In this article, the authors argue that teachers and researchers must expand current verbo-and logo-centric definitions of critical literacy to recognize how texts and responses are embodied.
College coursework and job-related tasks make similar demands on students and workers. Typically, as students advance through the grades, they are expected to become increasingly competent and less dependent on detailed guidance from instructors. That is, these students are expected to acquire the academic skills, thinking, reasoning, and teamwork skills necessary for productive work in the twenty-fi rst century (21st Century Workforce Commission, 2000). Focusing on the transition from school to work, the 21st Century Workforce Commission has recommended closer linkages between secondary schools and colleges and between colleges and the workplace as a means of motivating students toward higher personal goals linked to the world of work. In negotiating the increasingly complex demands of college classrooms and the workplace, students and workers can benefi t from equipping themselves with a repertoire of strategies, such as mobilizing internal and external resources, self-monitoring, and evaluating information. These are volitional strategies of self-regulation.In self-regulating, individuals draw on a variety of volitional strategies to accomplish their goals. Distinguishing motivation (setting goals) from volition (protecting goals), Corno and Kanfer (1993) described three categories of covert or internal volitional control strategies individuals use to protect their goals:
89This chapter explores how preservice teachers prepare for the transition from college classroom to career through assignments and features of the learning environment designed to approximate the demands of work settings and job-related tasks.
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