Onikia Brown, Virginia Quick, Sarah Colby, Geoffrey Greene, Tanya M. Horacek, Sharon Hoerr, Mallory Koenings, Tandalayo Kidd, Jesse Morrell, Melissa Olfert, Beatrice Phillips, Karla Shelnutt, Adrienne White and Kendra Kattelmann
Recruiting college students for research studies can be challenging. The purpose of this paper is to describe the lessons learned in the various recruitment strategies used for…
Abstract
Purpose
Recruiting college students for research studies can be challenging. The purpose of this paper is to describe the lessons learned in the various recruitment strategies used for enrolling college students in a theory-based, tailored, and web-delivered health intervention at 13 US universities.
Design/methodology/approach
The community-based participatory research (CBPR) model was used to develop a staged-tailored, web-based, randomized control trial, focussing on eating behavior, physical activity, and stress management. Participant feedback during baseline assessments was used to evaluate recruitment strategies.
Findings
Findings from this feedback suggest that traditional recruitment strategies, such as newspaper ads and flyers, may not be the best approach for recruiting college students; instead, web-based efforts proved to be a better recruitment strategy.
Research limitations/implications
This project included results from 13 US universities and thus may not be generalizable: more research is needed to determine successful recruitment methods for 18-24 years old college students.
Originality/value
This paper lessens the gap regarding successful recruitment strategies for 18-24 years old college students.
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Tiffany M. Nyachae, Mary B. McVee and Fenice B. Boyd
Purpose – This chapter discusses youth participation in a Social Justice Literacy Workshop (SJLW). Participants were predominantly Black youth residing in an urban community with…
Abstract
Purpose – This chapter discusses youth participation in a Social Justice Literacy Workshop (SJLW). Participants were predominantly Black youth residing in an urban community with a rich history and important community resources such as libraries and churches. The SJLW used a variety of print texts, videos, artwork, documents, and other texts to explore the topic of police brutality and other justice-related topics.
Design/Methodology/Approach – This chapter uses the gradual release of responsibility (GRR) model as a lens to revisit the SJLW as designed and implemented by the first author Tiffany Nyachae. Nyachae designed and implemented the SJLW as space to inspire students to engage in critical thinking and analysis of authentic texts, and to use these textual interactions as an impetus for activism in their community. With the help of her co-authors, Nyachae reflects on the SJLW through a GRR lens to describe how students were scaffolded and supported as they moved toward activism.
Findings – Students brought their own understandings of police brutality and awareness of activism to the SJLW. These prior understandings were shaped both by their own lived experiences but also by their awareness of and interaction with social media. During the SJLW, youth read and discussed the novels All American Boys by Jason Reynolds and Brendan Kiely (2015) and Hush by Jacqueline Woodson (2002). The youth engaged in activities and discussions about how prevalent issues in each novel connected to larger social and political concerns. Students discussed the current events, engaged in reflective writing, read short pieces, and analyzed documents and videos. The SJLW was successful in such a way that all students felt comfortable voicing their opinions, even when opinions differed from their peers. Students demonstrated critical thinking about issues related to justice. All students completed an action plan to address injustice in their community. While applying the GRR to this context and reflecting, first author Nyachae began to consider the other scaffolds for youth that could have been included, particularly one youth, JaQuan, who was skeptical about what his community had done to support him. Nyachae revisits the SJLW to consider how the GRR helped to reveal the need for additional scaffolding that JaQuan or other youth may have needed from leaders in the SJLW. A literature review also revealed that very few literacy practices have brought together the GRR and social justice teaching or learning.
Research Limitations/Implications – This chapter demonstrates that the GRR framework can be effectively applied to a justice-centered teaching and learning context as a reflective tool. Since very little research exists on using the GRR framework with justice-centered teaching, there is a need for additional research in this area as the GRR model offers many affordances for researchers and teachers. There is also a need for literacy researchers to consider elements of justice even when applying the GRR framework to any classroom or out-of-school context with children and youth.
Practical Implications – The GRR can be a useful tool for reflecting the practices of literacy and justice-centered teaching. Just as the GRR can be a useful framework to help teachers think about teaching reading comprehension, it can be an effective tool to help teachers think about supporting students to grow from awareness to activism in justice-centered teaching and learning.
Originality/Value of Paper – This chapter is one of only a handful of published works that brings together a social justice perspective with the GRR.
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Melanie D. Koss and Deborah Greenblatt
Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel…
Abstract
Purpose
Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate.
Design/methodology/approach
Through a content analysis using a critical literacy framework, the authors analyzed The Assignment for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism.
Findings
Four ways the novel can be used as a disrupter were identified: text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism.
Practical implications
Although all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel’s target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations.
Originality/value
A focus is on the ways the novel can build a community of allies and upstanders – students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.
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Anna Marie Johnson, Claudene Sproles and Robert Detmering
– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.
Findings
Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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The statement of the Minister of Agriculture, Fisheries and Food, coming so quickly after the ban on the use of cyclamates in food and drink in the United States, indicates that…
Abstract
The statement of the Minister of Agriculture, Fisheries and Food, coming so quickly after the ban on the use of cyclamates in food and drink in the United States, indicates that the new evidence of carcinogenesis in animals, placed at the disposal of the authorities by the U.S. F.D.A., has been accepted; at least, until the results of investigations being carried out in this country are available. The evidence was as new to the U.S. authorities as to our own and in the light of it, they could no longer regard the substances as in the GRAS class of food additives. It is, of course, right that any substance of which there is the slightest doubt should be removed from use; not as the result of food neuroses and health scares, but only on the basis of scientific evidence, however remote the connection. It is also right that there should always be power of selection by consumers avoidance is usually possible with other things known to be harmful, such as smoking and alcohol; in other cases, especially with chemical additives to food and drink, there must be pre‐knowledge, so that those who do not wish to consume food or drink containing such additives can ascertain from labelling those commodities which contain them.