Investigating College-Text Readiness: Literacy Curriculum Audits to Research Practice
dc.contributor.author | Stahl, Norman | |
dc.contributor.author | Armstrong, Sonya | |
dc.date.accessioned | 2021-09-20T16:13:19Z | |
dc.date.available | 2021-09-20T16:13:19Z | |
dc.date.issued | 2021-09 | |
dc.description.abstract | Recent reform efforts in developmental education have led to model-development of college literacy instruction without being informed by institution-specific investigations of whether, how, and to what extent new models align with the literacy rigors of next-level courses across pathways. Such work is essential to informing literacy programming at the college level. This manuscript describes a literacy curriculum audit approach that can be employed by faculty. This approach is a systematized method to determine what it means to be college-text ready based on the literacy demands, practices, and expectations in introductory-level general education and career technical education college courses. | |
dc.description.department | Curriculum and Instruction | |
dc.description.version | This is the author accepted manuscript version of an article published in College Teaching. | |
dc.format | Text | |
dc.format.extent | 24 pages | |
dc.format.medium | 1 file (.pdf) | |
dc.identifier.citation | Stahl, N. A., & Armstrong, S. L. (2021). Investigating college-text readiness: Literacy curriculum audits to research practice. College Teaching. | |
dc.identifier.doi | https://doi.org/10.1080/87567555.2021.1971600 | |
dc.identifier.uri | https://hdl.handle.net/10877/14511 | |
dc.language.iso | en | |
dc.publisher | Taylor & Francis | |
dc.source | College Teaching, 2021, pp. 1-9. | |
dc.subject | curriculum audit | |
dc.subject | college literacy | |
dc.subject | alignment | |
dc.subject | developmental reading | |
dc.subject | access | |
dc.title | Investigating College-Text Readiness: Literacy Curriculum Audits to Research Practice | |
dc.type | Article |
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