Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach

Autor/inn/en	Parrott, Jill; Napier, Trenia
Titel	Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach
Quelle	In: Journal of College Reading and Learning, 53 (2023) 4, S.316-334 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parrott, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2023.2247462
Schlagwörter	Critical Reading; Competency Based Education; Information Literacy; Library Instruction; Writing (Composition); Student Research; Research Projects; Reading Strategies; Metacognition + Suchen Sie Ihr Suchwort? Kritisches Lesen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Informationskompetenz; Bibliotheksverzeichnis; Schreibübung; Studentenforschung; Forschungsvorhaben; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This research asks whether a competency-based curriculum designed to integrate information literacy, critical reading, and writing improves students' ability to critically read sources and then use source content for their own purposes. We hypothesized that critical reading-infused library instruction, course instruction, and curriculum support via peer consultation (intervention group) would positively impact students' critical reading facility and ability to synthesize sources into meaningful writing as opposed to students who do not receive this instruction (control group). Our research indicates a strong correlation between students' navigating a critical reading curriculum for a research project with self-selected texts and positive research-based writing outcomes for these courses. Students in the intervention group were more likely to be able to integrate source material effectively into their self-selected research-based projects than students in the control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01