Maria Grant

Information Literacy Integration in a Doctoral Program

Abstract Information literacy is critical to those preparing to work as leaders in the realm of education. This study looked at the infusion of information literacy into a new doctoral program, the SDSU-USD Joint Doctoral Program. The ACRL standards were used as a founding point from which to appraise the acquisition of information literacy. Data collection involved faculty review of classes taught within the program as related to the standards. In addition, data regarding the specific methods by which standards were put into effect within the courses were gathered from a focus group comprised of doctoral students currently involved in the program. A means by which to incorporate and verify the inclusion of information literacy standards into the curriculum was developed in the course of this research. Furthermore, exemplars that may serve as models for information literacy inclusion have been established. Of greatest importance, a heightened awareness of the concept of information literacy was manifest in the conversations that occurred between faculty and students.

Purposeful Instruction: Mixing Up The “I,” “We,” and “You”

This article discusses the flexible nature of the gradual release of responsibility (GRR) as a frame for inquiry-based science instruction. Given the mandate for the use of text-supported learning (Common Core Standards), the GRR can be used to allow students to learn as scientists as they collaboratively develop testable questions and experiments that direct them to look at real-world issues. Through various configurations of modeling, guided instruction, collaborative efforts, and independent work, teachers are able establish an environment where investigative inquiry learning thrives.

Students' Close Reading of Science Texts

A question being asked by teachers across the country is, How can I teach students to acquire both the skills and knowledge demanded by the Common Core State Standards (CCSS) while simultaneously guiding them to read challenging texts such as those presented in Appendix B of the CCSS? Answering this invites the integration of ideas and the innovation of novel instructional plans. Illustrating close reading procedures in two classrooms- one 1st grade and one 5th grade- this article provides an answer by detailing the manner in which a student might approach a challenging science text using annotated reading, partner talk, text-based questioning and reflective writing to build competence and a capacity for reading, writing, listening, and speaking about informational texts.