curricular policies, materials, and practices. This session discusses the use of oral history research to support teachers SPC in an online professional development program designed to enhance the cultural responsiveness of teachers of urban learners. Oral history supports the development of SPC in teachers by providing them with opportunities to hone research skills, engage in critical analysis, and increase their historical and current knowledge about the schools and communities they are assigned to teach in. Due to covid-19 restrictions, oral history interviews with individuals pre-selected by the PD facilitators were not possible. Instead, teachers chose their own oral history participants and conducted the interviews online. Teachers’ abilities to critically analyze the interviews suggests that their self-selection of interview participants provided opportunities to engage in critical analysis and reflection that may not have been possible with interview participants chosen by the facilitators. A main takeaway from this project is the importance of trusting learners and the learning process in social justice education.
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Keyword:
and Multicultural Education; Bilingual; critical consciousness; Curriculum and Instruction; Education; Educational Methods; Information Literacy; Library and Information Science; Multilingual; oral histories; social justice education; teacher education; urban education
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/17
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| 5 |
LILAC and Citation Project Workshop
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In: Georgia International Conference on Information Literacy (2020)
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| 6 |
Voices of Notators: Approaches to Writing a Score--Special Issue
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In: Journal of Movement Arts Literacy Archive (2013-2019) (2018)
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| 7 |
Recoding and Decoding Assignments: Using TILT and Reverse TILT for Faculty, Staff, and Student Development
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In: Georgia International Conference on Information Literacy (2018)
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| 8 |
Learning from Failure: Making the Feedback Loop Work
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In: Georgia International Conference on Information Literacy (2018)
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| 9 |
“Partnering to Understand Undergraduate Research and Writing Longitudinally”
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In: Georgia International Conference on Information Literacy (2018)
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| 10 |
What are your faculty and students telling you about fake information? What can they teach us?
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In: Georgia International Conference on Information Literacy (2018)
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| 11 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2018)
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| 12 |
Creating an environment of connectedness and cultural inclusiveness for non-native speakers of English in academic libraries
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In: Georgia International Conference on Information Literacy (2018)
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| 13 |
A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites
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In: FIU Electronic Theses and Dissertations (2018)
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| 14 |
The Bibliography as a Text: Teaching Students to See Sources as Interactive
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In: Georgia International Conference on Information Literacy (2017)
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| 15 |
Challenges of Teaching Research Writing in an Era of Fake News: Using Parody as a Critical Rhetorical Practice
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In: Georgia International Conference on Information Literacy (2017)
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| 16 |
Learning from Failure: Making the Feedback Loop Work
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In: Georgia International Conference on Information Literacy (2017)
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| 17 |
Framing the Academic Essay: Adapting Students’ Research Strategies for College Classroom
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In: Georgia International Conference on Information Literacy (2017)
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| 18 |
“Partnering to Understand Undergraduate Research and Writing Longitudinally”
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In: Georgia International Conference on Information Literacy (2017)
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| 19 |
Building a Solid Base: Using interdisciplinary Multiple Literacies to Foster Student Success
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In: Georgia International Conference on Information Literacy (2017)
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| 20 |
What are your faculty and students telling you about fake information? What can they teach us?
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In: Georgia International Conference on Information Literacy (2017)
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