This collection combines scholarship, reflection, and practitioner stories of classroom teaching. It begins by reporting the results of a survey of 86 college faculty and staff regarding breakthroughs in their teaching of reading and proposes three tentative threshold concepts and what the editors call a meta-concept undergirding those threshold concepts. Contributors from writing studies, English, first-year seminar, chemistry, biology, psychology, mathematics and other disciplines describe their strategies for engaging college students in reading in their disciplines, sharing what they have learned from their years of experience using the Reading Apprenticeship framework in the classroom. Chapters that elaborate on that framework and on the tensions of academic apprenticeship round out the collection.
The collection is motivated by the question, How do we help college students become independent learners in their disciplines? In it, the editors and contributors argue that we do so by supporting students in learning from texts. In order to do so effectively, college faculty must recognize reading as a problem-solving process, encourage and support students in taking responsibility for the intellectual work in their classes, and create strong classroom communities that help students develop identities as scholars. When we truly engage in a reciprocal academic apprenticeship with our students--valuing what they bring to our disciplines as much as what our disciplines offer them--we transform our classrooms and the academy itself. The authors in this collection illustrate this difficult and rewarding work with stories of and reflections on the practices in their own contexts that begin to make this shift.
This collection offers snapshots and reflections on teaching reading in disciplinary contexts, grounded in threshold concept theory and the experiences of practitioners. Chapters describe activities, routines, and practices that help students struggle successfully with academic reading.
Arvustused
This collection makes available a rich and multi-dimensional pedagogy for the messy art and risky business of reading in the college setting. Faculty teaching online or in person, across first year courses and into the disciplinesparticularly in the sciences and mathematicswill find the ideas and attitudes modeled here extremely valuable for addressing students from diverse backgrounds as active and intelligent learners. I urge college teachers to read and learn from the authors wise stories. -- Eli Goldblatt, author of Alone with Each Other: Literacy and Literature Intertwined Be prepared to be challenged and inspired by these testimonies of teachers of history, chemistry, math, writing, ESL, librarianship, and more who have integrated Reading Apprenticeship into their practice. These candid accounts of change, growth, and hard-won rewards are simply fantastic-- as are the rich and wise principles that underlie this cogent method of teaching and learning. Read this book and spread the word! -- Professor Deborah Brandt, University of Wisconsin-Madison, USA, author of Literacy in American Lives This book offers compelling accounts of how the Reading Apprenticeship framework supports students' work with disciplinary texts. In arguing for three conceptual thresholds that faculty must cross to use reading effectively in their courses, this sweeping collection outlines a transformative teaching practice that has the potential to help students gain the discipline-specific literacy skills they need to succeed in college and beyond. It's a must read for faculty across the disciplines. -- Ellen Carillo, professor and Writing Program Coordinator, University of Connecticut This collection situates the Reading Apprenticeship program within the college classroom. Faculty from many disciplines will find this work engaging, practical, and thought provoking. -- Karen Manarin, professor, Mount Royal University
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This collection offers snapshots and reflections on teaching reading in disciplinary contexts, grounded in threshold concept theory and the experiences of practitioners. Chapters describe activities, routines, and practices that help students struggle successfully with academic reading.
Preface
Acknowledgments
Introduction: Making Visible Disciplinary Learning: Faculty Crossing
Thresholds to Support College Reading (Nelson Graff, Nika Hogan, and Rebecca
Kersnar)
Part I: What is Reading Apprenticeship?
Chapter 1: Making It Real: Reading Apprenticeship in College (Nika Hogan)
Chapter 2: The College STEM Reading Apprenticeship Classroom (Theresa
Martin)
Chapter 3: Exponential, Not Linear: Designing for the Four Dimensions in
Noncredit ESL (Tiffany Ingle)
Chapter 4: Peer Educators as Reading Apprenticeship Practitioners (Crystal
Kiekel)
Part II: Equity Matters: Tensions of Academic Apprenticeship
Chapter 5: Consciously Apprenticing Students (Lauren Servais)
Chapter 6: Culturally Responsive Teaching and Reading Apprenticeship: A
Conversation (Yhashika Lee, Salina Lopez, Ibrahim Shelton)
Part III: Reading is a Problem-Solving Process
Chapter 7: Reading Historically Through Metacognitive Logs (Christopher
Padgett)
Chapter 8: Not a White RabbitReflection on Metacognitive Conversations and
TAPPS (Corin Slown)
Chapter 9: Reading into Information Literacy (Ryne Leuzinger)
Chapter 10: Equitable and Metacognitive Approaches to Library Sessions
(Anamika Megwalu)
Part IV: Students Must Be Entrusted with the Work of Making Sense of Texts
Chapter 11: Permission to Take Risk (Shelagh Rose)
Chapter 12: Reading in Calculus: Why, What, and How (Alison Lynch)
Chapter 13: Thinking Matters: Universal Design for Learning and Reading
Apprenticeship in Math (Kristen Purdum and Nika Hogan)
Chapter 14: The Role of the Productive Struggle in Authentic Learning: Why
Student Learning Insights Matter as Much as Student Learning Outcomes
(Shirley Kahlert)
Chapter 15: Introducing Perusall to Support Reading Apprenticeship in
Upper-Division Mathematics Courses in an Online Modality (Peri Shereen and
Jeffrey Wand)
Chapter 16: Snapshots of First-Year College Reading (Nanda Warren)
Part V: Reading is Social and Personal
Chapter 17: Feel-the-Text: A Metacognitive Reading Strategy where Readers
Make Emotions Visible (Sue Lee)
Chapter 18: Using the Reading Apprenticeship Framework to Change
College-Level Math Instruction (Christie Knighton)
Chapter 19: The Early Bird Special (Caren Kongshaug)
Chapter 20: Building Semester-Long Groups to Support the Social Dimension of
Learning and Problem Solving in the Large Biology Classroom (Erin Stanfield)
Chapter 21: Restorative Pedagogy in Online Courses: Capitalizing on
Relationships through Reading Apprenticeship Routines (Andréa Pantoja
Garvey)
Chapter 22: Readers Wanna Read: Developing Self-Regulated Readers in the
Online Classroom (Julie Gamberg)
Chapter 23: Social Annotation as a Transdisciplinary Strategy for Engaging
Diverse Learners (Jonelle Strickland)
Chapter 24: The We and the Me: The Social and Personal Dimensions (Lora
Bagwell)
Chapter 25: Its Time to Eighty-Six the Old Menu (Aimee Beckstrom Escalante)
Afterword
References
About the Authors
Nelson Graff
A former high-school English teacher, Nelson taught English Education from 2000-2015 and is now retired from teaching first-year composition and working with faculty across the disciplines in improving reading and writing instruction. He is a member of the steering committee for the CSU Expository Reading and Writing Curriculum (ERWC) and the CSU English Council. His research focuses on teaching for transfer of learning, reading and writing pedagogy, and assessment. He has a BA in English from San José State University, an MA in English and American Literature and a PhD in Composition Studies from the University of Wisconsin-Madison.
Nika Hogan
Nika Hogan is a Professor of English at Pasadena City College (PCC). She helped to develop the
First Year Pathways program at PCC, which was awarded the California Community Colleges
Chancellors Office Award for a Student Success Initiative. Since an intensive period of learning and apprenticeship from 2007-2010, she has coordinated the college level work on Reading Apprenticeship for WestEd. From 2011-2023, she supported the California Community Colleges Success network (3CSN) to design and facilitate professional learning for educators across the 116 California community colleges. Her passion is building capacity and helping educators and students alike reach their full potential. She holds an MA and PhD in English with a focus on U.S. multi-ethnic literatures. She lives in Altadena, California with her wife, teenage son, and two incorrigiable terrier mutts.
Rebecca Kersnar
Rebecca Kersnar supports faculty across disciplines as the teaching and learning specialist with the Center for Teaching, Learning, and Assessment (TLA) at CSU, Monterey Bay. Before joining TLA, she served for over 14 years as a science and environmental policy communications lecturer with the College of Science. Before then she taught elementary through graduate students in San Francisco, Korea, Hungary, Thailand, and Mexico. Rebecca has a BS in Biology, concentration Botany from San Francisco State University and an MA in TESOL and certificate in Language Program Administration from the Middlebury Institute of International Studies. She is also a campus Reading Apprenticeship lead, certified Koru Mindfulness teacher, and National Coalition Building Institute facilitator. At CSUMB her work focuses primarily on reading and writing pedagogy, mindfulness and meditation, and equity.
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