You are here

Encouraging critical thinking and professional reading with literacy bags.

Download pdf | Full Screen View

Date Issued:
2015-02-26
Abstract:
Students enrolled in college courses are typically expected to read one or more textbooks per course. While the course text may be comprehensive, the author’s approach may be narrow in focus, disregarding diverse perspectives on the subject. In addition, the limited genre presented in textbooks (i.e., nonfiction, expository) is not likely to encourage a desire for professional reading in students. To address these issues, two faculty members incorporated a Literacy Bag Project into their education courses at both graduate and undergraduate levels. The Literacy Bag activity involves students reading diverse genres in a variety of texts throughout the semester. Students select a different book each week, read one chapter/section, and reflect on the reading via journal writing and/or verbal discussions. This study examined students’ perception of the Literacy Bag activity, as well as impact on critical thinking and professional literacy. Results indicate students at both the graduate and undergraduate levels: (1) plan to continue professional reading beyond the course; (2) engage in critical thinking; (3) enjoyed the activity and recommended the activity continue to be implemented. Analysis of student responses identified critical themes for success with the Literacy Bag activity: choice, perspective sharing, motivation, and classroom applications.
Title: Encouraging critical thinking and professional reading with literacy bags.
2 views
0 downloads
Name(s): Greene, Jackie, author
Serro, Linda C., author
Type of Resource: text
Genre: Article
Issuance: monographic
Date Issued: 2015-02-26
Extent: 1 online resource
Language(s): English
eng
Abstract: Students enrolled in college courses are typically expected to read one or more textbooks per course. While the course text may be comprehensive, the author’s approach may be narrow in focus, disregarding diverse perspectives on the subject. In addition, the limited genre presented in textbooks (i.e., nonfiction, expository) is not likely to encourage a desire for professional reading in students. To address these issues, two faculty members incorporated a Literacy Bag Project into their education courses at both graduate and undergraduate levels. The Literacy Bag activity involves students reading diverse genres in a variety of texts throughout the semester. Students select a different book each week, read one chapter/section, and reflect on the reading via journal writing and/or verbal discussions. This study examined students’ perception of the Literacy Bag activity, as well as impact on critical thinking and professional literacy. Results indicate students at both the graduate and undergraduate levels: (1) plan to continue professional reading beyond the course; (2) engage in critical thinking; (3) enjoyed the activity and recommended the activity continue to be implemented. Analysis of student responses identified critical themes for success with the Literacy Bag activity: choice, perspective sharing, motivation, and classroom applications.
Identifier: fgcu_ir_000164 (IID), 10.2174/1874916X01509010065 (doi)
Note(s): The publisher's version of the article is available at 10.2174/1874916X01509010065
Subject(s): Aesthetic stance
aliteracy
classroom applications
perspective sharing
professional reading
Choice.
College students.
Motivation.
Links: https://doi.org/10.2174/1874916X01509010065
Persistent Link to This Record: http://purl.flvc.org/fgcu/fd/fgcu_ir_000164
Use and Reproduction: Copyright held by author.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FGCU
Is Part Of: The Open Communication Journal.

In Collections