Meeting 3: Reading In and Across the Disciplines
- Laura Davies “Getting to the Root of the Problem: Teaching Reading as a Process in the Sciences“
- Chris M. Anson “Writing to Read, Revisited“
- Maria Bartolomeo-Maida, “The Use of Learning Journals to Foster Textbook Reading in the Community College Psychology Classroom“
- Eds. Alice S. Horning, Debra-Lee Gollnitz. & Cynthia R. Haller, What is College Reading? WAC Clearinghouse.
We gathered for this final meeting to discuss how we might develop activities and assignments that encourage students to read deeply. We used Anson and Davies’ articles to brainstorm some ideas. The value of multimodal assignments came up a bunch and the problem with textbooks emerged again. Participants noted that instructors are responsible to teach students how to read textbooks” and to problematize them if their Department mandates the use of a particular textbook. The textbook, as the main book for a course, inherently excludes students from the discourse, since they are often consist of dry and passive prose.
FIG members shared some of their own pedagogical practices which theoretically hope to provide students with access into the disciplinary discourse.