Calila: The Later Novels of Carmen Martín Gaite explores the last six novels by Spain ́s most honored contemporary woman writer. Its scholarship is enriched by the voice of Calila herself—as Brown called Martín Gaite, who was a dear friend—as they conversed and exchanged letters during the composition of the novels. The book opens with an introduction to Martín Gaite ́s life and literature and ends with a consideration of her legacy. Each central chapter analyzes a later novel in its historical, biographical, and critical contexts. From the young adult fantasy Caperucita en Manhattan (Red Riding Hood in Manhattan) to the post-Transition epistolary masterpiece Nubosidad variable (Variable Cloud), the Transition-era saga La Reina de las Nieves (The Farewell Angel), the Proustian reminiscence Lo raro es vivir (Living’s the Strange Thing), the narrative tapestry Irse de casa (Leaving Home), and the memoir of family secrets Los parentescos (Family Relations), these fascinating novels evoke themes that resonate today.
American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts—schools, departments, and communities—matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings—based on one of the most extensive research projects ever done on secondary teaching—show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic." With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. High Schools.
Designing Information Literacy Instruction: The Teaching Tripod Approach provides a working knowledge of how instructional design (ID) applies to information literacy instruction (ILI). Its "how to do it" approach is directed at instruction librarians in all library settings and deals with both face-to-face and online ID issues. No matter where an instruction librarian works, whom they are teaching, or what delivery mode they will be using, the ID process remains the same: Start with the user and the user's needs. Identify the instructional problem(s). Develop outcomes that address these problem(s). Use outcomes to drive both the learning activities included and the assessments used to measure the attainment of the success of the instructional endeavor. This book will help instruction librarians create instruction for all types of environments and in all modes of delivery. It includes exercises and worksheets to help the reader work through the instructional design process. Based on Kaplowitz’s innovative Teaching Tripod model, it will help instructional librarians clearly define the crucial links between outcomes, activities and assessment.
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