This volume presents articles from The Journal of College Literacy and Learning, a peer-reviewed journal produced by the International Reading Association’s College Literacy and Learning Special Interest Group. This journal, under its former title Forum for Reading, goes back more than 30 years.
The editors have chosen 27 articles for this collection, grouped into three sections:
Theoretical Issues provides insights and perspectives on the theoretical framework for instructing, designing, and implementing college reading programs. This section raises some of the most important questions of the volume: How is the field of college reading grounded? How does it fit into the larger university culture? What is the relationship of cognition and metacognition in the college reading classroom?
Research addresses a variety of topics and examines the efficacy of various pedagogical approaches. Student attitudes and understandings of texts and learning are explored, as well as demands of college-level textbooks and study requirements. The diversity inherent in college reading is made evident, as this section focuses on not just college developmental readers, but also English language learners, proficient readers, and at-risk students.
Program and Strategy Descriptions features practical ideas that educators can put to use immediately. In addition to descriptions of techniques, articles in this section include discussions about administrative matters surrounding college reading programs and assessment issues.
The articles included in each of these sections demonstrate the editors’ belief in the cyclical and interactive nature of theory, research, and practice: In these articles, research is never far removed from practice, theory is not considered an ivory tower phenomenon, and the techniques in the strategy section are not presented without an implicit or explicit theoretical perspective.
This volume offers something for everyone with an interest in college reading, from the new professional to the seasoned veteran. Readers will find that these articles not only answer questions about college reading but also spark more questions, thus keeping research and thinking in the field moving forward.
