| 21 |
Building MultiStories: A Framework to Diversify the Curriculum in Higher Education
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In: Other (2022)
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| 22 |
How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books
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In: Languages; Volume 7; Issue 1; Pages: 69 (2022)
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| 23 |
Lexical Diversity in Statistical and Neural Machine Translation
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In: Information; Volume 13; Issue 2; Pages: 93 (2022)
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| 24 |
Differences in Pre-Service Teacher Attitude Change about Family Involvement across Four Universities
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In: Societies; Volume 12; Issue 2; Pages: 65 (2022)
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| 25 |
Homogenisation of Biocultural Diversity: Plant Ethnomedicine and Its Diachronic Change in Setomaa and Võromaa, Estonia, in the Last Century
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In: Biology; Volume 11; Issue 2; Pages: 192 (2022)
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| 26 |
Ecocultural or Biocultural? Towards Appropriate Terminologies in Biocultural Diversity
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In: Biology; Volume 11; Issue 2; Pages: 207 (2022)
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| 27 |
Investigation on the Relationship between Biodiversity and Linguistic Diversity in China and Its Formation Mechanism
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5538 (2022)
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| 28 |
Results and Strategies for a Diversity-Oriented Public Health Monitoring in Germany
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 2; Pages: 798 (2022)
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| 29 |
Professional Pathways: Strategies to increase workforce diversity in the Australian library and information sector
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| 30 |
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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Abstract:
Experienced teachers of information literacy, particularly classroom instructors in writing studies who routinely teach research-based writing seminars, have an array of strategies to draw on to help advance students through the necessary stages of their information literacy journey. But instructors may need to add to and adapt their strategies when teaching diverse populations, especially students with two or more of the following marginalized identities: BIPOC students, multilingual writers, first-generation college students, and students who self-identify as low-income students. Working intensively with this population in college-level courses focusing on source-based writing, we have found that in addition to teaching the so-called hidden curriculum of writing courses and of information literacy, which were already part of many courses, we needed to introduce a focus explicitly on library use and habits and on the hidden curriculum of the university at large. Drawing on a robust metacognitive approach to the skills of information literacy, students supplemented classroom and library activities with skits, written reflections, and TikTok videos focusing on the emotional side of information literacy. Acknowledging and responding to students’ feelings of panic, overwhelm, surprise, and even joy helped students see themselves as researchers even if the identity may have felt foreign to them at first, and created a truly inclusive classroom. The presentation includes quotes from students’ reflections, many of which are striking in their emotional power.
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Keyword:
Curriculum and Instruction; diversity; Education; hidden curriculum; Information Literacy; Library and Information Science; research writing; writing studies
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/35
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| 31 |
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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| 32 |
Preparing for multiculturalism: An analysis of the perceived preparedness of pre-service teachers for teaching in diverse classrooms
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In: Honors College Theses (2022)
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| 33 |
Members of the Polish Language Council on the Problems of Linguistic Diversity and Linguistic Inclusion in Poland
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In: Social Inclusion ; 9 ; 1 ; 63-74 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 34 |
Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022)
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| 35 |
Ethnic Content Integration and Local Curriculum in Myanmar
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 155-172 ; Multicultural Lingual and Multicultural Education (2022)
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| 36 |
Stakeholders' Insights Into Migrant Students’ Experiences in a Thai Public School: A Linguistic Ecological Perspective
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 243-266 ; Multicultural Lingual and Multicultural Education (2022)
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| 37 |
Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination
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In: Social Inclusion ; 9 ; 3 ; 81-93 ; Inclusive Universities in a Globalized World (2022)
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| 38 |
Multi-Lingual and Multicultural Education in Globalizing Southeast Asia
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 149-153 ; Multicultural Lingual and Multicultural Education (2022)
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| 39 |
Influencia del sexo y la lengua materna en el rendimiento académico
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In: Propósitos y Representaciones: Revista de Psichología Educativa ; 8 ; 1 (2022)
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| 40 |
Multilingualism and Social Inclusion in Scotland: Language Options and Ligatures of the "1+2 Language Approach"
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In: Social Inclusion ; 9 ; 1 ; 14-23 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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