E-Learning-Inclusivo (Mashup)

Firstly, the Californian association for information literacy, LILi, has set up a page for sharing resources about teaching IL online. "Inspired by CCC COVID-19 Website Google Doc, Lifelong Information Literacy (LILi) created this blog post to collect online instruction information from all libraries in California. Please share in the form or comment below for discussions. The LILi Web Committee will summarize important information and resources in this blog as the situation evolves." This is at https://lili.libguides.com/lion/COVID-19

In the U.S., millions of middle and high school students attend schools that don’t match the reality of their lives. By their teenage years, young people should be solving complex problems, thinking critically about tough concepts, and communicating their ideas effectively. Yet, our schools are organized to be lecture-based, encouraging students to simply memorize facts and follow rules.

This post was written by Shelbie Witte, Don Latham, and Melissa Gross, editors of Literacy Engagement through Peritextual Analysis (ALA & NCTE, 2019).

As teachers and librarians with a love of texts, we encourage our students to engage with peritext often, and yet we encounter many students who are unfamiliar with the term and the language of peritext. Common peritextual elements such as the text cover, table of contents, and source notes provide opportunities for readers to increase their comprehension of and to think critically about a text. Many times, readers will skip the reading and viewing of peritext and begin with the text proper. By doing so, they are often missing critical information an author has included about the text and haven’t taken advantage of all the layers of meaning surrounding the text.