Transforming Developmental Reading through Information Literacy: Developing a Contextualized Course Curriculum
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ERIC Institute of Education Sciences
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| Main Authors: | , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
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2019
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| _version_ | 1867181523641303040 |
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| author | Zimmerer, Mary Skidmore, Susan Troncoso Chuppa-Cornell, Kim Sindel-Arrington, Tricia |
| author_facet | Zimmerer, Mary Skidmore, Susan Troncoso Chuppa-Cornell, Kim Sindel-Arrington, Tricia Zimmerer, Mary Skidmore, Susan Troncoso Chuppa-Cornell, Kim Sindel-Arrington, Tricia |
| collection | Education Resources Information Center |
| contents | Transforming Developmental Reading through Information Literacy: Developing a Contextualized Course Curriculum Zimmerer, Mary Skidmore, Susan Troncoso Chuppa-Cornell, Kim Sindel-Arrington, Tricia 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 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. |
| format | Recurso educativo Open Access |
| id | eric_EJ1227579 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | Transforming Developmental Reading through Information Literacy: Developing a Contextualized Course Curriculum Zimmerer, Mary Skidmore, Susan Troncoso Chuppa-Cornell, Kim Sindel-Arrington, Tricia 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 Transforming Developmental Reading through Information Literacy: Developing a Contextualized Course Curriculum Zimmerer, Mary Skidmore, Susan Troncoso Chuppa-Cornell, Kim Sindel-Arrington, Tricia 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 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. |
| title | Transforming Developmental Reading through Information Literacy: Developing a Contextualized Course Curriculum |
| topic | 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 |
| url | https://eric.ed.gov/?id=EJ1227579 |