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Critical reading in higher education academic goals and social engagement / Karen Manarin, Miriam Carey, Melanie Rathburn, and Glen Ryland, foreword by Pat Hutchings.

By: Material type: TextTextLanguage: English Series: Scholarship of teaching and learningPublisher: Bloomington, Indiana : Indiana University Press, [2015]Manufacturer: Bloomington : Indiana University Press, [2015]Copyright date: © 2015Description: xv, 164 pages 23 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9780253018830
  • 0253018838
  • 9780253018922
  • 0253018927
Subject(s): Additional physical formats: null (eb)DDC classification:
  • 428.40711
LOC classification:
  • LB2395.3
Summary: Different courses, common concern -- Can students read? -- Critical reading for academic purposes -- Critical reading for social engagement -- So now what?Summary: "Faculty often worry that students can't or won't read critically, a foundational skill for success in academic purposes and reading for social engagement. This volume is based on collaborative, multidisciplinary research into how students read in first-year courses in subjects ranging from scientific literacy to composition. The authors discovered the good (students can read), the bad (students are not reading for social engagement), and the ugly (class assignments may be setting students up for failure) and they offer strategies that can better engage students and provide more meaningful reading experiences"--Back cover.
Holdings
Item type Current library Call number Status Date due Barcode Item holds
Book Högskolan Väst Entréplan (2nd floor) 428 Manarin Available 6004300076345
Total holds: 0

Includes bibliographical references (pages 143-153) and index.

Different courses, common concern -- Can students read? -- Critical reading for academic purposes -- Critical reading for social engagement -- So now what?

"Faculty often worry that students can't or won't read critically, a foundational skill for success in academic purposes and reading for social engagement. This volume is based on collaborative, multidisciplinary research into how students read in first-year courses in subjects ranging from scientific literacy to composition. The authors discovered the good (students can read), the bad (students are not reading for social engagement), and the ugly (class assignments may be setting students up for failure) and they offer strategies that can better engage students and provide more meaningful reading experiences"--Back cover.

Imported from: zcat.oclc.org:210/OLUCWorldCat (Do not remove)

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