2012 Conference Archive
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
Event
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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.
