College Reading and Studying: The Complexity of Academic Literacy Task Demands

Holschuh, Jodi Patrick

doi:10.1002/jaal.876

Cited by 24 publications

(28 citation statements)

References 21 publications

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“…More recent scholarship has moved beyond defining academic literacy as a series of skills to define academic literacy as a social practice that involves the reader, the community, and the environment (Holschuh, 2019).…”

Section: Defining Literacy In a College Settingmentioning

confidence: 99%

Do I really have to Teach them to Read and Write? Education Equity Mindset and Teaching Literacy across the College Curriculum

Nadelson¹,

Baldwin²,

Martin³

et al. 2021

HES

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Reading and writing are fundamental skills students need to succeed in college, making literacy development an issue of education equity. The literacy skills can be content-specific, indicating faculty members across disciplines need to support student development of appropriate literacy skills. The extent to which faculty members support student literacy development is likely associated with their literacy-focused education equity mindset. The goal of our research was to document the mindset of faculty members across multiple disciplines. We gathered a combination of quantitative and qualitative data from 345 college faculty members using a survey. We found variations in the mindset strength between disciplines by the number of students taught, gender, and age. Overall, the faculty members held a moderate literacy-focused education equity mindset. The findings have implications for student inclusion, retention, and completion.

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Section: Defining Literacy In a College Settingmentioning

confidence: 99%

Do I really have to Teach them to Read and Write? Education Equity Mindset and Teaching Literacy across the College Curriculum

Nadelson¹,

Baldwin²,

Martin³

et al. 2021

HES

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show abstract

“…Much theoretical and practical work specific to postsecondary academic literacy instruction exists (e.g., Holschuh, 2019; Holschuh & Paulson, 2013; Perin, 2013; Perin & Holschuh, 2019). However, prior work specific to the literacy demands and expectations occurring at the postsecondary level tends to be historical in nature in that it suggests where the field was an academic generation ago (e.g., Burrell et al, 1997; Carson et al, 1992; Chase et al, 1994; Cohen, 1987; Grubb et al, 1999; Maaka & Ward, 2000; Orlando et al, 1989; Sartain et al, 1982).…”

Section: Review Of Literaturementioning

confidence: 99%

What Does It Mean to Be College-Ready for Career Technical Education?

Armstrong

Stahl

King

2021

Community College Review

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Objective/Research Question: Surprisingly, little research explores the literacy practices specific to career technical education (CTE) courses at the postsecondary level, yet the number of students coming to college needing literacy support continues to increase. There is a need for focused research on what constitutes college-readiness. The study described in this article addresses this overarching issue by exploring the text expectations, including text types, tasks, and goals in both CTE courses and developmental reading (DR) courses to determine whether, how, and to what extent text expectations align across the DR and CTE courses. Methods: This multisite research project involved three community colleges in one Midwestern state. Data sources included surveys, focus groups, and textbooks for all courses. Data collection procedures were comparable for each type of data, across all study sites, focal tracks, and constituency groups. Results: This study’s findings suggest a lack of alignment between the DR courses and the introductory-level CTE courses, on a number of levels. Conclusions/Contributions: This study’s findings suggest a need to continue investigating what constitutes college-ready for reading, across multiple disciplinary and career technical areas.

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“…Studies that have been situated in discourse analysis conventions often examine the 'the problem' of academic language by searching depths to find meaning, positioning learners within a socio-cultural, learner-deficit view of communicative competency (e.g. Henderson & Hirst, 2007;Holschuh, 2019;Lea & Stierer, 2000;Lea & Street, 2006;McKay & Devlin, 2014;Murry & Nallaya, 2016;Robinson-Pant & Street, 2012). The theoretical framework of such research is based in critical pedagogy's understanding of issues of student agency, and seeks to empower students as individual subjects within power structures.…”

Section: Academic Literacies In Higher Educationmentioning

confidence: 99%

Material-discursive changes: posthuman methodologies to (re)conceptualize postgraduate encounters in/with/through language

Evans¹

2021

RERM

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This paper aims to demonstrate how posthuman research methodologies foster change in analytical thinking strategies to encourage new understandings of academic literacy. It details data and insights from a recent PhD study exploring postgraduate students undergoing transformational entanglements of becomings with ‘academic language’. By presenting fragments of interviews with postgraduate students sites of contradictions and assumed expectations of communicative competence are explored. This is analysed by overlaying several thoughts on top of Deleuzo-Guattarian concepts major and minor language, desire, and the pre-personal. Posthuman methodologies are used to re-think ‘the problem’ of academic language, unsettling longstanding ‘deficit model’ understandings of academic literacy. Exploring possibilities of the ‘more than’ in and of language creates generative spaces for new possibilities in analytical processes. Thus, I unsettle my own thinking practices by re-turning to the data to offer multiple diffracted readings for alternative ideas about the role of language in postgraduate learners’ becomings.

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College Reading and Studying: The Complexity of Academic Literacy Task Demands

Cited by 24 publications

References 21 publications

Do I really have to Teach them to Read and Write? Education Equity Mindset and Teaching Literacy across the College Curriculum

Do I really have to Teach them to Read and Write? Education Equity Mindset and Teaching Literacy across the College Curriculum

What Does It Mean to Be College-Ready for Career Technical Education?

Material-discursive changes: posthuman methodologies to (re)conceptualize postgraduate encounters in/with/through language

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