Proposal Abstract

The term “critical reading” has two distinct traditions: reading for academic purposes and reading for social or civic engagement. In this session participants will learn about a collaborative method for SoTL projects, hear findings about critical reading for social engagement in a general education program, and engage in dialogue about critical reading. This session describes the evidence-based assessment practices used to gather information about how students demonstrate critical reading across the four areas of a first-year general education program: Numeracy and Scientific Literacy; Values, Beliefs and Identities; Community and Society; and Communication. Researchers examined the written work produced by students in four first-year general education courses looking for indicators of critical reading, levels of accomplishment, and change over time. The data were analyzed using hybridized versions of the AAC&U VALUE rubrics for reading, information literacy, integrative learning and civic engagement. This session will involve discussion of collaborative SoTL and a debate about whether it is even possible to foster reading for social engagement in the classroom.

Location

Room 1909

Publication Type and Release Option

Presentation (Open Access)

 
Mar 8th, 2:00 PM Mar 8th, 2:45 PM

Reading the Absence: Critical Reading and Social Engagement

Room 1909

The term “critical reading” has two distinct traditions: reading for academic purposes and reading for social or civic engagement. In this session participants will learn about a collaborative method for SoTL projects, hear findings about critical reading for social engagement in a general education program, and engage in dialogue about critical reading. This session describes the evidence-based assessment practices used to gather information about how students demonstrate critical reading across the four areas of a first-year general education program: Numeracy and Scientific Literacy; Values, Beliefs and Identities; Community and Society; and Communication. Researchers examined the written work produced by students in four first-year general education courses looking for indicators of critical reading, levels of accomplishment, and change over time. The data were analyzed using hybridized versions of the AAC&U VALUE rubrics for reading, information literacy, integrative learning and civic engagement. This session will involve discussion of collaborative SoTL and a debate about whether it is even possible to foster reading for social engagement in the classroom.