W11 Developing Students’ Academic Identities through Deeper Reading and Metacognitive Conversation
- Emily Daniell Magruder, California State University
- Nika Hogan, California Community Colleges Success Network
Working with academic texts is an “insider’s” game. Students, particularly those from historically underserved and underrepresented populations, often feel outside disciplinary traditions, conventions, and practices. How can faculty help students learn from each other to embrace difficult academic texts and view reading as problem-solving? In this workshop, participants will examine the Reading Apprenticeship instructional framework, practice three classroom routines for building academic literacy through deeper reading, and review how two and four-year institutions are providing networked professional learning to change faculty teaching practices and create equitable learning opportunities for students with varying levels of academic preparation.
Audience: Faculty and faculty who are also part-time educational developers; Center Directors; POD Network Members
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