Leah M. Van Vaerenewyck, Sara K. Clark, Alison Pasinella
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引用次数: 1
Abstract
ABSTRACT This action research case study on a Common Read Program (CRP) includes analysis of learning management system-mediated student writing and research writing connected to a Common Read selection in First-Year Writing courses. A priori codes drawn from the literature on desired learning goals and outcomes for CRPs and Writing Program Administrators (WPA) outcomes are applied to student writing with the purpose of investigating whether or not inquiry-based learning opportunities yield desired CRP curricular outcomes. Results address the paucity of empirically-supported pedagogical approaches to CRPs and illustrate examples of how to elicit desired outcomes through a set of inquiry-based assignments. Finally, the paper shares researcher reflections on needs connected to successful integration of Common Read selections.
期刊介绍：
The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.
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