Minnesota State University, Mankato
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March 2024 Library & Learning Newsletter
Get PDFPDF version of the March 2024 (Volume 2, Issue 8) Library & Learning Newsletter
Election Guide: Make It Local!
Get PDFParticipants will be introduced to my Election Guide https://libguides.mnsu.edu/voting which has information about where to vote (polling place locators) and how to vote (in terms of eligibility). In addition, my guide links to fact checkers, campaign donations sites, and other resources on Election 2024, including links to how MN is responding to climate change, for one example
2024-02: Transforming Educational Neglect: Advocating for a Family Centered Approach Through Community-Based Response
Get PDFAddressing educational neglect cases through the child welfare system does more harm than good. SF 4747 proposes to amend the state statute, allowing for an alternative response to reports of educational neglect. This change will help address the needs of children and families that face systemic challenges that lead to educational neglect. Currently, counties are required to open a child protection case for all educational neglect reports. Amending the statute will allow counties to develop their own response to educational neglect. This more collaborative approach will help reduce the negative effects a one-size-fits-all solution can have on students and their families. This change will also help reduce the racial disparities within the child welfare system
May 2024 Library & Learning Newsletter
Get PDFPDF version of the May 2024 (Volume 2, Issue 9) Library & Learning Newsletter
Madeline Tilotta Honors Portfolio
Get PDFMadeline Tilotta\u27s Honors Portfolio captured in August 2024
College Instructors’ Experience with Flexibility through Pandemic Teaching
Get PDFThis study explores flexibility in teaching during and since the COVID-19 pandemic through the lived experiences of instructors at Minnesota State University, Mankato. In-depth interviews were conducted to investigate how instructors implemented flexibility and adapted to the rapid transition to online and hybrid teaching models during a global health crisis. The study explores the effects these measures (and the pandemic) had on their students, their pedagogy, the perceived expectations for them to provide it, and their well-being. The findings illuminate the strategies instructors employed to maintain educational continuity ranging from adjustments in course delivery and assessments to accommodations for student engagement and well-being, and continued expectations for flexibility. Findings convey instructors’ experiences with rapidly adapting in unprecedented times, understanding student needs and expectations, and uncovering the unintended consequences and the unexpected benefits. Instructors emphasized the importance of human-centric, empathetic teaching practices that address broader emotional and psychological needs of students. Throughout their narratives, three significant themes for discussion emerged from these shared experiences: the dual role of technology, the recognition of inequitable flexibility, and a reflective and spirited response of education
A Qualitative Analysis of Community-Dwelling Older Adults’ Perspectives of Elderspeak
Get PDFCompared to other forms of discrimination, ageism, and specific forms of ageism such as elderspeak are understudied. Despite the fact that the majority of older adults are community-dwelling, much of the existing literature on elderspeak focuses on caregiver perceptions on elderspeak occurring in assisted living facilities and nursing homes. The present study analyzed community dwelling older adult’s perceptions of elderspeak using their personal examples of experiences of elderspeak. Results indicated that the majority of participants had negative perceptions of elderspeak that would likely not be influenced by changes in contextual factors such as setting, relationship to the speaker, and gender of the speaker
Assessing Writing - What Doesn\u27t Work, But is Used Anyway
Get PDFThis is an excerpt from my book, Johnson, A. (2024). Being and becoming teachers of writing: A meaning-based approach. Routledge. It should be out in March/April of 2024.
https://www.routledge.com/Being-and-Becoming-Teachers-of-Writing-A-Meaning-Based-Approach-to-Authentic/Johnson/p/book/978103235572