Teaching Critical Reading Skills Volume 2: Strategies for Academic Librarians

Teaching Critical Reading Skills: Strategies for Academic Librarians collects the experiences and approaches of librarians who teach reading. In two volumes, librarians share their role in teaching reading—using pedagogical theories and techniques in new and interesting ways, making implicit reading knowledge, skills, and techniques explicit to students, presenting reading as a communal activity, partnering with other campus stakeholders, and leading campus conversations about critical reading. These volumes provide ready-made activities you can add or adapt to your teaching practice. The five sections are arranged by theme:   Volume 1 Part I: Reading in the Disciplines Part II: Reading for Specific Populations   Volume 2 Part III: Reading Beyond Scholarly Texts Part IV: Reading to Evaluate Part V: Reading in the World   Each of the 45 chapters contains teaching and programmatic strategies, resources, and lesson plans, as well as a section titled “Critical Reading Connection” that highlights each author’s approach for engaging with the purpose of reading critically and advancing the conversation about how librarians can foster this skill.   Academic librarians and archivists have a long history of engaging with different types of literacy and acting as a bridge between faculty and students. We understand the different reading needs of specific student populations and the affective challenges with reading that are often shared across learner audiences. We know what types of sources are read, the histories—and needed changes—of how authority has been granted in various fields, how students may be expected to apply what they read in future professional or civic settings, and frequently look beyond our local institutions to think about the larger structural and social justice implications of what is read, how we read, and who does the reading.   These volumes can help you make the implicit explicit for learners and teach that reading is both a skill that must be practiced and nurtured and a communal act. Teaching Critical Reading Skills demonstrates librarians’ and archivists’ deep connections to our campus communities and how critical reading instruction can be integrated in a variety of contexts within those communities.

Table of Contents:
Volume 1   Introduction Volume 1 — Reading in the Disciplines and Reading for Specific Populations Hannah Gascho Rempel and Rachel Hamelers   Section I. Reading in the Disciplines Chapter 1 Meeting Students in the Middle: Using Social Media Platforms and Contemporary Music Genres to Teach Critical Reading Skills for Primary Sources Heather F. Ball   Chapter 2 Distant Reading as Library Pedagogy: Lessons for the Literary Studies Classroom Amy Barlow   Chapter 3 Teaching a Reading Method for Scientific Research Articles: Transforming an Exercise from In-Person to Virtual Instruction Roxanne Bogucka   Chapter 4 Medieval Medical School: A Primary Source Critical Reading Activity Anna Dysert and Mary Hague-Yearl   Chapter 5 Teaching Students to Read and Critically Evaluate Scholarly Articles in Science and Agriculture Chrissy Hursh   Chapter 6 Reading Scholarly Literature Across Academic Contexts: Tailoring Genre Approaches to Students’ Academic Year and Discipline Chana Kraus-Friedberg and Emilia Marcyk   Chapter 7 Framing Reading as a Method in the Humanities Elliott Kuecker   Chapter 8 Reading to Learn: A Collaborative Assignment to Build Critical Reading Skills in a First-Year Engineering Course Jennifer Luarca and Hema Ramachandran   Chapter 9 Re-reading and Reflection: Steppingstones for Critical Readers in a College English Classroom Amy Mallory-Kani and Hillary A. H. Richardson   Chapter 10 Reading Critically from the Archives: James Merrill Linn’s Diary as a Gateway to the Past Courtney Paddick and Carrie Pirmann   Chapter 11 Using Professional Expectations to Improve Research and Reading Behaviors with Pre-Professional Health Students Carolyn Schubert and Jennifer Walsh   Chapter 12 Navigating an Infodemic: Methods for Teaching Critical Reading in the Health Sciences Candace Vance   Chapter 13 Critical Reading across the Engineering Disciplines Dr. Kari D. Weaver, Dr. Kate Mercer, and Dr. Jennifer Howcroft   Section II. Reading for Specific Populations Chapter 14 Supporting Early Undergraduate Students: Using Video to Introduce Critical Reading Skills in Scaffolded Information Literacy Instruction Sarah Clark and Katherine J. Penner   Chapter 15 Critical Media Literacy Skills for Transfer Students Margaret Dawson   Chapter 16 Librarians Sitting Down with Students: Varied Approaches to Co-Teaching Reading Skills for Developmental Writers Lauren deLaubell, Dan Harms, Jenifer Sigafoes Phelan, and Hilary Wong   Chapter 17 Understanding Scholarly Articles: Teaching a Strategic Reading Method to Academically At-Risk Students Kimberly T. Foster and Amy F. Fyn   Chapter 18 Surfacing Assumptions in Source Selection: Situating Critical Reading in First-Year Information Literacy Instruction Anne Jumonville Graf   Chapter 19 Information Literacy Project in a First-Year Community College Reading Course: A Term-Long Journey Pam Kessinger and Theresa Love   Chapter 20 Flexible, Not Flawless: Teaching Critical Reading Skills through a Bridge Program Kayla M. Gourlay, Maoria J. Kirker, and Richard Todd Stafford   Chapter 21 Pulling It All Together: Teaching Genre, Disciplinary and Career Literacies, and the Framework for Information Literacy in an Associate Degree Capstone Course Linda Miles and Lisa Tappeiner   Chapter 22 Reading Scholarly Articles and the First-Year Student: In-person and Online Instructional Strategies Jo Angela Oehrli, Amanda Peters, and Alexander Deeke   Chapter 23 Connecting Critical Reading to the Literature Review: Teaching Qualitative Data Analysis Tools to Graduate Students Lorelei Rutledge and Donna Harp Ziegenfuss   Chapter 24 A Librarian’s Role In Academic Reading Strategies for ESOL Students Kathy Leezin Wu and G. Paige Sloan Volume 2   Introduction Volume 2 — Reading to Evaluate, Reading Beyond Scholarly Texts, and Reading in the World Hannah Gascho Rempel and Rachel Hamelers   Section III. Reading to Evaluate Chapter 25 Diving Below the Surface: A Layered Approach to Teaching Online Source Evaluation through Lateral and Critical Reading Andrea Baer and Daniel G. Kipnis   Chapter 26 Critical Distance Reading: A Feminist Data Literacy Framework for Decolonizing Historical Memory Frederick C. Carey and Nickoal Eichmann-Kalwara   Chapter 27 Developing Critical Reading Skills in Computing Disciplines Through a Social Justice Lens Carmen Cole   Chapter 28 Textual Topographies: Equipping Students with Tools for Navigating Academic Writing Stephanie Geller   Chapter 29 The PACT Instructional Model: Using Peritextual Analysis to Improve Reading Comprehension and Facilitate Critical Thinking Melissa Gross, Don Latham, and Shelbie Witte   Chapter 30 Mapping Unfamiliar Territory: Using Guided Reading Charts to Navigate Sources Jennifer Jarson   Chapter 31 Making Critical Reading Routine: Teaching Metacognitive Information Evaluation Using the Reading Apprenticeship Framework Ryne Leuzinger and Jacqui Grallo section iv. Reading beyond scholarly texts   Chapter 32 Defining Standards: How to Read and Teach Technical Standards Jean L. Bossart   Chapter 33 More Than Meets the Eye: A Template for Workshops and Instructional Sessions to Enhance the Ability to Critically Read Images Jodi Brown & Kaiya Ansorge   Chapter 34 Critically Reading Data: Interpreting Public Opinion Polls in the News Halle Burns   Chapter 35 Critical Reading and Graphic Novels: Thinking Outside the Classroom Sara C. Kern   Chapter 36 Reading Memes: Rhetorical Analysis of Memes as Multimodal Texts Jenny Dale and Maggie Murphy   Chapter 37 Reading the Psychology Pre-Source: Scope Notes, Citations, Help Sheets, and More Sala Rhodes Shierling and Dr. Rebecca Eaker   Chapter 38 Reading Images with a Critical Eye: Teaching Strategies for Academic Librarians Dana Statton Thompson and Stephanie Beene section v. reading in the world   Chapter 39 Promoting Critical Reading through Learner-Centered Design: WI+RE’s Approach to Open Online Learning Salma Abumeeiz, Christopher Lopez, Matthew Weirick Johnson, Kian Ravaei, Renee Romero, Hannah Sutherland, and Doug Worsham   Chapter 40 Creating a Skeptical Mindset: Helping Students Evaluate Statistical Claims in Popular Sources Joshua Becker   Chapter 41 Complex Texts: Critically Reading Race and Representation in Picture Books Jewel Davis   Chapter 42 Co-CREATE Your Class: Critical Reading Instruction for First-Year Students Caitlan Maxwell and abby koehler   Chapter 43 Taking Back Reading: Lateral Reading and Fake News with First Generation College Students of Color Jennifer Masunaga and Paizha Stoothoff   Chapter 44 Value in Disruption: A “Reading is Research” Pedagogy for Library Instruction Catherine Tingelstad and Stephanie Otis   Chapter 45 According to Science: Critically Examining Media Reports of Primary Research Kaitlin Springmier, Caitlin Plovnick, and Hilary Smith   About the Editors

About the Author :
Hannah Gascho Rempel (she/her/hers) is the Research and Learning department head and College of Agricultural Sciences liaison librarian at Oregon State University. She teaches classes for Honors College students on learning through play and a graduate-level class on responsible conduct of research. She has previously co-authored two books: Creating Online Tutorials: A Practical Guide and Understanding Student Development: A Practical Guide. She has also authored or co-authored over twenty-five articles and book chapters in the field of librarianship on areas such as graduate student needs in the library, fostering curiosity, and technology uses in the library. She is active in the Science and Technology Section of the Association of College and Research Libraries. Hannah receives support and inspiration from her spouse, Marc, two children, and sometimes from the cats. Rachel Hamelers (she/her/hers) serves as the teaching and learning librarian and the math and science subject specialist at Muhlenberg College, Trexler Library in Allentown, PA. She teaches classes based on science communication in the Media and Communication department and the Public Health program at Muhlenberg College. Rachel received her undergraduate degree from Texas A&M University and her graduate degree from the City University of New York, Queens College. Rachel's research interests include science communication, especially in relation to HIV and AIDS, information literacy instruction, and critical reading instruction in the sciences. She is active in the Science and Technology Section of the Association of College and Research Libraries. Rachel has an amazing partner, Mike, two awesome daughters, Lainie and Ellie, and four fun and very dog-like cats.