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This article shares the perspectives of two former high school and middle school librarians who moved into academic libraries. The move from the K–12 sector to higher education offered them unique insights into working with first-year students as they started their college careers. Existing literature discusses the importance of collaboration between high school and academic librarians. The authors of this article have firsthand experience of how students work in the middle and high school realm, and they demonstrate how to apply that knowledge and experience with college students. 相似文献
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Carolyn Swain 《Literacy》2010,44(3):131-136
This article explores the discourses of power prevalent in classrooms through considering the nature of critical response and the role of reflective group talk in negotiating meaning in children's magazines. It shares the findings from a small‐scale research project, which explored the potential of guided reading to develop critically literate response to text and reports on a case study involving two groups of pupils from broadly similar primary schools. A critique of guided teaching is offered and it is argued that while on some levels the model seems an effective vehicle for fostering critical response, its inherent power structures bring into question the validity of its role in facilitating independent critical thought. 相似文献
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Carolyn Hughes Elizabeth Boyd Sara J. Dykstra 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):361-382
Researchers in the educational field have investigated how a caring adult can best provide mentoring support to youth placed at risk and what functions a mentoring program should serve to promote healthy mentoring relationships. However, the perspective of mentors rarely has been sought to elicit their evaluation of a mentoring program or recommendations for programmatic change. The purpose of this article was to investigate the views of university students serving as mentors in high‐need high schools or community centers. We asked 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools: (a) what activities they engaged in with mentees, (b) how they benefited from the mentoring program, and (c) how they perceived the program and what recommendations they had for change. Findings revealed specific suggestions that mentoring program coordinators can adopt to address mentors’ concerns and promote sustained, durable mentoring relationships for youth. 相似文献
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