Journal of College Reading and Learning最新文献

{"title":"Hospitality in the Writing Center: A Conceptual Framework for Tutors","authors":"Edward A. English","doi":"10.1080/10790195.2024.2385958","DOIUrl":"https://doi.org/10.1080/10790195.2024.2385958","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"65 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating Academic Arguments: Teaching Reporting Verbs in Transitional Reading Courses","authors":"Timothy S. Nelson, Mohammed Albakry","doi":"10.1080/10790195.2024.2385961","DOIUrl":"https://doi.org/10.1080/10790195.2024.2385961","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identifying Clusters of Less-Skilled College Student Readers Based on Cognitive Processes","authors":"Virginia Clinton-Lisell, Sarah E. Carlson, Heather Ness-Maddox, Amanda C. Dahl, Terrill Taylor, Mark L. Davison, B. Seipel","doi":"10.1080/10790195.2024.2359513","DOIUrl":"https://doi.org/10.1080/10790195.2024.2359513","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"16 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the Printed or Digital Controversy: A Meta-Analysis of the Impact of Digital and Print Resources on College Students’ Reading Comprehension","authors":"Cristina de-la-Peña, Beatriz Chaves-Yuste, María Jesús Luque‐Rojas","doi":"10.1080/10790195.2024.2350949","DOIUrl":"https://doi.org/10.1080/10790195.2024.2350949","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"51 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metacognitive Experiences of EFL Students as Predictors of Enjoyment, Engagement, and Performance in L2 Writing","authors":"Büşra Ünsal-Görkemoğlu, Cemil Gökhan Karacan","doi":"10.1080/10790195.2024.2316578","DOIUrl":"https://doi.org/10.1080/10790195.2024.2316578","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"23 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140413016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting Graduate Students’ Writing in Online Courses","authors":"Annamary Consalvo, Jessica Rueter","doi":"10.1080/10790195.2023.2275051","DOIUrl":"https://doi.org/10.1080/10790195.2023.2275051","url":null,"abstract":"ABSTRACTThis paper reports on research undertaken in two fully online, asynchronous university courses. Representing two masters’ programs, one led to a degree in reading as a reading specialist, and the other, to a degree in special education as an educational diagnostician. This investigation explored how writing conferences helped graduate students to better communicate within their new professions. This comparative case study, framed by social presence theory, was conducted across one semester. The findings of this study point to three themes, (1) Components of the Online Learning Environment, (2) Metacognitive Thinking, and (3) Building Professional Identity. The three themes provide glimpses into graduate students’ perceptions of synchronous writing conferences. The purpose of these conferences was to provide graduate students with the tools and support needed to encourage professional writing for their soon-to-be careers.KEYWORDS: Asynchronous graduate coursescollege writingdistance learningonline writing conferencessocial presence Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAnnamary ConsalvoAnnamary Consalvo, Associate Professor at The University of Texas at Tyler where she teaches undergraduate, masters, and doctoral courses in adolescent literacy and research methods. A former middle and high school English teacher, her research interests include the teaching of writing, and aspects of literature for young adults.Jessica RueterJessica A. Rueter is an Associate Professor of Special Education and serves as the Program Coordinator of the Master of Education in Special Education at The University of Texas at Tyler. Dr. Rueter has 29+ years of experience as a special education teacher, educational diagnostician, and as a university professor. Her research interests include best practices of assessment of students with disabilities and translating assessment results into evidence-based instructional practices.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"62 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Planting Seeds for Curricular Change: Bridging Culturally Sustaining Pedagogies and Intertextuality for IRW","authors":"Yvette M. Regalado, Sonya L. Armstrong","doi":"10.1080/10790195.2023.2275049","DOIUrl":"https://doi.org/10.1080/10790195.2023.2275049","url":null,"abstract":"ABSTRACTThe time investment that literacy curriculum design requires, if it is to be truly meaningful to students, is considerable. Crafting an organizing curricular model, identifying appropriate and relevant texts, and purposefully scaffolding instruction can take more time than teaching the class itself. And, given the current legislative policy reform movements within higher education and more directly within developmental education (where most postsecondary literacy instruction is housed), this work becomes even more intense. With these realizations in mind, we set out to begin work on curriculum design for IRW (and other literacy contexts) that takes its energy from a Culturally Sustaining Pedagogies approach and an intertextuality-based approach. This manuscript provides the seeds of that model.KEYWORDS: College literacyCulturally Sustaining Pedagogiescurriculum designintertextualityIRW Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsYvette M. RegaladoYvette M. Regalado’s research and professional foci include cultural and community practices in literacy curriculum and instruction for Integrated Reading and Writing (IRW). Her research employs a theoretical framework of culturally sustaining pedagogy, community cultural wealth, counterstorytelling and Indigenous Pedagogy. She is working toward completing her doctoral degree at Texas State University. As a practitioner-scholar-activist, Yvette is passionate about diversifying the curriculum and creating diverse, equitable, inclusive, and accessible (DEIA) spaces in the postsecondary field.Sonya L. ArmstrongSonya L. Armstrong is Associate Dean for Student Success in the College of Education and Professor in the Graduate Program in Developmental Education within the Department of Curriculum and Instruction at Texas State University. Dr. Armstrong is a practitioner-researcher, and her scholarly endeavors are guided by twenty-four years of designing and teaching developmental reading, composition, and learning strategies courses in community colleges and universities.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":" 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135241407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Note from the Editorial Team","authors":"Sarah Felber, Deena Vaughn, Mariko Carson","doi":"10.1080/10790195.2023.2258056","DOIUrl":"https://doi.org/10.1080/10790195.2023.2258056","url":null,"abstract":"Greetings from the JCRL Editorial team! In this final issue of 2023, we are excited to bring you four articles covering a range of timely topics. The issue opens with “‘We’re Not All Chemists in Here – We’re Just Trying to Get to the Next Level:’ Examining Out-of-School Literacies, Identity, and Disciplinary Literacy,” by Minkyung Choi. This article addresses the challenges in disciplinary literacy development for students in science courses. Through a series of interviews, a qualitative study found that positive previous academic encounters contributed to disciplinary literacy development, while a strong science identity enhanced performance and resilience. The author urges literacy professionals to consider the interplay between prior experiences, background knowledge, and science identity in fostering disciplinary literacy for higher education science students. In “On the Challenges of Decomposing Whiteness: Foundations for Antiracist Literacies,” Patrick Bruch, Jr., explores the intersection of composition studies and critical Whiteness studies, emphasizing the need to confront Whiteness in higher education. The author considers how challenging Whiteness can advance racially conscious research and offers examples of students grappling with Whiteness-based epistemologies, while underscoring the importance of dismantling White privilege and promoting equity. Writing classrooms are highlighted as spaces for students to critically examine and decompose Whiteness, encouraging them to take political responsibility for their language practices. Next, in “The Unanticipated Virtual Year: How the Big 5 Personality Traits of Openness to Experience and Conscientiousness Impacted Engagement in Online Classes During the COVID-19 Crisis,” Élodie Audet, Shelby Levine, and Pascale Dubois use two-wave prospective longitudinal designs to examine the role of the Big 5 personality traits on student engagement in online classroom environments. The study was conducted during the Fall 2020 and winter 2021 semesters with two separate cohort groups of university students. The authors found that the source of student motivation and level of online engagement shifted as students experienced online learning over an extended period. Finally, in “Critical Reading and Student Self-Selected Texts: Results of A Collaborative, Explicit Curricular Approach,” Jill Parrott and Trenia Napier consider whether students’ ability to critically assess and utilize sources can be improved by a competency-based curriculum designed to integrate information literacy, critical reading, and writing. JOURNAL OF COLLEGE READING AND LEARNING 2023, VOL. 53, NO. 4, 255–256 https://doi.org/10.1080/10790195.2023.2258056","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135829894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach","authors":"Jill Parrott, Trenia Napier","doi":"10.1080/10790195.2023.2247462","DOIUrl":"https://doi.org/10.1080/10790195.2023.2247462","url":null,"abstract":"This research asks whether a competency-based curriculum designed to integrate information literacy, critical reading, and writing improves students’ ability to critically read sources and then use source content for their own purposes. We hypothesized that critical reading-infused library instruction, course instruction, and curriculum support via peer consultation (intervention group) would positively impact students’ critical reading facility and ability to synthesize sources into meaningful writing as opposed to students who do not receive this instruction (control group). Our research indicates a strong correlation between students’ navigating a critical reading curriculum for a research project with self-selected texts and positive research-based writing outcomes for these courses. Students in the intervention group were more likely to be able to integrate source material effectively into their self-selected research-based projects than students in the control group.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Unanticipated Virtual Year: How the Big 5 Personality Traits of Openness to Experience and Conscientiousness Impacted Engagement in Online Classes during the COVID-19 Crisis","authors":"Élodie C. Audet, S. Levine, Pascale Dubois, Sophie Koestner, Richard Koestner","doi":"10.1080/10790195.2023.2250402","DOIUrl":"https://doi.org/10.1080/10790195.2023.2250402","url":null,"abstract":"ABSTRACT The COVID-19 crisis dramatically impacted how academic classes were taught. The present two studies used two-wave prospective longitudinal designs (following two separate cohorts of university students) to examine the predictive role of the Big 5 personality traits of openness to experience and conscientiousness on students’ engagement in online classes. Students were asked to report on their levels of motivation and self-efficacy for engagement in online classes. Results suggest that during the Fall 2020 semester the trait of openness to experience may have allowed students to be more engaged in online classes. However, openness to experience was no longer associated with greater engagement during the Winter 2021 semester. Instead, during this second online semester, conscientiousness emerged as the best predictor of heightened engagement in online classes. Interestingly, results suggest that openness to experience and conscientiousness may have different pathways: the benefit of openness to experience was mediated by intrinsic motivation whereas that of conscientiousness by self-efficacy.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"53 1","pages":"298 - 315"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47547552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}