We describe a collaborative project in which university researchers, teachers and Grade 4–5 English language learners (ELLs) investigated the sociohistorical contexts and practices in which the ELLs participate, through a ‘community scan’. Many observers have argued that schools and teachers have such minimal knowledge of the outside- school lives of their multilingual and multicultural students that they are unable to build upon the ‘funds of knowledge’ that students and other members of their communities have. In particular, a large body of recent literature argues that school literacy education should be linked to literacies that children develop in their homes and communities. We present here a study centred on a public school located in a Canadian Punjabi-Sikh community. For our scan we collected census and other demographic representations of the community, as well as media reports and academic literature concerned with Punjabi-Sikh immigration. In addition, our scan included interviews with teachers, principals, parents and community leaders. Students’ investigations and representations of the community and of out-of-school multiliteracies were also collected. The authors argue that such information is crucial in the development of pedagogy that values and promotes the reworking of the practices, images, texts and symbols that children already use.
Today a perceived lasting legacy of the Covid-19 pandemic is that more information literacy instruction is happening online than pre-pandemic, including ongoing adoption of synchronous modes of instruction in course-based and co-curricular contexts, and sustained integration of asynchronous learning resources either in standalone formats or as fundamental elements in what is described as a growing adoption of a more modular, scalable approach to information literacy instruction. At the same time, the role of in-person information literacy instruction has by no means been forgotten, with all OCUL libraries offering a majority of instruction this way by Fall 2022, when pandemic restrictions eased up. However, an ongoing legacy of the Covid-19 pandemic has been lasting changes in how librarians teach, and the nature of collaborative partnerships at work in shaping this information literacy instruction, to increasingly draw from a broader range of modalities to offer students a more flexible learning environment.
T. Alqudsi-Ghabra. School Libraries Worldwide, 13 (2):
47-48(июля 2007)M3: Article; Alqudsi-Ghabra, Taghreed 1; Affiliations: 1: Associate Professor, Department of Library and Information Science, College of Social Sciences of Kuwait University.; Issue Info: Jul2007, Vol. 13 Issue 2, p47; Thesaurus Term: KNOWLEDGE management; Thesaurus Term: SCHOOL libraries; Thesaurus Term: SCHOOL librarians; Thesaurus Term: INFORMATION literacy; NAICS/Industry Codes: 519120 Libraries and Archives; Number of Pages: 2p; Document Type: Article.