Transforming Developmental Reading Through Information Literacy: Developing A Contextualized Course Curriculum |
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| Authors: | Mary Zimmerer Kim Chuppa-Cornell Tricia Sindel-Arrington |
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| Institution: | 1. Composition, Creative Writing, and Literature Division, Chandler-Gilbert Community College, Chandler, AZ, USA;2. Library, Learning Center, and Counseling Division, Chandler-Gilbert Community College, Chandler, AZ, USA |
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| Abstract: | ABSTRACTSkill 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. |
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