Transforming Developmental Reading through Information Literacy: Developing a Contextualized Course Curriculum

Autor/inn/en	Zimmerer, Mary; Skidmore, Susan Troncoso; Chuppa-Cornell, Kim; Sindel-Arrington, Tricia
Titel	Transforming Developmental Reading through Information Literacy: Developing a Contextualized Course Curriculum
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 12, S.865-879 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1542639
Schlagwörter	Information Literacy; Student Projects; Active Learning; Teaching Methods; Reading Strategies; Remedial Instruction; Reading Instruction; Community Colleges; Textbooks; Drills (Practice); Librarians; Curriculum Development; College Faculty; Librarian Teacher Cooperation; Faculty Development; Two Year College Students; Summer Programs; Reading Materials; Program Descriptions; Arizona + Suchen Sie Ihr Suchwort? Informationskompetenz; Schulprojekt; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Förderkurs; Leseunterricht; Community college; Community College; Textbook; Text book; Schulbuch; Lehrbuch; Librarian; Bibliothekar; Bibliothekarin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät; Sommerkurs
Abstract	Skill and drill remediation in developmental reading courses do not prepare students for reading tasks in future college-level courses. When a skill and drill model is replaced with a model that utilizes contextualization, students engage in relevant activities with authentic texts to prepare students for college-level activities. The reading department at Chandler-Gilbert Community College (CGCC) eliminated the skill and drill textbook from its courses and teamed with library faculty to create a curriculum integrated with information literacy. Reading and library faculty provided students contextualized project-based activities that integrated reading and information literacy strategies. The development, redesign, and implementation of CGCC's reading program that eliminated textbooks and contextualized information literacy and reading strategies through project-based activities are described in the present study. This study further addresses gaps in the literature regarding a fully contextualized reading course that can be implemented for no more cost than the cost of a traditional curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01