Pub Date : 2023-09-07DOI: 10.1080/10790195.2023.2251138
Patrick L. Bruch
ABSTRACT In his Chair’s address to the Conference on College Composition and Communication in 1996, Lester Faigley argued that one important consistency throughout the history of composition studies has been “that we have remained steadfast to the goal of literacy for equality” (p. 41). As Chair of the same Conference over two decades later, Asao Inoue challenged compositionists to confront the uncomfortable paradox of Whiteness: believing ourselves to be on the right side of history can distract us from recognizing our involvement in White supremacy. Though talk of race has been a consistent focus of 21st century composition research, addressing the narratives of innocence that protect Whiteness is relatively new. This essay attempts to clarify and extend the strengths of this recent development. In it I analyze how challenging Whiteness promises to advance the legacy of racially conscious research in higher education, describe a critical pedagogy situated in a predominantly White institution that tries to build on the strengths of recent critiques of Whiteness, and offer examples of students struggling with the persistent epistemologies of Whiteness as they work to invent new critical literacies.
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Pub Date : 2023-07-03DOI: 10.1080/10790195.2023.2214190
Begüm Ihtiyaryer, S. Altun
ABSTRACT University students in Turkey are required to complete a one-year English preparatory education before starting their education at their faculties. For some time, it has been clear that students have difficulties in learning English in these preparatory programs. The reasons behind this have always been a hot topic in research areas. To have a deeper look and offer solutions, it is necessary to understand how these students and their instructors perceive language learning first. Their perceptions reveal the learning theories that they have adopted, and these learning theories shape the way teachers teach and the students learn that language. In this framework, this study aims to reveal the underlying learning theories behind students’ and instructors’ perceptions of learning English in English preparatory programs. The phenomenology method was used in this study among the qualitative research methods. Ten students and ten instructors were interviewed during the study. Themes and codes were created with the content analysis of the data. It was seen that there is not a single learning theory dominating students’ and instructors’ perceptions of learning English.
{"title":"Investigating College Instructors’ and Students’ Perceptions of Learning English in Terms of Learning Theories","authors":"Begüm Ihtiyaryer, S. Altun","doi":"10.1080/10790195.2023.2214190","DOIUrl":"https://doi.org/10.1080/10790195.2023.2214190","url":null,"abstract":"ABSTRACT University students in Turkey are required to complete a one-year English preparatory education before starting their education at their faculties. For some time, it has been clear that students have difficulties in learning English in these preparatory programs. The reasons behind this have always been a hot topic in research areas. To have a deeper look and offer solutions, it is necessary to understand how these students and their instructors perceive language learning first. Their perceptions reveal the learning theories that they have adopted, and these learning theories shape the way teachers teach and the students learn that language. In this framework, this study aims to reveal the underlying learning theories behind students’ and instructors’ perceptions of learning English in English preparatory programs. The phenomenology method was used in this study among the qualitative research methods. Ten students and ten instructors were interviewed during the study. Themes and codes were created with the content analysis of the data. It was seen that there is not a single learning theory dominating students’ and instructors’ perceptions of learning English.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41490078","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}
Pub Date : 2023-06-22DOI: 10.1080/10790195.2023.2222564
S. Felber, Deena Vaughn, M. Carson
This issue of the Journal of College Reading and Learning provides a small taste of the diverse issues of importance to members of the College Reading and Learning Association, spanning multiple student populations and subject areas. In terms of student population, we include papers focusing on students from specific cultural (Sarker & Paulson) and linguistic (İhtiyaryer & Altun) backgrounds, as well as (potential) students who are currently incarcerated (Lollar, Mueller, and Anthony). In terms of subject area, the papers of the issue cover mathematics (Ray, Herron, & Bullock), developmental literacy (Sarker & Paulson), and English language learning (İhtiyaryer & Altun). We hope you find something that piques your interest and informs your practice in this varied issue. We begin this issue with “Students in Correctional Education: Developmental Education’s Forgotten Population,” by Jonathan Lollar, Carol Leah Mueller, and Wes Anthony. Using previously published data, the authors compare prison and household samples to identify potential differences in educational aspirations and attainment, use of basic skills (reading, writing, and math) activities, first-generation status, and literacy and numeracy proficiency scores. They found that incarcerated individuals tended to have lower educational attainment, lower numeracy and literacy proficiency scores, and a higher likelihood of having first-generation status. Nevertheless, many in the prison population had educational aspirations. The authors argue that increased developmental education supports in prisons have the potential to help incarcerated individuals reach their educational goals. On July 1, 2023, around the time of this issue’s publication, incarcerated individuals will become eligible to receive Pell Grants to support their learning through eligible prison education programs (“Eligibility,” 2023), making this a particularly timely issue. In “Exploring Mathematics Vocabulary Alignment in a Future Elementary Teacher’s Trajectory: A Case Study,” Amy Ray, Julie Herron & Emma Bullock conduct a qualitative analysis of an elementary foundations mathematics course and the mathematics vocabulary encountered by pre-service teachers (PSTs) as they engage with the curriculum at various stages of course preparation. Guided by tenets of constructivism, the authors took a semester at a mid-sized university to answer two research questions: 1) What is the key vocabulary that elementary PSTs need to know? and 2) How is the key vocabulary JOURNAL OF COLLEGE READING AND LEARNING 2023, VOL. 53, NO. 3, 167–169 https://doi.org/10.1080/10790195.2023.2222564
{"title":"A Note from the Editorial Team","authors":"S. Felber, Deena Vaughn, M. Carson","doi":"10.1080/10790195.2023.2222564","DOIUrl":"https://doi.org/10.1080/10790195.2023.2222564","url":null,"abstract":"This issue of the Journal of College Reading and Learning provides a small taste of the diverse issues of importance to members of the College Reading and Learning Association, spanning multiple student populations and subject areas. In terms of student population, we include papers focusing on students from specific cultural (Sarker & Paulson) and linguistic (İhtiyaryer & Altun) backgrounds, as well as (potential) students who are currently incarcerated (Lollar, Mueller, and Anthony). In terms of subject area, the papers of the issue cover mathematics (Ray, Herron, & Bullock), developmental literacy (Sarker & Paulson), and English language learning (İhtiyaryer & Altun). We hope you find something that piques your interest and informs your practice in this varied issue. We begin this issue with “Students in Correctional Education: Developmental Education’s Forgotten Population,” by Jonathan Lollar, Carol Leah Mueller, and Wes Anthony. Using previously published data, the authors compare prison and household samples to identify potential differences in educational aspirations and attainment, use of basic skills (reading, writing, and math) activities, first-generation status, and literacy and numeracy proficiency scores. They found that incarcerated individuals tended to have lower educational attainment, lower numeracy and literacy proficiency scores, and a higher likelihood of having first-generation status. Nevertheless, many in the prison population had educational aspirations. The authors argue that increased developmental education supports in prisons have the potential to help incarcerated individuals reach their educational goals. On July 1, 2023, around the time of this issue’s publication, incarcerated individuals will become eligible to receive Pell Grants to support their learning through eligible prison education programs (“Eligibility,” 2023), making this a particularly timely issue. In “Exploring Mathematics Vocabulary Alignment in a Future Elementary Teacher’s Trajectory: A Case Study,” Amy Ray, Julie Herron & Emma Bullock conduct a qualitative analysis of an elementary foundations mathematics course and the mathematics vocabulary encountered by pre-service teachers (PSTs) as they engage with the curriculum at various stages of course preparation. Guided by tenets of constructivism, the authors took a semester at a mid-sized university to answer two research questions: 1) What is the key vocabulary that elementary PSTs need to know? and 2) How is the key vocabulary JOURNAL OF COLLEGE READING AND LEARNING 2023, VOL. 53, NO. 3, 167–169 https://doi.org/10.1080/10790195.2023.2222564","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43810524","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}
Pub Date : 2023-06-15DOI: 10.1080/10790195.2023.2221317
Minkyung Choi
ABSTRACT College science courses pose complex challenges to students. Textbooks are dense and laden with textbook features that may be confusing to students unfamiliar with science texts. Courses are especially challenging because they presuppose a certain degree of disciplinary literacy, or understanding of the knowledge and practices possessed by those who create that knowledge within a specific discipline. This study explores how students’ disciplinary literacy in the sciences is negotiated by students’ prior experiences, background knowledge, and science identities. Analyses of interviews from four students enrolled in an introductory chemistry course in an urban community college reveal that neither knowledge nor identity presuppose one another, instead coexisting in the dynamic and complex process of disciplinary literacy development.
{"title":"“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","authors":"Minkyung Choi","doi":"10.1080/10790195.2023.2221317","DOIUrl":"https://doi.org/10.1080/10790195.2023.2221317","url":null,"abstract":"ABSTRACT College science courses pose complex challenges to students. Textbooks are dense and laden with textbook features that may be confusing to students unfamiliar with science texts. Courses are especially challenging because they presuppose a certain degree of disciplinary literacy, or understanding of the knowledge and practices possessed by those who create that knowledge within a specific discipline. This study explores how students’ disciplinary literacy in the sciences is negotiated by students’ prior experiences, background knowledge, and science identities. Analyses of interviews from four students enrolled in an introductory chemistry course in an urban community college reveal that neither knowledge nor identity presuppose one another, instead coexisting in the dynamic and complex process of disciplinary literacy development.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44636424","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}
Pub Date : 2023-05-26DOI: 10.1080/10790195.2023.2214188
Amy Ray, J. Herron, Emma K. Bullock
ABSTRACT This qualitative case study explored an elementary foundations mathematics course and the mathematics vocabulary elementary pre-service teachers (PSTs) encounter at various stages in their preparation as mediated by curriculum, standards, and assessment materials. Guided by the theoretical lens of a constructivism-informed conceptual framework, text analyses indicated varying degrees of alignment of mathematics vocabulary when comparing across the materials gathered from different points in PSTs’ preparation and future careers as educators. Further investigation indicated that considering alignment as a process provided possible opportunities for continued curricular improvement related to promoting mathematics vocabulary for elementary PSTs.
{"title":"Exploring Mathematics Vocabulary Alignment in a Future Elementary Teacher’s Trajectory: A Case Study","authors":"Amy Ray, J. Herron, Emma K. Bullock","doi":"10.1080/10790195.2023.2214188","DOIUrl":"https://doi.org/10.1080/10790195.2023.2214188","url":null,"abstract":"ABSTRACT This qualitative case study explored an elementary foundations mathematics course and the mathematics vocabulary elementary pre-service teachers (PSTs) encounter at various stages in their preparation as mediated by curriculum, standards, and assessment materials. Guided by the theoretical lens of a constructivism-informed conceptual framework, text analyses indicated varying degrees of alignment of mathematics vocabulary when comparing across the materials gathered from different points in PSTs’ preparation and future careers as educators. Further investigation indicated that considering alignment as a process provided possible opportunities for continued curricular improvement related to promoting mathematics vocabulary for elementary PSTs.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45732233","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}
Pub Date : 2023-05-01DOI: 10.1080/10790195.2023.2204315
Jonathan Lollar, C. L. Mueller, W. Anthony
ABSTRACT The Office of Correctional Education was created through an Act of Congress in 1991 to oversee and coordinate prison education programs as a way to reduce recidivism (Carl D. Perkins Vocational and Applied Technology Education Act, 1990). However, correctional education completion rates are extremely low. Therefore, we used secondary data from the Program for the International Assessment of Adult Competencies survey to show that students in prison would benefit from developmental and student supports. Survey data represented 1,319 prisoners and 8,670 from the household population. We used descriptive analysis, chi-square tests, and Welch’s t-tests to analyze survey data. We conclude that those in the prison sample had a greater potential need for student support programs than the household sample and would benefit from increased developmental and student supports.
惩教教育办公室是根据1991年的国会法案成立的，旨在监督和协调监狱教育项目，以减少再犯(Carl D. Perkins职业和应用技术教育法，1990)。然而，惩教教育的完成率极低。因此，我们使用了来自国际成人能力评估调查项目的二手数据，以表明监狱中的学生将受益于发展和学生支持。调查数据涉及1,319名囚犯和8,670名住户人口。我们使用描述性分析、卡方检验和韦尔奇t检验来分析调查数据。我们得出的结论是，监狱样本中的人比家庭样本更需要学生支持计划，并且会从增加的发展和学生支持中受益。
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Pub Date : 2023-04-21DOI: 10.1080/10790195.2023.2201828
Amber L. Sarker, Eric J. Paulson
ABSTRACT The purpose of this study was to better understand the perceptions and experiences of students in a learning community that incorporated culturally sustaining pedagogy (CSP) into its curriculum. The field site of this instrumental case study was a community college learning community situated in a Hispanic Serving Institution in Texas. Data from interviews, focus groups, classroom observations, learning community events, and campus observations were collected and analyzed. Findings revealed a specific set of foci by students. While students discussed culturally relevant assignments, they did not highlight curricular elements usually associated with CSP. Instead, students emphasized familial aspects of the learning community, perceptions of validation by instructors, and aspects of instructors’ feedback. This study uncovers student participants’ perspectives regarding instruction, learning communities, and their college experiences.
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Pub Date : 2023-04-03DOI: 10.1080/10790195.2023.2180952
S. Felber, Deena Vaughn, M. Carson
In this issue of the Journal of College Reading and Learning, we bring you four feature articles related to reading and literacy. We open the issue with “Looking Back, Moving Forward: Determining the Current State of Diversity in Campus Common Reads Programs,” by Sarah Fabian, Julia K. Nims, and Robert Stevens. The authors of this article examined diversity along various dimensions of over 1,800 Common Reads book selections over a four-year period. They found a heavy preponderance of books in the autobiography/biography/personal narrative category and with a U.S. focus. While most authors were American, there was a high level of ethnic and racial diversity among authors of Common Reads books. An opportunity is identified for schools to select more books from independent publishers, which may further help to introduce diversity and contemporary voices into Common Reads programs. In “Gaps in College Student Reader Identity: Issues of Reading SelfDetermination and Reading Self-Efficacy,” Amy G. Baldwin and Louis S. Nadelson discuss college students’ identities, or lack thereof, as readers. They propose a model whereby students’ reader self-determination, selfefficacy, and self-regulation contribute to students’ successful reading experiences, and in turn to their identity as readers. Reader identity then reinforces the self-variables, forming a positive feedback loop. Examining artifacts from a student success course, they found that students did not tend to show evidence of holding a reader identity, concluding that much more research is needed about the construction of and support for reader identity among college students. Next, Shiela Kheirzadeh and Maryam Malakootikhah explore the effects of repetition on foreign language learners’ comprehension and reading rate of English texts in “The Role of Content and Procedural Repetition in EFL learners’ Reading Performance.” They explain that, while task repetition can help improve reading performance, it also risks causing boredom and reducing learners’ motivation to read. These risks can be mitigated by using either procedural task repetition, in which a reader repeats a task procedure using different content, or content task repetition, in which a reader follows different reading procedures with similar content. They found that, in the studied population, both approaches led to improved reading comprehension but did not affect reading rate, with procedural task repetition being the most beneficial. JOURNAL OF COLLEGE READING AND LEARNING 2023, VOL. 53, NO. 2, 89–90 https://doi.org/10.1080/10790195.2023.2180952
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Pub Date : 2023-02-06DOI: 10.1080/10790195.2023.2172628
Sarah Fabian, Julia K. Nims, R. Stevens
ABSTRACT Long-standing criteria for Common Reads (CR) programs recognize the value of diversity in the book selection process. This study, examining 1,801 books chosen over a four-year period (2017–20), explored the extent to which these programs have embodied this spirit. In particular, this work focused on the diversity of the books (through genre and subject headings) and the authors (gender, nationality, ethnicity and race). We also looked at characteristics of participating institutions and publishers. Initial data was gathered from an annual list of CR selections posted online by Penguin Random House. Findings revealed a notable presence of diverse topics in the titles selected and an examination of a subset of authors showed that 58% of these authors were people of color. Possible areas of improvement are noted, including expanding the geographic focus of books as well as potential implications for CR programs.
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Pub Date : 2023-02-03DOI: 10.1080/10790195.2023.2172627
Kimberly Kimbell-López, Elizabeth Manning, Carrice Cummins
ABSTRACT This article describes how three higher education literacy faculty shifted their traditional face-to-face instruction to a combined synchronous and asynchronous delivery in response to the Covid-19 Pandemic and subsequent closure of the university. Faculty share specific lessons that were learned over the first year of the pandemic, and how these lessons guided the redesign and delivery of assignments and activities for required literacy courses in the early childhood and elementary teacher preparation programs. Faculty recognized the great need for resources, both external and internal, in order for them to grow and mature as they entered into the virtual teaching environment.
{"title":"From Little Seeds Grow Mighty Trees: Transforming Teacher Preparation Literacy Methods’ Courses during the 2020 Pandemic","authors":"Kimberly Kimbell-López, Elizabeth Manning, Carrice Cummins","doi":"10.1080/10790195.2023.2172627","DOIUrl":"https://doi.org/10.1080/10790195.2023.2172627","url":null,"abstract":"ABSTRACT This article describes how three higher education literacy faculty shifted their traditional face-to-face instruction to a combined synchronous and asynchronous delivery in response to the Covid-19 Pandemic and subsequent closure of the university. Faculty share specific lessons that were learned over the first year of the pandemic, and how these lessons guided the redesign and delivery of assignments and activities for required literacy courses in the early childhood and elementary teacher preparation programs. Faculty recognized the great need for resources, both external and internal, in order for them to grow and mature as they entered into the virtual teaching environment.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41439936","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}
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