Transforming Developmental Reading Through Information Literacy: Developing A Contextualized Course Curriculum. Issue 12 (2nd December 2019)

• Record Type: Journal Article
• Authors: Zimmerer, Mary; Skidmore, Susan Troncoso; Chuppa-Cornell, Kim; Sindel-Arrington, Tricia
• Is Part Of: Community college journal of research and practice. Volume 43:Issue 12(2019)
• Page Start: 865
• Page End: 879
• Publication Date: 2019-12-02
• Subjects: Community colleges -- United States -- Periodicals; 378.15430973
• DOI: 10.1080/10668926.2018.1542639
• Languages: English
• ISSNs: 1066-8926

Abstract

ABSTRACT: Skill and drill remediation in developmental reading courses do not prepare students for reading tasks in future college-level courses. When a skill and drill model is replaced with a model that utilizes contextualization, students engage in relevant activities with authentic texts to prepare students for college-level activities. The reading department at Chandler-Gilbert Community College (CGCC) eliminated the skill and drill textbook from its courses and teamed with library faculty to create a curriculum integrated with information literacy. Reading and library faculty provided students contextualized project-based activities that integrated reading and information literacy strategies. The development, redesign, and implementation of CGCC's reading program that eliminated textbooks and contextualized information literacy and reading strategies through project-based activities are described in the present study. This study further addresses gaps in the literature regarding a fully contextualized reading course that can be implemented for no more cost than the cost of a traditional curriculum.