Pub Date : 2020-04-20DOI: 10.1080/10790195.2020.1734885
Xiaohua Liu, J. Read
ABSTRACT Previous surveys of university academic reading generally employed questionnaires and fell short of an in-depth analysis of students’ skill needs and difficulties. Taking a qualitative approach, the current study interviewed 22 undergraduates and 7 language teachers from a New Zealand university. Together the participants highlighted a number of skill and knowledge areas that were considered both critical and challenging. They also articulated both the reasons behind those needs and the possible causes of specific challenges, revealing the interactive relationships among different variables in shaping those needs and challenges. These findings depict a more contextualized and elaborate picture of university students’ skill needs and challenges in academic reading as compared with previous findings. Implications of the findings for both research and practice are also discussed in the paper.
{"title":"General Skill Needs and Challenges in University Academic Reading: Voices from Undergraduates and Language Teachers","authors":"Xiaohua Liu, J. Read","doi":"10.1080/10790195.2020.1734885","DOIUrl":"https://doi.org/10.1080/10790195.2020.1734885","url":null,"abstract":"ABSTRACT Previous surveys of university academic reading generally employed questionnaires and fell short of an in-depth analysis of students’ skill needs and difficulties. Taking a qualitative approach, the current study interviewed 22 undergraduates and 7 language teachers from a New Zealand university. Together the participants highlighted a number of skill and knowledge areas that were considered both critical and challenging. They also articulated both the reasons behind those needs and the possible causes of specific challenges, revealing the interactive relationships among different variables in shaping those needs and challenges. These findings depict a more contextualized and elaborate picture of university students’ skill needs and challenges in academic reading as compared with previous findings. Implications of the findings for both research and practice are also discussed in the paper.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1734885","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47728487","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 : 2020-03-31DOI: 10.1080/10790195.2020.1712271
Yasmin Khodary
ABSTRACT The purpose of this study is to determine the change in students’ levels of critical thinking (CT) through comparing the results of second- and fourth-year students. The study also investigates the factors that are statistically significant in explaining the change, if any, in students’ CT. In doing that, the study determines whether or not the use of assessment criteria that encourage CT influences or triggers any change in students’ CT. The study employs mixed methods, combining quantitative methods with qualitative ones. Quantitative data were collected using the California CT Skills Test in order to investigate the change in students’ levels of CT. Quantitative data were complemented with reflective judgment interviews, which were used to obtain more in-depth responses from the students. The study finds that the levels of students’ CT increased from 0 percent in year two to 18 percent in year four. The qualitative research revealed very good performance for fourth-year students in interpretation, evaluation, inference, self-regulation and recognition of their own biases. It also showed minimal reliance on religious texts in discussing gender equality. Variables such as school GPA, non-Egyptian high school degree, and independent learning were found statistically significant to higher levels of CT. Despite its pilot nature, this study provides some insight into the levels of CT in private political science programs in Egypt while investigating the most or least statistically significant variables. Identifying the most statistically significant variables informs researchers, practitioners, and education policy makers about what to prioritize for better CT among students.
{"title":"How Much Difference Can We Make? Assessing the Change in Students’ Critical Thinking in a Private Political Science Program in Egypt","authors":"Yasmin Khodary","doi":"10.1080/10790195.2020.1712271","DOIUrl":"https://doi.org/10.1080/10790195.2020.1712271","url":null,"abstract":"ABSTRACT The purpose of this study is to determine the change in students’ levels of critical thinking (CT) through comparing the results of second- and fourth-year students. The study also investigates the factors that are statistically significant in explaining the change, if any, in students’ CT. In doing that, the study determines whether or not the use of assessment criteria that encourage CT influences or triggers any change in students’ CT. The study employs mixed methods, combining quantitative methods with qualitative ones. Quantitative data were collected using the California CT Skills Test in order to investigate the change in students’ levels of CT. Quantitative data were complemented with reflective judgment interviews, which were used to obtain more in-depth responses from the students. The study finds that the levels of students’ CT increased from 0 percent in year two to 18 percent in year four. The qualitative research revealed very good performance for fourth-year students in interpretation, evaluation, inference, self-regulation and recognition of their own biases. It also showed minimal reliance on religious texts in discussing gender equality. Variables such as school GPA, non-Egyptian high school degree, and independent learning were found statistically significant to higher levels of CT. Despite its pilot nature, this study provides some insight into the levels of CT in private political science programs in Egypt while investigating the most or least statistically significant variables. Identifying the most statistically significant variables informs researchers, practitioners, and education policy makers about what to prioritize for better CT among students.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1712271","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60255713","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 : 2020-01-02DOI: 10.1080/10790195.2019.1590166
Tiffany F. Culver
Many students visit writing centers to become better writers in the English language. One issue of considerable debate is whether students visiting writing centers along the border should be assisted in Spanish or English. This pilot study examined writing center tutors’ and students’ perceptions of speaking Spanish at the writing center. Most border writing centers do not instruct tutors to use a particular language while working with ESL and non-native English-speaking students. This is due to the lack of research and education regarding the advantages and disadvantages in the use of the mother tongue during a tutoring session. The study served to explore these crucial questions. Results suggested that students and tutors may view the use of Spanish during writing center sessions differently. Most students suggested that using English during the tutoring session was more helpful than using Spanish; however, half of the surveyed tutors felt that the use of the mother tongue (Spanish) helped students feel more comfortable during the session and resulted in a more effective tutoring session.
{"title":"Instrucción En Español? A Pilot Study Examining Student and Teacher Perceptions of Using the Mother Tongue as a Tool","authors":"Tiffany F. Culver","doi":"10.1080/10790195.2019.1590166","DOIUrl":"https://doi.org/10.1080/10790195.2019.1590166","url":null,"abstract":"Many students visit writing centers to become better writers in the English language. One issue of considerable debate is whether students visiting writing centers along the border should be assisted in Spanish or English. This pilot study examined writing center tutors’ and students’ perceptions of speaking Spanish at the writing center. Most border writing centers do not instruct tutors to use a particular language while working with ESL and non-native English-speaking students. This is due to the lack of research and education regarding the advantages and disadvantages in the use of the mother tongue during a tutoring session. The study served to explore these crucial questions. Results suggested that students and tutors may view the use of Spanish during writing center sessions differently. Most students suggested that using English during the tutoring session was more helpful than using Spanish; however, half of the surveyed tutors felt that the use of the mother tongue (Spanish) helped students feel more comfortable during the session and resulted in a more effective tutoring session.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1590166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43604229","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 : 2020-01-02DOI: 10.1080/10790195.2019.1693937
Michelle N. P. Grue
Afrofuturism is a storytelling genre that appears in multiple media types, including books, films, television, comics, music, and art. Drawing from genres such as science-fiction, fantasy, horror, magical realism, and other speculative genres, Afrofuturism re-envisions the past, present, and future in order to show what the Black community does and can look like in imaginative and yet intensely real ways. Afrofuturism challenges its audiences’ ideas about race, gender, science, and technology, as well as those audiences’ assumptions about the past and expectations about the future. The fluid nature of Afrofuturism makes it difficult to define, but this fluidity allows for compositional flexibility and playfulness. Afrofuturism explore issues that also defy borders and definition, such as disability, sexuality, and gender. After surveying Afrofuturist works across media types, I found that Afrofuturism provides a rich resource for college literacy instruction, especially the teaching of composition and rhetoric. I argue that professors can incorporate Afrofuturism in their classrooms to create learning spaces in which all their students can practice thinking and writing more critically and fluidly, but also highlight how Black people have been and are creators of knowledge and stewards of literacy. Additionally, I provide pedagogical examples of how to incorporate Afrofuturism into the classroom beyond inclusion in the reading list.
{"title":"An Afrofuturistic Vehicle for Literacy Instruction","authors":"Michelle N. P. Grue","doi":"10.1080/10790195.2019.1693937","DOIUrl":"https://doi.org/10.1080/10790195.2019.1693937","url":null,"abstract":"Afrofuturism is a storytelling genre that appears in multiple media types, including books, films, television, comics, music, and art. Drawing from genres such as science-fiction, fantasy, horror, magical realism, and other speculative genres, Afrofuturism re-envisions the past, present, and future in order to show what the Black community does and can look like in imaginative and yet intensely real ways. Afrofuturism challenges its audiences’ ideas about race, gender, science, and technology, as well as those audiences’ assumptions about the past and expectations about the future. The fluid nature of Afrofuturism makes it difficult to define, but this fluidity allows for compositional flexibility and playfulness. Afrofuturism explore issues that also defy borders and definition, such as disability, sexuality, and gender. After surveying Afrofuturist works across media types, I found that Afrofuturism provides a rich resource for college literacy instruction, especially the teaching of composition and rhetoric. I argue that professors can incorporate Afrofuturism in their classrooms to create learning spaces in which all their students can practice thinking and writing more critically and fluidly, but also highlight how Black people have been and are creators of knowledge and stewards of literacy. Additionally, I provide pedagogical examples of how to incorporate Afrofuturism into the classroom beyond inclusion in the reading list.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1693937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42827143","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 : 2020-01-02DOI: 10.1080/10790195.2019.1710441
V. A. Young
This article analyzes several online performances from the Black Lives Matter movement for the ways they utilize and blend standard academic literacies and African American rhetoric. These performances are discussed as pedagogies of possibility that meet and exceed the common core standards. This talk also points up the crucial roles that racial dignity, ethics, and empathy should play in education.
{"title":"Black Lives Matter in Academic Spaces: Three Lessons for Critical Literacy","authors":"V. A. Young","doi":"10.1080/10790195.2019.1710441","DOIUrl":"https://doi.org/10.1080/10790195.2019.1710441","url":null,"abstract":"This article analyzes several online performances from the Black Lives Matter movement for the ways they utilize and blend standard academic literacies and African American rhetoric. These performances are discussed as pedagogies of possibility that meet and exceed the common core standards. This talk also points up the crucial roles that racial dignity, ethics, and empathy should play in education.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1710441","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47647346","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 : 2020-01-02DOI: 10.1080/10790195.2019.1693938
Jamey Gallagher
This article argues that writing teachers should allow, and even encourage, students to code-mesh in community college classrooms. By looking at and analyzing code-meshed writing produced by three students in an English 101 class, the author argues that code-meshing provides students with both a craft-wise approach to writing and a way to address issues of language discrimination in a politically meaningful way. Often, articles on code-meshing seem to focus either on theoretical ideas or on the work of “advanced” students; this article provides a rare look at student work done in a community college that takes advantage of this approach to language.
{"title":"There’s Levels to This: Code-meshing in a Community College Classroom","authors":"Jamey Gallagher","doi":"10.1080/10790195.2019.1693938","DOIUrl":"https://doi.org/10.1080/10790195.2019.1693938","url":null,"abstract":"This article argues that writing teachers should allow, and even encourage, students to code-mesh in community college classrooms. By looking at and analyzing code-meshed writing produced by three students in an English 101 class, the author argues that code-meshing provides students with both a craft-wise approach to writing and a way to address issues of language discrimination in a politically meaningful way. Often, articles on code-meshing seem to focus either on theoretical ideas or on the work of “advanced” students; this article provides a rare look at student work done in a community college that takes advantage of this approach to language.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1693938","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47019063","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 : 2019-12-24DOI: 10.1080/10790195.2019.1684855
Sarah M. Vanacore, Thomas A. Dahan
ABSTRACT Institutions of higher education develop probation policies for students struggling academically. Studies of academic probation programs have not investigated effects related to individualized academic coaching models designed to enhance student sense of belonging and self-efficacy. This study examines variation in attendance at coaching meetings using longitudinal administrative records of students on probation at a public institution in the Northeastern US. We estimated unbiased effects of this academic probation intervention on earned GPA using fixed effects regression methods. Findings demonstrated a moderate-to-large effect that was robust to various specifications of the intervention. We discuss recommendations for practice, including the need to be proactive, collaborative, and flexible to keep students accountable.
{"title":"Assessing the Effectiveness of a Coaching Intervention for Students on Academic Probation","authors":"Sarah M. Vanacore, Thomas A. Dahan","doi":"10.1080/10790195.2019.1684855","DOIUrl":"https://doi.org/10.1080/10790195.2019.1684855","url":null,"abstract":"ABSTRACT Institutions of higher education develop probation policies for students struggling academically. Studies of academic probation programs have not investigated effects related to individualized academic coaching models designed to enhance student sense of belonging and self-efficacy. This study examines variation in attendance at coaching meetings using longitudinal administrative records of students on probation at a public institution in the Northeastern US. We estimated unbiased effects of this academic probation intervention on earned GPA using fixed effects regression methods. Findings demonstrated a moderate-to-large effect that was robust to various specifications of the intervention. We discuss recommendations for practice, including the need to be proactive, collaborative, and flexible to keep students accountable.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1684855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45431845","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 : 2019-09-02DOI: 10.1080/10790195.2019.1670003
In 2020, the Journal of College Reading and Learning will publish its fiftieth volume. Since its inception, the JCRL has published hundreds of articles and reviews helping practitioners and researchers build their capacity to support post-secondary learning. Our field has always supported a diverse student population, and it has only become clearer over the past half century that supporting students means recognizing and supporting diversity of culture, language, and life circumstances. We can think of no better way to celebrate the journal’s golden anniversary than to highlight the multicultural and multilingual nature of our field.
{"title":"Themed Volume on Cultural and Linguistic Diversity: Call for Manuscripts","authors":"","doi":"10.1080/10790195.2019.1670003","DOIUrl":"https://doi.org/10.1080/10790195.2019.1670003","url":null,"abstract":"In 2020, the Journal of College Reading and Learning will publish its fiftieth volume. Since its inception, the JCRL has published hundreds of articles and reviews helping practitioners and researchers build their capacity to support post-secondary learning. Our field has always supported a diverse student population, and it has only become clearer over the past half century that supporting students means recognizing and supporting diversity of culture, language, and life circumstances. We can think of no better way to celebrate the journal’s golden anniversary than to highlight the multicultural and multilingual nature of our field.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1670003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49355106","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 : 2019-09-02DOI: 10.1080/10790195.2019.1670005
{"title":"Taylor & Francis Journal of College Reading and Learning Research Grant: Call for Proposals","authors":"","doi":"10.1080/10790195.2019.1670005","DOIUrl":"https://doi.org/10.1080/10790195.2019.1670005","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1670005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42322043","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 : 2019-09-02DOI: 10.1080/10790195.2019.1662656
Jeanine L. Williams, S. Felber, Deena Vaughn
{"title":"A Note from the Editorial Team","authors":"Jeanine L. Williams, S. Felber, Deena Vaughn","doi":"10.1080/10790195.2019.1662656","DOIUrl":"https://doi.org/10.1080/10790195.2019.1662656","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1662656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47637170","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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