How Students’ Reading Habits are Affected by Library Genrefication

Reading for pleasure has multiple benefits, including an increase in math and science skills, in the capability to empathize, and in inferential abilities. Unfortunately, as students reach adolescence, there is a decline in reading for pleasure. The purpose of this case study was to explore what effect the genrefication of a school’s library may have on the reading habits of self-identified reluctant readers in the seventh grade. The research questions of this study were focused on self-efficacy in terms of reading skill and self-selection materials, as well as time spent reading for pleasure. The study site was a public middle school with 12 participants selected from a literacy support class. Data were collected through two rounds of interviews, observations, and questionnaires. Data were coded using open and axial coding and then triangulated. Five themes emerged: engagement, independence, confidence, priorities, and motivation. The results of this study showed an increase in the participants’ self-efficacy in terms of reading skills and self-selection of high-interest reading material. There was also positive growth in how the participants viewed reading for pleasure. However, the time the participants spent reading for pleasure did not show a significant impact over the two months of the study. The findings of this study indicate there are methods that can be utilized by school personnel to positively affect the reading habits of adolescents that do not negatively impact the workload of the classroom teachers

Alien Registration- Fleming, Sarah T. (Calais, Washington County)

https://digitalmaine.com/alien_docs/1172/thumbnail.jp

Effects of management and hydrology on vegetation, winter waterbird use, and water quality on wetlands reserve program lands, Mississippi

No evaluations of plant and wildlife communities in Wetlands Reserve Program wetlands have been conducted in the Mississippi Alluvial Valley. Therefore, I evaluated active and passive moist-soil management (MTYPE) and early and late draw-down on plant communities, waterbird use, and water quality on 18 WRP lands, Mississippi, 2007-2009. Active-early sites had greater waterfowl Vegetative Forage Quality (VFQI), percentage occurrence of grass, plant diversity, and structural composition than passively managed sites (P \u3c 0.10). I modeled variation in densities of wintering waterbirds; the best model included VFQI*MTYPE and decreased % woody vegetation (wi ≥ 0.79). Additionally, waterbird densities varied positively with active-late management (R2 ≤ 0.27), as did duck species richness with flooded area (R2 = 0.66). I compared water quality parameters among managed wetlands and drainage ditches but did not detect differences due to variability. Therefore, wetland restoration on WRP lands should focus on active management and maximizing wetland area

THE CLASSROOM AS INQUIRY LEARNING COMMUNITY: A PRACTITIONER STUDY OF ADOLESCENTS’ DEVELOPING CRITICAL LITERACIES

This dissertation presents findings from 10 months of practitioner inquiry (Cochran-Smith & Lytle, 1993, 2009) using qualitative data collection and analysis. Informed by communities of practice theory (Lave & Wenger, 1991) and critical literacy theory (Luke, 2000; Janks, 2010; Comber, 2016), the study asked the following research questions: 1) What characterizes a classroom learning community designed to support adolescents\u27 experiences with inquiry learning? 2) In what ways do adolescents practice critical literacies when engaged with inquiry learning? and, 3) What roles do teachers navigate when working with adolescents developing critical literacies through inquiry learning? The study took place in an elective course co-designed by an English teacher and a librarian to support 12th grade students in developing their research skills. Data sources included semi-structured interviews, weekly memos, teaching artifacts and student work samples, emails, text messages, photos, and videos. Analysis and writing were informed by narrative inquiry (Schaafsma & Vinz, 2011). Findings demonstrated that students experienced various levels of confluence in developing their inquiry literacies and critical literacies when engaged in work designed to address both skill sets. Findings suggest implications for members of school communities working to develop opportunities in the curriculum for inquiry learning and critical literacy, for teacher researchers designing future practitioner inquiry research projects, and for teacher educators working with pre-service English teachers

Changing Terms, Not Trends: A Critical Investigation into Children’s & Young Adult Literature Publishing & Its Effect in Curriculum & Pedagogy

The central argument proposed within this article is that while recent publishing trends in children’s and adolescent literature have changed for the better (Cooperative Children’s Book Center, 2019) and research about the importance of diverse reading experiences for students has become concentrated, centered, and validated (Bishop, 1990; Adichie, 2009; Tschida, Ryan, & Ticknor, 2014; Thomas, 2016; Parker, 2020: Ebarvia, German, Parker, & Torres, 2020), many schools are still struggling with (or hesitant to) changing the texts centered in classrooms with youth. Therefore, this article provides practical steps that practicing teachers can take in order to center the voices and narratives of historically marginalized individuals within literacy classrooms

Understanding your digital identity

The term “Digital Identity” is used here to describe the persona a person projects across the internet. Your Digital Identity as perceived by other people is made up of material that you post yourself (for example photographs on Flickr and your own web page) but it also is made up of material other people put there about you (blog posts that mention you, photographs in which you are tagged). The “This is Me” project has developed resources that can be used by students and others to appreciate what their Digital Identity is and how they can control it to help present the persona with the reputation that they want

Assessing risks of invasion through gamete performance: farm Atlantic salmon sperm and eggs show equivalence in function, fertility, compatibility and competitiveness to wild Atlantic salmon

Adaptations at the gamete level (a) evolve quickly, (b) appear sensitive to inbreeding and outbreeding and (c) have important influences on potential to reproduce. We apply this understanding to problems posed by escaped farm salmon and measure their potential to reproduce in the wild. Farm Atlantic salmon (Salmo salar) are a threat to biodiversity, because they escape in large numbers and can introgress, dilute or disrupt locally adapted wild gene pools. Experiments at the whole fish level have found farm reproductive potential to be significant, but inferior compared to wild adults, especially for males. Here, we assess reproductive performance at the gamete level through detailed in vitro comparisons of the form, function, fertility, compatibility and competitiveness of farm versus wild Atlantic salmon sperm and eggs, in conditions mimicking the natural gametic microenvironment, using fish raised under similar environmental conditions. Despite selective domestication and reduced genetic diversity, we find functional equivalence in all farm fish gamete traits compared with their wild ancestral strain. Our results identify a clear threat of farm salmon reproduction with wild fish and therefore encourage further consideration of using triploid farm strains with optimized traits for aquaculture and fish welfare, as triploid fish remain reproductively sterile following escape