Shaping Effective Readers: An Investigation of Faculty Perceptions and Pedagogies

Abstract

Although academic reading is not often addressed by information literacy instruction, strong reading skills are paramount to successful research. The aims of this study are to explore faculty perspectives of first-year students' academic reading behaviors and to discover their perceptions of prevalent student reading challenges as well as interventions used to teach academic reading. By analyzing reading interventions and challenges through the lens of constructivism, the researchers highlight pedagogies targeting both the cognitive and affective domain and offer practical insights to librarians for expanding information literacy instruction and partnerships to strengthen student reading skills.