Language learners' digital literacies: Focus on students' information literacy and reading practices online

2021 ◽  
Author(s):  
Oksana Vorobel ◽  
Terry Tuvi Voorhees ◽  
Deniz Gokcora
Keyword(s):  
Language Learners ◽  
Information Literacy ◽  
Reading Practices ◽  
Digital Literacies

scholarly journals What Teacher Librarians Need to Know about Science Information Literacy and Second Language Learners

2021 ◽  
Author(s):  
Patricia Montiel Overall
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Language Learners ◽  
Information Literacy ◽  
Second Language Learners ◽  
The United States ◽  
Understanding Of Science ◽  
Assessment Of Student Learning ◽  
Learning Factors ◽  
Science Information

Science is considered a critical area within the curriculum and instruction by teachers alone is not enough to ensure success for all students. School librarians must be considered in delivering science information to students, particularly those who are second language learners. This two-year study examined the effect of teacher and librarian collaboration (TLC) on inquiry-based science information literacy of Latino students in the United States. Although no significant gains were found between Control and Intervention classes, qualitative data indicated that TLC was successful in motivating students, improving inquiry and information literacy, and understanding of science concepts. The implication is that that test scores alone do not provide a complete assessment of student learning. Factors limiting student gains included reduced science and library time, and state policies that removed second language learners from regular classroom instruction. Continued advocacy for TLC is recommended to provide students needed tools for long-term academic success.

scholarly journals Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications

2019 ◽  
Vol 7 (2) ◽  
pp. 128-136
Author(s):  
Chang Yuan ◽  
Lili Wang ◽  
Jessica Eagle
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Practices ◽  
New Technology ◽  
Shared Vision ◽  
Future Research ◽  
Digital Literacies

In the context of an increasingly global society and rapidly changing technology, English Language Learners (ELLs) need support to develop digital literacies to prepare for a future in which learning new technology is an intuitive process. In the past few decades, technological advances have been shifting how information is produced, communicated, and interpreted. The Internet and digital environments have afforded a broader range of opportunities for literacy practices to take place. Technology has transformed the social practices and definitions of literacy, which leads to transformative implications for the teaching and learning environments facing ELLs. Despite immigrants’ attraction to the US, the tension between the public school system and emergent bilingual students has garnered broad attention. There is a need for a more appropriate teaching pedagogy that embraces the cultural identities of ELLs, and empowers ELLs as critical consumers and producers of information. Though complex, the authors advocate for examining this issue using an asset perspective rather than a deficit lens. Using the sociocultural perspective of learning and critical theory, this paper aims to define and conceptualize ELL learning, establish a shared vision of digital literacies, and review the literature on how practices of digital literacies empower ELLs to become active learners. In the final section, implications and future research directions are articulated in order to move the digital literacy field forward.

scholarly journals Being bilingual, being a reader: Prekindergarten dual language learners’ reading identities

2017 ◽  
Vol 18 (1) ◽  
pp. 5-37 ◽  
Author(s):  
Christopher J Wagner
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Reading Skills ◽  
Early Reading ◽  
Dual Language Learners ◽  
Reading Practices ◽  
Teacher Interviews ◽  
Reading Identity ◽  
Child Centered ◽  
Home And School

This study explores the interplay between early reading, identity and bilingualism. Reading identities, or understandings about what reading is and whom one is as a reader, have been linked to reading achievement and the development of reading skills. Only a small portion of the overall research on reading identities has included dual language learners. This exploratory study provides a description of the reading identities of three dual language learners in prekindergarten. Data include child-centered interviews, child and classroom observations, teacher interviews and a family questionnaire. Methods centered on the use of child-oriented data collection protocols, and the inclusion of children in the interpretation of their own work and language. Through the exploration of three cases, this study documents the ways that reading identities were constructed, taken up and expressed by the participants. This study provides evidence that dual language learners are actively constructing ideas about reading, bilingualism/biliteracy, and whom they are as readers as they learn to read. These findings show that framing early reading in an identity perspective presents opportunities to look more holistically at the language and reading practices of dual language learners as they learn to read and navigate two or more languages at home and school.

scholarly journals Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners

2013 ◽  
Author(s):  
Carola Matera ◽  
Magaly Lavadenz ◽  
Elvira Armas
Keyword(s):  
Professional Development ◽  
Los Angeles ◽  
Early Literacy ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
Dialogic Reading ◽  
Reading Practices ◽  
Transitional Kindergarten ◽  
Early Literacy Development

This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

scholarly journals Negotiating change: Transition as a central concept for information literacy

2020 ◽  
pp. 016555152094915
Author(s):  
Alison Hicks
Keyword(s):  
Grounded Theory ◽  
Language Learners ◽  
Information Literacy ◽  
Literacy Practices ◽  
Detailed Examination ◽  
Future Research ◽  
Central Concept ◽  
Research And Practice ◽  
Doctoral Research ◽  
Literacy Research

Transition forms a dynamic concept that has been underexplored within information literacy research and practice. This article uses the grounded theory of mitigating risk, which was produced through doctoral research into the information literacy practices of language-learners, as a lens for a more detailed examination of transition and its role within information literacy. This framing demonstrates that information literacy mediates transition through supporting preparation, connection, situatedness and confidence within a new setting and facilitating a shift in identity. This article concludes by discussing the important role that time and temporality, resistance and reflexivity play within transition as well as outlining implications for information literacy instruction and future research into time, affect and materiality.

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