Table of Content
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Front Matter
Introduction, Alice S. Horning
DOI: 10.37514/ATD-B.2017.0001.1.3
Part 1. Cross-Institutional Approaches to Theory and Practice in College Reading
Writing to Read, Revisited, Chris M. Anson
DOI: 10.37514/ATD-B.2017.0001.2.01
Reading as Transformation, Brian Gogan
DOI: 10.37514/ATD-B.2017.0001.2.02
Creating a Reading-Across-the-Curriculum Climate on Campus, Pam Hollander, Maureen Shamgochian, Douglas Dawson, and Margaret Pray Bouchard
DOI: 10.37514/ATD-B.2017.0001.2.03
The Un-Common Read: Perspectives from Faculty and Administration at a Diverse Urban Community College, Jennifer Maloy, Beth Counihan, Joan Dupre, Susan Madera, and Ian Beckford
DOI: 10.37514/ATD-B.2017.0001.2.04
High-Profile Football Players’ Reading at a Research University: ACT Scores, Interview Responses, and Personal Preferences: An Update, Martha Townsend
DOI: 10.37514/ATD-B.2017.0001.2.05
Reading about Reading: Addressing the Challenges of College Readers through an Understanding of the Politics of P-12 Literacy, Justin Young and Charlie Potter
DOI: 10.37514/ATD-B.2017.0001.2.06
Part 2. Disciplinary Approaches to Theory and Practice in College Reading
Utilizing Interdisciplinary Insights to Build Effective Reading Skills, William M. Abbott and Kathryn A. Nantz
DOI: 10.37514/ATD-B.2017.0001.2.07
Getting to the Root of the Problem: Teaching Reading as a Process in the Sciences, Laura J. Davies
DOI: 10.37514/ATD-B.2017.0001.2.08
"Reading to Write" in East Asian Studies, Leora Freedman
DOI: 10.37514/ATD-B.2017.0001.2.09
Examining a Rhetorical Approach to Teaching Developmental Reading, Debrah Huffman
DOI: 10.37514/ATD-B.2017.0001.2.10
"O Father of Education, You Come with a Book in Your Hand:" The Ambivalent Status of Reading in a Two-Year Tribal College, Ildikó Melis
DOI: 10.37514/ATD-B.2017.0001.2.11
Multiliteracies and Meaning-Making: Writing to Read Across the Curriculum, Mary Lou Odom
DOI: 10.37514/ATD-B.2017.0001.2.12
Integrating Reading, Writing and Research for First-Year College Students: Piloting Linked Courses in the Education Major, Tanya I. Sturtz, Darrell C. Hucks, and Katherine E. Tirabassi
DOI: 10.37514/ATD-B.2017.0001.2.13
Afterword, Patrick Sullivan and Howard Tinberg
DOI: 10.37514/ATD-B.2017.0001.3.2
Contributors
About the Editors
Alice S. Horning is Professor of Writing and Rhetoric at Oakland University, where she holds a joint appointment in Linguistics. Her research over her entire career has focused on the intersection of reading and writing. Her work has appeared in the major professional journals and in books published by the WAC Clearinghouse, Parlor Press, and Hampton Press. Her most recent books include Reading, Writing, and Digitizing: Understanding Literacy in the Electronic Age published in 2012 by Cambridge Scholars Publishing and Reconnecting Reading and Writing co-edited with Beth Kraemer, published in 2013 by the WAC Clearinghouse and Parlor Press.
Deborah Gollnitz is Coordinator for Assessment and Program Evaluation in a K-12 public school district in the Midwest. After spending over ten years in the high school English classroom and several years as a leader in curriculum-technology integration, she pursued the study of feedback and the role it plays in student writing development. She comes to the instruction of English Language Arts through a love of writing and focuses on the importance of reading with full comprehension in the development of strong written language skills. Her current work includes oversight of her school district’s K-12 ELA, World Language, English as a Second Language, and Reading departments.
Cynthia R. Haller, Professor of English and Faculty Fellow at York College/City University of New York, teaches writing and rhetoric and has served in a number of administrative positions, including Writing Program Director, Writing Center Director, WAC Coordinator, First-Year Composition Coordinator, Deputy Chair of English, and Interim English Department Chair. Her published articles have appeared in the journals WPA: Writing Program Administration, Written Communication, and Technical Communication Quarterly, and she has contributed chapters to Reconnecting Reading and Writing, Environmental Rhetoric and Ecologies of Place, and Information Literacy: Research and Collaboration Across Disciplines.
Reviews
Review by Ingie Hovland for Reflective Teaching, January 18, 2019
Review by Meghan A. Sweeney for Composition Studies, Fall; 2019
Across the Disciplines Books
Series Editor: Michael A. Pemberton, Georgia Southern University
This book is available in whole and in part in Adobe’s Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2017 Alice S. Horning, Deborah-Lee Gollnitz, and Cynthia R. Haller. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 310 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.
Arguing that literacy instruction is the work of all teachers, K-12 and beyond, this collection offers replicable strategies to help educators think about how and when students learn the skills of reading, synthesizing information, and drawing inferences across multiple texts. What Is College Reading? will be of interest and practical use to any educator facing the need to offer more for students as they exit their high school career and begin the journey of post-secondary education. The contributors describe work in both disciplinary and cross-institutional settings, providing a wide range of instructional approaches and strategies.