student with pile of books May 3

Literacy Levels Among College Students

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When I confront “problems of practice” in my teaching, I like to turn to my smart friends for advice. About a year ago, I was really confounded by my students’ trouble with reading for deep understanding. While I could see that the students were completing assigned readings, they weren’t always able to process the information deeply to analyze the concepts or apply the content to new situations. Since I don’t have much experience teaching reading, I turned to my colleague, Dr. Jennifer Shettel. Jen is a literacy professor and has run several tremendously successful close-reading workshops in our area. I figured she could give some advice. Our conversations prompted some pedagogical experimentation with different literacy-based strategies which Jen and I will be sharing in a preconference workshop at The Teaching Professor Conference this June.




May 14, 2010

Is There a Place for Reading Lists in Today’s Curriculum?

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Given the difficulty most faculty have getting students to read for courses, even assigned reading in required textbooks, reading lists may not be used as extensively now as they were 20 years ago. Nonetheless, they still figure prominently in the delivery of independent studies, special topics courses, and senior and graduate seminars.


April 13, 2010

Helping Students Understand What They Read

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Many college students struggle with their reading assignments. As a teacher educator with expertise in reading development and disability, I find it useful to model effective reading strategies and provide immediate feedback on those strategies frequently used by students. One versatile method I use with undergraduates involves examination of what they underline (or highlight). Throughout the semester, I ask students to refer to their assigned readings and share with the class passages they underlined and reasons for their selection. In this way, the types of thinking that accompanies purposeful, active reading become more apparent.