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
Recommended Citation
Manarin, Karen; Rathburn, Melanie; and Carey, Miriam, "Reading the Absence: Critical Reading and Social Engagement" (2012). SoTL Commons Conference. 46.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2012/46
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.
