Full Description
How do we help college students become independent learners in their disciplines? In this collection, the editors and contributors argue that we do so by supporting students in learning from texts, which entails recognizing reading as a problem-solving process, supporting students to take responsibility for the intellectual work in their classes, and creating strong classroom communities that help students develop identities as scholars.
Contents
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 Rabbit—Reflection 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: It's Time to Eighty-Six the Old Menu (Aimee Beckstrom Escalante)
Afterword
References
About the Authors
