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Today's emphasis on metrics and personalization make evidence-based instruction an imperative. In this practice-based handbook, the authors draw on the research of the humanistic psychologist and educator Carl Rogers to present an empathetic approach to information literacy sessions, reference service, and outreach.  With an eye on everyday library work, they offer concrete, empirically-based strategies to connect with learners at all levels. Offering plentiful examples of pedagogy in action, this book covers:

• 6 cognitive principles for organizing information literacy instruction, with sample worksheets and organization tools for instruction planning;
• how to establish rapport and kindle learners' motivation;
• tactics for transcending "cite 5 sources" and other uninspiring research assignments;
• educational evidence debunking the mythical perception that because students are skilled at computers and mobile technology, they already know how to do research;
• questions to keep in mind for inspiring autonomous learning;
• the power of story, as described by Joan Didion, Brené Brown's Ted Talk, and educational psychology research;
• the science behind information overload; and
• a balanced framework for evaluating specific educational technology tools.

Fusing theory with practice, this handbook is a valuable resource to help every practitioner connect with learners more effectively.

Linking Literacies provides the most up to date theoretical overview of the connection between reading and writing in second language acquisition. Belcher and Hirvela have brought together the definitive collection of developments in reading-writing relations research and pedagogy. Papers are organized into these parts:
Ground Practice: Theory, Research, and History
In the Classroom: Teaching Reading as Writing and Writing as Reading
(E)Merging Literacies and the Challenge of Textual Ownership
Technology-Assisted Reading and Writing.
In addition to examining the ways in which L1 influences have affected the development of L2 reading-writing theory and pedagogy, Linking Literacies looks at how L2 reading-writing scholarship has created an identity separate of an L1 framework. Linking Literacies examines a broad range of questions and concerns within the structure of L2 reading-writing connections and L2 academic literacy through discussions of theory, research, and

This compelling collection advocates for an alternative view of deaf people’s literacy, one that emphasizes recent shifts in Deaf cultural identity rather than a student’s past educational context as determined by the dominant hearing society. Divided into two parts, the book opens with four chapters by leading scholars Tom Humphries, Claire Ramsey, Susan Burch, and volume editor Brenda Jo Brueggemann. These scholars use diverse disciplines to reveal how schools where deaf children are taught are the product of ideologies about teaching, about how deaf children learn, and about the relationship of ASL and English.

Part Two features works by Elizabeth Engen and Trygg Engen; Tane Akamatsu and Ester Cole; Lillian Buffalo Tompkins; Sherman Wilcox and BoMee Corwin; and Kathleen M. Wood. The five chapters contributed by these noteworthy researchers offer various views on multicultural and bilingual literacy instruction for deaf students. Subjects range from a study of literacy in Norway, where Norwegian Sign Language recently became the first language of instruction for deaf pupils, to the difficulties faced by deaf immigrant and refugee children who confront institutional and cultural clashes. Other topics include the experiences of deaf adults who became bilingual in ASL and English, and the interaction of the pathological versus the cultural view of deafness. The final study examines literacy among Deaf college undergraduates as a way of determining how the current social institution of literacy translates for Deaf adults and how literacy can be extended to deaf people beyond the age of 20.

The definitive history of how Latin American studies became a major field in American scholarship.

Looking South: The Evolution of Latin Americanist Scholarship in the United States, 1850-1975 is the first comprehensive history of the development of Latin American studies as a field of academic inquiry in the United States. In this ambitious and insightful work, historian Helen Delpar traces more than a century of intellectual engagement with Latin America, revealing how generations of historians, anthropologists, geographers, economists, sociologists, and political scientists shaped American understandings of the region and transformed Latin American studies into a recognized academic discipline.

A central contribution of the book lies in its exploration of the relationship between scholarship and historical context. Delpar demonstrates that academic interest in Latin America was never isolated from larger political, economic, and cultural developments in the United States. The expansion of hemispheric trade, the Good Neighbor era, World War II, the Cold War, and the Cuban Revolution all influenced how American scholars approached the region and what questions they considered important. By examining these intersections, she reveals how academic knowledge is shaped by changing national priorities, international events, and institutional support networks.

Beyond its contributions to Latin American history, Looking South is a major work of intellectual and academic history. It offers a compelling account of how scholarly fields are created, how academic communities develop, and how knowledge about world regions is produced, organized, and disseminated. Delpar's careful attention to both individual scholars and larger institutional structures makes the book an essential resource for understanding the history of area studies, the social sciences, and higher education in the United States.

Looking South remains an indispensable guide to the origins and evolution of Latin Americanist scholarship. It is essential reading for historians, Latin Americanists, anthropologists, political scientists, educators, and anyone interested in the intellectual history of the Americas and the development of knowledge across national and cultural boundaries.