Pub Date : 2023-01-17DOI: 10.1080/10790195.2022.2162464
Shiela Kheirzadeh, Maryam Malakootikhah
ABSTRACT The present study aimed to investigate the role of procedural and content repetition in enhancing intermediate EFL learners’ reading fluency (measured by reading rate) and comprehension. To this end, 45 intermediate EFL learners were recruited and randomly divided into three groups: procedural repetition (PR), content repetition (CR), and control group. Through adopting an experimental design, the data for reading comprehension and fluency were respectively collected by pre- and posttests of reading and the number of words read per minute and analyzed by analysis of variance (ANOVA) and paired-samples t-test. The findings demonstrated that content and procedural repetition improved EFL learners’ reading comprehension, although procedural repetition was more effective. Nevertheless, repetition tasks could not improve the reading rate. Therefore, course designers, material developers, and language teachers are recommended to use procedural and content repetition to design and develop the reading tasks and activities or teach reading comprehension to EFL/ESL learners.
{"title":"The Role of Content and Procedural Repetition in EFL Learners’ Reading Performance","authors":"Shiela Kheirzadeh, Maryam Malakootikhah","doi":"10.1080/10790195.2022.2162464","DOIUrl":"https://doi.org/10.1080/10790195.2022.2162464","url":null,"abstract":"ABSTRACT The present study aimed to investigate the role of procedural and content repetition in enhancing intermediate EFL learners’ reading fluency (measured by reading rate) and comprehension. To this end, 45 intermediate EFL learners were recruited and randomly divided into three groups: procedural repetition (PR), content repetition (CR), and control group. Through adopting an experimental design, the data for reading comprehension and fluency were respectively collected by pre- and posttests of reading and the number of words read per minute and analyzed by analysis of variance (ANOVA) and paired-samples t-test. The findings demonstrated that content and procedural repetition improved EFL learners’ reading comprehension, although procedural repetition was more effective. Nevertheless, repetition tasks could not improve the reading rate. Therefore, course designers, material developers, and language teachers are recommended to use procedural and content repetition to design and develop the reading tasks and activities or teach reading comprehension to EFL/ESL learners.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"53 1","pages":"131 - 147"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44839953","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 : 2023-01-02DOI: 10.1080/10790195.2022.2151302
S. Felber, Deena Vaughn, M. Carson
In this issue of the Journal of College Reading and Learning, we are pleased to share four articles about reading. While these articles all focus on reading, they each come from unique perspectives, showcasing a wide range of reading research and demonstrating multiple ways that college professionals can support student readers and reading can support college success. We open the issue with “Improving Second Language Acquisition by Extensive and Analytical Reading in a Digital Environment,” by Yury Muravev. This article investigates the benefits of reading for English language learners, in a climate that has emphasized speaking and listening. The author’s study found that reading and analyzing books was associated with second language learners’ improvement on English reading assessments and that most study participants rated the reading activities as “relatively helpful” for their English language learning progress. Also noting the benefits of reading for accumulating background knowledge such as cultural references, the article encourages the use of reading with analysis as an important component of a language-learning program and describes the role of computer-assisted language learning (CALL) software to scaffold such methods. In “A Probe into Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Test Performance in Light of Emotioncy,” authors Elahe Moradi, Zargham Ghapanchi, and Reza Pishghadam consider the role of emotioncy, or sense-induced emotions, in reading comprehension. Studying a group of English as a Foreign Language learners, they found a connection between learners’ emotioncy for words in a reading passage and their performance on a reading comprehension test for that passage. They additionally found that higher emotioncy was related to higher cognitive and metacognitive strategy use, and that emotioncy was more predictive of reading comprehension scores than were reading strategies. We then turn to disciplinary reading in “Exploring Students’ Responses to Reading Assignments in First-Year University Mathematics Courses,” by Dawn Atkinson and H. Smith Risser. This article presents a study designed to gather information about students’ reading experiences and attitudes in their mathematics course. Students were provided with incentives, including open-note quizzes and points for notes, and support for completing reading assignments. Participating students were then interviewed about their reading experiences and attitudes, and the results were presented as case studies of each student. Reflecting on the case studies, the authors discuss the importance of supporting reading and note-taking strategies in mathematics courses, JOURNAL OF COLLEGE READING AND LEARNING 2023, VOL. 53, NO. 1, 1–2 https://doi.org/10.1080/10790195.2022.2151302
{"title":"A Note from the Editorial Team","authors":"S. Felber, Deena Vaughn, M. Carson","doi":"10.1080/10790195.2022.2151302","DOIUrl":"https://doi.org/10.1080/10790195.2022.2151302","url":null,"abstract":"In this issue of the Journal of College Reading and Learning, we are pleased to share four articles about reading. While these articles all focus on reading, they each come from unique perspectives, showcasing a wide range of reading research and demonstrating multiple ways that college professionals can support student readers and reading can support college success. We open the issue with “Improving Second Language Acquisition by Extensive and Analytical Reading in a Digital Environment,” by Yury Muravev. This article investigates the benefits of reading for English language learners, in a climate that has emphasized speaking and listening. The author’s study found that reading and analyzing books was associated with second language learners’ improvement on English reading assessments and that most study participants rated the reading activities as “relatively helpful” for their English language learning progress. Also noting the benefits of reading for accumulating background knowledge such as cultural references, the article encourages the use of reading with analysis as an important component of a language-learning program and describes the role of computer-assisted language learning (CALL) software to scaffold such methods. In “A Probe into Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Test Performance in Light of Emotioncy,” authors Elahe Moradi, Zargham Ghapanchi, and Reza Pishghadam consider the role of emotioncy, or sense-induced emotions, in reading comprehension. Studying a group of English as a Foreign Language learners, they found a connection between learners’ emotioncy for words in a reading passage and their performance on a reading comprehension test for that passage. They additionally found that higher emotioncy was related to higher cognitive and metacognitive strategy use, and that emotioncy was more predictive of reading comprehension scores than were reading strategies. We then turn to disciplinary reading in “Exploring Students’ Responses to Reading Assignments in First-Year University Mathematics Courses,” by Dawn Atkinson and H. Smith Risser. This article presents a study designed to gather information about students’ reading experiences and attitudes in their mathematics course. Students were provided with incentives, including open-note quizzes and points for notes, and support for completing reading assignments. Participating students were then interviewed about their reading experiences and attitudes, and the results were presented as case studies of each student. Reflecting on the case studies, the authors discuss the importance of supporting reading and note-taking strategies in mathematics courses, JOURNAL OF COLLEGE READING AND LEARNING 2023, VOL. 53, NO. 1, 1–2 https://doi.org/10.1080/10790195.2022.2151302","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"53 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43458076","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 : 2022-12-22DOI: 10.1080/10790195.2022.2155728
A. Baldwin, L. Nadelson
ABSTRACT How a student perceives or identifies themselves as a reader is their reader identity. There is a dearth of research on college student reader identity. Using assignment artifacts as data, we conducted a narrative inquiry analysis seeking evidence of the students’ reading self-efficacy, reading self-determination, reading self-regulation, reading success, and reading competency as indicators of reader identity. We found the students expressed lower levels of reading self-efficacy, struggled with reading self-regulation, and lacked reading self-determination. We also found lower reading success levels and few reading competency indicators. Interpreting the results, we concluded that the students tended not to hold a reader identity and, therefore, typically do not embrace reading as part of their intrinsic desire to learn.
{"title":"Gaps in College Student Reader Identity: Issues of Reading Self-determination and Reading Self-efficacy","authors":"A. Baldwin, L. Nadelson","doi":"10.1080/10790195.2022.2155728","DOIUrl":"https://doi.org/10.1080/10790195.2022.2155728","url":null,"abstract":"ABSTRACT How a student perceives or identifies themselves as a reader is their reader identity. There is a dearth of research on college student reader identity. Using assignment artifacts as data, we conducted a narrative inquiry analysis seeking evidence of the students’ reading self-efficacy, reading self-determination, reading self-regulation, reading success, and reading competency as indicators of reader identity. We found the students expressed lower levels of reading self-efficacy, struggled with reading self-regulation, and lacked reading self-determination. We also found lower reading success levels and few reading competency indicators. Interpreting the results, we concluded that the students tended not to hold a reader identity and, therefore, typically do not embrace reading as part of their intrinsic desire to learn.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"53 1","pages":"109 - 130"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49406530","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 : 2022-10-31DOI: 10.1080/10790195.2022.2137069
Amani Talwar, Joseph P. Magliano, Karyn Higgs, Alecia M. Santuzzi, S. Tonks, T. O’Reilly, J. Sabatini
ABSTRACT More knowledge is needed regarding the student factors that impact academic reading and success in college beyond traditional measures of college readiness. This study examined the contributions of student factors specified by the Proficient Academic Reader framework—reading literacy skills, metacognitive reading strategies, and reading motivation—to performance on a complex academic reading task and cumulative GPA across three semesters within the first two years of college. Hierarchical regression models were estimated using a sample of 166 students at a four-year public institution. Results indicated the importance of vocabulary, reading comprehension, and problem-solving reading strategies to academic reading performance and early college GPA. However, some of these effects diminished after controlling for students’ standardized test scores and high school GPA. The findings imply that institutions should implement sustained support for reading skills and strategies across disciplines.
{"title":"Early Academic Success in College: Examining the Contributions of Reading Literacy Skills, Metacognitive Reading Strategies, and Reading Motivation","authors":"Amani Talwar, Joseph P. Magliano, Karyn Higgs, Alecia M. Santuzzi, S. Tonks, T. O’Reilly, J. Sabatini","doi":"10.1080/10790195.2022.2137069","DOIUrl":"https://doi.org/10.1080/10790195.2022.2137069","url":null,"abstract":"ABSTRACT More knowledge is needed regarding the student factors that impact academic reading and success in college beyond traditional measures of college readiness. This study examined the contributions of student factors specified by the Proficient Academic Reader framework—reading literacy skills, metacognitive reading strategies, and reading motivation—to performance on a complex academic reading task and cumulative GPA across three semesters within the first two years of college. Hierarchical regression models were estimated using a sample of 166 students at a four-year public institution. Results indicated the importance of vocabulary, reading comprehension, and problem-solving reading strategies to academic reading performance and early college GPA. However, some of these effects diminished after controlling for students’ standardized test scores and high school GPA. The findings imply that institutions should implement sustained support for reading skills and strategies across disciplines.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"53 1","pages":"58 - 87"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41924298","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 : 2022-10-06DOI: 10.1080/10790195.2022.2126415
D. Atkinson, H. S. Risser
ABSTRACT Although reading homework is common in university courses, compliance rates vary. Using interviews, this study explored how five students responded to reading assignments in their introductory college mathematics classes and how they viewed reading and reading-related activities relative to their academic successes. Qualitative content analysis of the interview data and resultant case studies revealed that the participants completed their readings and undertook associated activities to produce gains in confidence, preparedness, mastery, achievement, and self-responsibility. This research offers an in-depth view of students’ reading and reading-related practices, highlights the importance they attributed to these behaviors, reveals how their mathematics comfort levels influenced their approaches to reading assignments, exposes complicating factors that impacted their academic achievements, and points to the value of using pedagogic interventions to encourage reading in math courses.
{"title":"Exploring Students’ Responses to Reading Assignments in First-year University Mathematics Courses","authors":"D. Atkinson, H. S. Risser","doi":"10.1080/10790195.2022.2126415","DOIUrl":"https://doi.org/10.1080/10790195.2022.2126415","url":null,"abstract":"ABSTRACT Although reading homework is common in university courses, compliance rates vary. Using interviews, this study explored how five students responded to reading assignments in their introductory college mathematics classes and how they viewed reading and reading-related activities relative to their academic successes. Qualitative content analysis of the interview data and resultant case studies revealed that the participants completed their readings and undertook associated activities to produce gains in confidence, preparedness, mastery, achievement, and self-responsibility. This research offers an in-depth view of students’ reading and reading-related practices, highlights the importance they attributed to these behaviors, reveals how their mathematics comfort levels influenced their approaches to reading assignments, exposes complicating factors that impacted their academic achievements, and points to the value of using pedagogic interventions to encourage reading in math courses.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"53 1","pages":"38 - 57"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43420337","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 : 2022-10-02DOI: 10.1080/10790195.2022.2121785
E. Suh
ABSTRACT This article continues the conversation begun in Armstrong’s (2020) call to Dev Ed’rs kept awake by uncertainty about their professional identity and the future of “The Field” of developmental education and college literacy. Through the lenses of critical discourse analysis and discourse communities, the author examined how Dev Ed’rs define equity and whom they cite. The two-pronged content analysis uncovered a lack of definitional work or citations to ground Dev Ed’r discussions of equity. The article advances four steps for (re)claiming the language of equity and, with it, The Field’s professional identity: (1) establishing a definition of equity for The Field, (2) grounding the definition in the literature, (3) incorporating the definition into professional conversations, and (4) amplifying Dev Ed’r scholarship engaging with equity.
{"title":"Miles to Go Before We Sleep: A Two-Part Content Analysis of Representations of Equity in the Dev Ed’r Discourse Community","authors":"E. Suh","doi":"10.1080/10790195.2022.2121785","DOIUrl":"https://doi.org/10.1080/10790195.2022.2121785","url":null,"abstract":"ABSTRACT This article continues the conversation begun in Armstrong’s (2020) call to Dev Ed’rs kept awake by uncertainty about their professional identity and the future of “The Field” of developmental education and college literacy. Through the lenses of critical discourse analysis and discourse communities, the author examined how Dev Ed’rs define equity and whom they cite. The two-pronged content analysis uncovered a lack of definitional work or citations to ground Dev Ed’r discussions of equity. The article advances four steps for (re)claiming the language of equity and, with it, The Field’s professional identity: (1) establishing a definition of equity for The Field, (2) grounding the definition in the literature, (3) incorporating the definition into professional conversations, and (4) amplifying Dev Ed’r scholarship engaging with equity.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"236 - 263"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45979582","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 : 2022-10-02DOI: 10.1080/10790195.2022.2116128
Todd Reynolds, Jodi P. Lampi, J. P. Holschuh, Leslie S. Rush
ABSTRACT This paper is a response to Inoue’s (2020) article, Teaching Antiracist Reading. Our focus is to contextualize his framework using a disciplinary literacy lens for reading literary text in secondary and postsecondary English Language Arts (ELA) classrooms. After briefly explaining the recommendations made by Inoue (2020) and disciplinary literacy, specifically in English Language Arts, we suggest opportunities for incorporating Inoue’s framework when reading literary text to support antiracist reading and interpretive practices. We also provide two caveats. First, interpretations must be student-led, which includes the form in which those interpretations are communicated. Second, literary theory has been rooted in racist practices, which necessitates new lenses to interpret the texts.
{"title":"Antiracist Reading in English Language Arts Classrooms: A Disciplinary Literacy Response to Inoue (2020)","authors":"Todd Reynolds, Jodi P. Lampi, J. P. Holschuh, Leslie S. Rush","doi":"10.1080/10790195.2022.2116128","DOIUrl":"https://doi.org/10.1080/10790195.2022.2116128","url":null,"abstract":"ABSTRACT This paper is a response to Inoue’s (2020) article, Teaching Antiracist Reading. Our focus is to contextualize his framework using a disciplinary literacy lens for reading literary text in secondary and postsecondary English Language Arts (ELA) classrooms. After briefly explaining the recommendations made by Inoue (2020) and disciplinary literacy, specifically in English Language Arts, we suggest opportunities for incorporating Inoue’s framework when reading literary text to support antiracist reading and interpretive practices. We also provide two caveats. First, interpretations must be student-led, which includes the form in which those interpretations are communicated. Second, literary theory has been rooted in racist practices, which necessitates new lenses to interpret the texts.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"290 - 303"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088784","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 : 2022-10-02DOI: 10.1080/10790195.2022.2124207
E. Suh, James M. Dyer
ABSTRACT In this article, we offer a loving critique that (re)centers Inoue’s antiracist reading framework in reading scholarship. In particular, we question the orientation and effectiveness of racial literacy applications that fail to incorporate explicit reading strategy instruction. Developmental literacy classes can be an important space for antiracism when instruction supports our students’ current literacy strengths and growth edges. We explore the potential for applying antiracist literacy practice centered within reading scholarship. Through personal classroom examples, we describe our efforts to implement reading strategy instruction that amplifies the effectiveness of antiracist reading in IRW.
{"title":"(Re)centering Antiracist Reading in Reading Scholarship: Reading Strategy Applications for Antiracist Reading Praxis","authors":"E. Suh, James M. Dyer","doi":"10.1080/10790195.2022.2124207","DOIUrl":"https://doi.org/10.1080/10790195.2022.2124207","url":null,"abstract":"ABSTRACT In this article, we offer a loving critique that (re)centers Inoue’s antiracist reading framework in reading scholarship. In particular, we question the orientation and effectiveness of racial literacy applications that fail to incorporate explicit reading strategy instruction. Developmental literacy classes can be an important space for antiracism when instruction supports our students’ current literacy strengths and growth edges. We explore the potential for applying antiracist literacy practice centered within reading scholarship. Through personal classroom examples, we describe our efforts to implement reading strategy instruction that amplifies the effectiveness of antiracist reading in IRW.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"304 - 320"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43317705","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 : 2022-10-02DOI: 10.1080/10790195.2022.2128622
S. Felber, Deena Vaughn, M. Carson
In 2020, as the Journal of College Reading and Learning (JCRL) celebrated its 50 volume, the editors decided to dedicate not just one issue, but the entire volume to the theme of Linguistic and Cultural Diversity in Postsecondary Literacy and Learning. This decision was made based on viewing the theme as more than an important focus for a collection of articles, but as a direction in which the conversations of our field urgently needed to go. The volume ultimately included four guest contributions and twelve additional pieces covering a range of topics that interrogate how developmental and literacy educators engage the richness of linguistic and cultural diversity that students bring to their college experiences. The two years since the completion of Volume 50 have seen ongoing momentum in this work. While we expect topics related to linguistic and cultural diversity to continue populating the pages of JCRL well into the future, we wanted to set aside this issue for deliberate revisitation of this theme. Accordingly, we invited submissions that responded to any of the pieces in Volume 50 or otherwise engaged with the theme. We open this issue with a non-traditional piece for JCRL, Alison Douglas’s narrative essay “Seeing Shakira: Critical Reflections on the Unspoken Rules of Whiteness.” We hope this piece will serve as an invitation to readers to ask themselves what barriers stand in the way of truly seeing each individual in their educational/professional spaces. In her guest contribution in Volume 50, Sonya Armstrong, then PresidentElect of the College Reading and Learning Association (CRLA), reflected on the identity of and broad challenges facing the Dev Ed’r Field. In this issue’s article “Miles to Go Before We Sleep: A Two-Part Content Analysis of Representations of Equity in the Dev Ed’r Discourse Community,” Emily Suh engages with one of Armstrong’s (2020) primary concerns, the meaning of equity in Dev Ed. Through critical discourse analysis, Suh identifies a need for more serious engagement with equity scholarship in Dev Ed work, echoing Armstrong’s (2020) call to “engage with the research needed to move the . . . field forward” (p. 66). Grue (2020) in Volume 50 discussed the use of Afrofuturism texts in undergraduate courses as a way of bringing new perspectives about race and gender to the classroom. In this issue, in “The Impact of Analyzing Young Adult Literature for Racial Identity/Social Justice Orientation with Interdisciplinary Students,” Rachelle S. Savitz, Leslie Roberts, and Daniel Stockwell introduce another approach to introducing new perspectives JOURNAL OF COLLEGE READING AND LEARNING 2022, VOL. 52, NO. 4, 227–229 https://doi.org/10.1080/10790195.2022.2128622
{"title":"A Note from the Editorial Team","authors":"S. Felber, Deena Vaughn, M. Carson","doi":"10.1080/10790195.2022.2128622","DOIUrl":"https://doi.org/10.1080/10790195.2022.2128622","url":null,"abstract":"In 2020, as the Journal of College Reading and Learning (JCRL) celebrated its 50 volume, the editors decided to dedicate not just one issue, but the entire volume to the theme of Linguistic and Cultural Diversity in Postsecondary Literacy and Learning. This decision was made based on viewing the theme as more than an important focus for a collection of articles, but as a direction in which the conversations of our field urgently needed to go. The volume ultimately included four guest contributions and twelve additional pieces covering a range of topics that interrogate how developmental and literacy educators engage the richness of linguistic and cultural diversity that students bring to their college experiences. The two years since the completion of Volume 50 have seen ongoing momentum in this work. While we expect topics related to linguistic and cultural diversity to continue populating the pages of JCRL well into the future, we wanted to set aside this issue for deliberate revisitation of this theme. Accordingly, we invited submissions that responded to any of the pieces in Volume 50 or otherwise engaged with the theme. We open this issue with a non-traditional piece for JCRL, Alison Douglas’s narrative essay “Seeing Shakira: Critical Reflections on the Unspoken Rules of Whiteness.” We hope this piece will serve as an invitation to readers to ask themselves what barriers stand in the way of truly seeing each individual in their educational/professional spaces. In her guest contribution in Volume 50, Sonya Armstrong, then PresidentElect of the College Reading and Learning Association (CRLA), reflected on the identity of and broad challenges facing the Dev Ed’r Field. In this issue’s article “Miles to Go Before We Sleep: A Two-Part Content Analysis of Representations of Equity in the Dev Ed’r Discourse Community,” Emily Suh engages with one of Armstrong’s (2020) primary concerns, the meaning of equity in Dev Ed. Through critical discourse analysis, Suh identifies a need for more serious engagement with equity scholarship in Dev Ed work, echoing Armstrong’s (2020) call to “engage with the research needed to move the . . . field forward” (p. 66). Grue (2020) in Volume 50 discussed the use of Afrofuturism texts in undergraduate courses as a way of bringing new perspectives about race and gender to the classroom. In this issue, in “The Impact of Analyzing Young Adult Literature for Racial Identity/Social Justice Orientation with Interdisciplinary Students,” Rachelle S. Savitz, Leslie Roberts, and Daniel Stockwell introduce another approach to introducing new perspectives JOURNAL OF COLLEGE READING AND LEARNING 2022, VOL. 52, NO. 4, 227–229 https://doi.org/10.1080/10790195.2022.2128622","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"227 - 229"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43608479","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 : 2022-10-02DOI: 10.1080/10790195.2022.2116127
Victoria Ogunniyi, Kim O’Neil
ABSTRACT This study investigates the attitudes of educators of different race, class, linguistic, political, and disciplinary backgrounds at a large, urban, public university to code-meshed Black English in academic texts. This research draws on surveys as well as interviews gauging how educators responded to the idea of code-meshing not only in principle but also in practice, by analyzing their response to authentic intentionally code-meshed texts by unnamed Black English users. By noting patterned responses that emerged among subsets, we were able to notice how the seemingly “objective” act of imagining the authors and audiences for these code-meshed texts was in fact deeply personal, informed by respondents’ intersectional identities, language ideologies, and lived experiences, informing in turn how they would advise student writers who choose to code-mesh in their academic writing.
{"title":"“We Can Do This in Our Classes, but What about Students in Other Classes and Out in the World?”: How Educators Imagine Code-Meshers and Their Audiences","authors":"Victoria Ogunniyi, Kim O’Neil","doi":"10.1080/10790195.2022.2116127","DOIUrl":"https://doi.org/10.1080/10790195.2022.2116127","url":null,"abstract":"ABSTRACT This study investigates the attitudes of educators of different race, class, linguistic, political, and disciplinary backgrounds at a large, urban, public university to code-meshed Black English in academic texts. This research draws on surveys as well as interviews gauging how educators responded to the idea of code-meshing not only in principle but also in practice, by analyzing their response to authentic intentionally code-meshed texts by unnamed Black English users. By noting patterned responses that emerged among subsets, we were able to notice how the seemingly “objective” act of imagining the authors and audiences for these code-meshed texts was in fact deeply personal, informed by respondents’ intersectional identities, language ideologies, and lived experiences, informing in turn how they would advise student writers who choose to code-mesh in their academic writing.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"52 1","pages":"321 - 351"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43266027","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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