Teaching English in the Two-Year College Journal (TETYC) has published a special issue focused on “Teaching Reading in Open Access Contexts.” This volume is a wonderful resource for instructors wondering how best to support students’ reading in a rapidly changing world.
Guest Editors Joanne Baird Giordano and Cheryl Hogue Smith argue in their introductory article, “The Changing Realities of Open Access Reading: Where Are We Now? Where Might We Go Next?” that at a time when both the nature of reading itself and the place of literacy instruction at community colleges are undergoing rapid change, “faculty and administrators in open-access teaching contexts need flexible, evidence-based practices for helping students from diverse social, cultural, linguistic, and academic backgrounds develop the reading skills and strategies required for success across the range of courses that they teach.” The research articles in the issue describe such practices, from strategies for antiracist reading, framing strategic reading as a transferable skill, and supporting returning students to draw on their lived experiences to connect to reading and writing assignments in the composition classroom.
Reading Apprenticeship is featured in an Instructional Note article written by Nika Hogan, “’It’s important to dance with the text’: Enhancing Writing Instruction Through Reading Apprenticeship.” Hogan describes the Reading Apprenticeship’ framework as a support for instructors to orchestrate dynamic, contextualized literacy instruction that supports both student engagement and deeper learning about the discipline of writing studies.
You can download the article here.
Interested in a deeper dive into how Reading Apprenticeship can support students to engage deeply with texts as both readers and writers? Consider the Reading Apprenticeship in College Writing Course.