Type of Presentation
Individual paper/presentation
Conference Strand
Diversity and Inclusion
Target Audience
Higher Education
Second Target Audience
K-12
Location
Ballroom B
Relevance
This presentation offers an action research case study in designing responsive, student-centered information literacy instruction within a shifting educational landscape. Grounded in pedagogical strategies such as flipped classroom design, gamification, narrative-based learning, and the integration of AI voice technology, the session demonstrates innovative approaches to engaging undergraduate teacher education students in the discovery, evaluation, and presentation of children's literature. The project reflects methodological rigor through both qualitative and quantitative assessment. Student self-reported confidence and demonstrated outcomes were measured, and the combined results support the effectiveness of the pedagogical strategies employed. This dual focus on perception and demonstrated ability strengthens the scholarly contribution of the work and its practical value to fellow educators. The presentation aligns with the conference theme by addressing how librarians and educators can adapt instruction to meet student needs amid policy changes affecting access to instructional materials. It highlights strategies for fostering student agency, supporting inclusive pedagogy, and leveraging emerging technologies to promote inquiry and engagement.
Proposal
Recent changes in Florida policy led to the removal of several locally developed library resources. These resources had supported the discovery of children’s literature reflecting a range of cultural and social perspectives, along with the lesson plans created by students and faculty to accompany them. The shift placed greater emphasis on helping undergraduate teacher education students locate books on their own using advanced search strategies and available tools. Strengthening these skills has become increasingly important for supporting student agency in selecting materials for their classrooms. However, motivating students to engage with advanced search techniques in library catalogs and databases can be challenging—especially in an age of high expectations for usability and instant access.
In response, the subject librarian for Teacher Education and a professor of the Literature for Children course at University of Central Florida collaborated to design a flipped classroom experience, combining an online course with an in-person workshop. The goal was to build students’ skills and confidence in independently locating and evaluating children's books for specific curriculum needs. The educational experience incorporated AI voice generation as a classroom tool, gamified incentives, and a narrative-centered design rooted in university tradition to enhance engagement and student agency.
Student feedback on instruction was overwhelmingly positive, with 100% reporting increased confidence in finding children's literature for their classrooms and many describing the instruction as both challenging and fun. Initial analysis of student outcomes supports self-reported confidence, with strong performance in locating and selecting curriculum-relevant children's literature. This presentation will share pedagogical strategies, student outcomes, and reflections on designing meaningful and engaging information literacy instruction amidst policy changes.
Short Description
This session presents an action research project redesigning instruction to foster teacher education students’ agency locating and evaluating children's books for specific curriculum needs. In response to policy changes affecting resource availability, a librarian–faculty team implemented a flipped classroom model with gamified and narrative-centered elements. The presentation shares pedagogical strategies and student outcomes to highlight effective information literacy instruction in evolving educational contexts.
Keywords
Flipped Classroom, Gamification, Narrative-Based Learning, Action Research, Instructional Effectiveness, Teacher Education, Information Literacy Outcomes, Educational Technology
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Mair, Rae, "Fostering Agency in Future Educators: Redesigning Instruction for Children's Literature Discovery Amidst Policy Changes" (2026). Georgia International Conference on Information Literacy. 29.
https://digitalcommons.georgiasouthern.edu/gaintlit/2026/2026/29
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Educational Technology Commons, Information Literacy Commons, Teacher Education and Professional Development Commons
Fostering Agency in Future Educators: Redesigning Instruction for Children's Literature Discovery Amidst Policy Changes
Ballroom B
Recent changes in Florida policy led to the removal of several locally developed library resources. These resources had supported the discovery of children’s literature reflecting a range of cultural and social perspectives, along with the lesson plans created by students and faculty to accompany them. The shift placed greater emphasis on helping undergraduate teacher education students locate books on their own using advanced search strategies and available tools. Strengthening these skills has become increasingly important for supporting student agency in selecting materials for their classrooms. However, motivating students to engage with advanced search techniques in library catalogs and databases can be challenging—especially in an age of high expectations for usability and instant access.
In response, the subject librarian for Teacher Education and a professor of the Literature for Children course at University of Central Florida collaborated to design a flipped classroom experience, combining an online course with an in-person workshop. The goal was to build students’ skills and confidence in independently locating and evaluating children's books for specific curriculum needs. The educational experience incorporated AI voice generation as a classroom tool, gamified incentives, and a narrative-centered design rooted in university tradition to enhance engagement and student agency.
Student feedback on instruction was overwhelmingly positive, with 100% reporting increased confidence in finding children's literature for their classrooms and many describing the instruction as both challenging and fun. Initial analysis of student outcomes supports self-reported confidence, with strong performance in locating and selecting curriculum-relevant children's literature. This presentation will share pedagogical strategies, student outcomes, and reflections on designing meaningful and engaging information literacy instruction amidst policy changes.
