Abstract
A number of recent reports demonstrate that college students can and should be more critical readers and writers than they presently are (Association of College & Research Libraries, 2016; Gandour, 2016; Stanford History Education Group, 2019; Wineburg et al., 2020). This study addresses the issue of declining critical literacy skills of today’s generation of college students due to the recent changes in higher education, including a major shift to online learning and the reform of developmental education in the US. Centers for excellence in teaching and learning can become campus leaders in promoting postsecondary critical literacy, including critical thinking, reading, writing, and research skills. The integrated concept of critical literacy across the curriculum (CLAC) is suggested as an axis for collaboration of reading, writing, and disciplinary area faculty, professional staff, and external partners. Practical recommendations are presented regarding the next steps, which centers for excellence in teaching and learning can follow to promote post-secondary critical literacy.
Presenters
Victoria AppatovaProfessor, English, Languages and Fine Arts, University of Cincinnati, Ohio, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Critical Literacy, Information Literacy, Research Skills
