Faculty often worry that students can't or won't read critically, a
foundational skill for success in academic and professional
endeavors. "Critical reading" refers both to reading for academic
purposes and reading for social engagement. This volume is based on
collaborative, multidisciplinary research into how students read in
first-year courses in subjects ranging from scientific literacy
through composition. The authors discovered the good (students can
read), the bad (students are not reading for social engagement),
and the ugly (class assignments may be setting students up for
failure) and they offer strategies that can better engage students
and provide more meaningful reading experiences.
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