Good God, man! You certainly know how to put someone deeply in debt to
you! This is wonderful!
I will most certainly keep you in mind, if and as I make progress in the
project. First, however, I will need to begin to deal with the riches
you have placed in front of me.
Take care.
-----Original Message-----
From: Nic Voge [mailto:[log in to unmask]]
Sent: Tuesday, February 15, 2005 12:22 PM
To: [log in to unmask]
Subject: Re: Books on Higher Level Reading
Richard,
I have an abiding interest in the issue of "advanced" or "enhanced"
reading. At UC Berkeley, in many fields students are asked to read
scholarly texts and textbooks are eschewed entirely. It is not uncommon
in an introductory course here to be assigned in a single intro course
5-7 books and 30-40 scholarly articles. Thus, in my work with students
the issue of advanced reading is ever-present. I am not aware of the
kinds of books you are looking for. Instead, over the years, I have
cobbled together materials of various kinds and developed some of my own
to assist my students in reading, analyzing and synthesizing multiple
texts, reading against the grain of the author, reading with the aim of
applying theoretical frameworks, etc.
I have designed and taught a course in our Summer Bridge course called
Reading and Studying Across the Curriculum in which my goal is to begin
to initiate incoming frosh students into the variety of reading tasks,
demands and expectations, and text types they are likely to experience
in a reseach university like CAL. It's tough to get it all in. Though
the students have for the most part found the course beneficial, I feel
it has had only mixed results.
Below you will find a list of some of the books and articles I have
found most useful. Many of them do not fall into the two categories you
have mentioned. Some are empirical papers, others think pieces, others
synthesize much literature into "models".
Given your interests, I think a review of the work of
cognitive-rhetoriticians of the 90's is well worth reading. These
studies often looked at "expert" readers in order to understand how
their strategies (among other aspects of the reading process) differed
from non-experts. Charles Bazerman, Linda Flower and Christina Haas all
did interesting work (SOME of it is enumerated below). One key finding
made in numerous studies is that more expert readers tend to use
different kinds of strategies and strategies in different proportions
and rates. For instance, more expert readers use more "rhetorical
reading strategies"; they seek to construct a rhetorical context of the
text and use it to make interpretations, predictions, etc. Davida
Charney and C. Geisler (or Giesler) also have done interesting work in
this area.
I would also recommend several other authors (all of which are listed
below). Rick Kern, who is here at Berkeley, has written an excellent
book aimed at teaching ESL/EFL/Foreign Language reading at the college
level. It has an excellent synthesis of theory, but also derives
implications for practice. Ann Johns, who is genre theorist, wrote an
excellent book is similar to Kern's in terms of being organized around a
thoeretical model and then deriving implicaitons for practice. She works
at San Diego State University (or used to
anyway) with students developing their academic literacy. Kathleen
McCormick comes from more of a literary or English Studies background
and her book is worth reading and reviewing.
Mike Rose has written an anthology (Bazerman too) intended for the
freshman composition classroom that might be of interest to you. Rose
et. al.'s book is called, I believe, "Critical Strategies". Bazerman's
book is called, I think, "The Informed Reader". In many cases folks who
study writing have done more work on the nature and variety of literacy
across the curriculum. One piece, in particular, that I would recommend
to give you a sense of the nature of demands is McCarthy's piece called
"Stranger in Strange Lands". Lastly, you may want to review the Journal
of Language and Learning Across the Disciplines, which has much of its
contents on -line.
I'd be interested in hearing where you go with this, so please keep me
posted if you could. Best, Nic
Models of reading
Bazerman, C.(1980). A relationship between reading and
writing: The conversational model. College English; 41 (6) 656-61.
Tierney, R. J. & Pearson, P. D., (1983). Towards a composing
model of reading. Language Arts; 60 (5) 568-80.
Socio-cognitive approaches to reading and literacy
Gee, J. P. (2001). Reading as situated language: A
sociocognitive perspective. Journal of Adolescent & Adult Literacy,
44(8), 714-725.
Hartman, D. K. (1991) The intertextual links of readers using
multiple passages: A postmodern/semiotic/ cognitive view of meaning
making. In J. Zutell & S. McCormick (eds), Learner Factors/Teacher
Factors: Issues in Literacy Research and Instruction (40th Yearbook of
the National Reading Conference), National Reading Conference: Chicago,
IL.
Kern, R. (2000). Literacy and Language Teaching. Oxford: Oxford
University Press.
McCormick, K. (1994). The culture of reading and the teaching of
English. Manchester: Manchester University Press.
Socio-cultural approaches to reading and literacy
Beach, R. (1992). Adopting multiple stances in conducting
literacy research. In Multidisciplinary Perspectives on Literacy
Research, R. Beach, J. Green, M. Kamil, & T. Shanahan (eds). Urbana,
Illinois: National Council of Teachers of English.
Bloome, D. (1993). Necessary indeterminacy and the
microethnographic study of reading as a social process. In Journal of
Reading Research, 16(2), 98-111.
Gee, J. P. (2000). Discourse and sociocultural studies in
reading. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (eds).
Handbook of Reading Research. Volume III. Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
Green, J. (1991). Embeddedness of reading in classroom life. In
Towards a critical sociology of reading pedagogy, C. Baker & A. Luke
(eds). John Benjamins North America, Inc.
Heap, J. L. (1991). A situated perspective on what counts as
reading. In Towards a critical sociology of reading pedagogy, C. Baker
& A. Luke (eds). John Benjamins North America, Inc.
Johns, A. (1997). Text, role, context: Developing academic
literacy. Cambridge: Cambridge University Press.
Cognitive-constructivist approaches to reading and learning
Greene S. & Ackerman, D. (1995). Expanding the constructivist
metaphor: A rhetorical perspective on literacy research and practice.
Review of Educational Research, 65(4), 383-420.
Haas, C. (1993). Beyond "Just the facts": Reading as rhetorical
action. In Hearing ourselves think: Cognitive research in the college
writing classroom, A. Penrose & B. Sitko Eds. New York: Oxford
University Press.
Haas, C. & Flower, L. (1988). Rhetorical reading strategies and
the construction of meaning. College Composition and Communication,
39(2), 167-183.
Tierney, R. & LaZansky, J. The rights and responsibilities of
readers and writers: A contractual agreement. Reading Education Report
No. 15.
Nist, S. & Simpson, M. (2001). An update on strategic
learning: It's more than textbook reading strategies. Journal of
Adolescent & Adult Literacy, 43 (6), 528-41.
Pressley, M. & Afflerbach, P. (1995). Verbal protocols of
reading: The nature of constructively responsive reading. New Jersey:
Lawrence Earlbaum Associates.
Simpson, M. & Nist, S. (2000). College Studying. In M. Kamil,
P. Mosenthal, P. Pearson, & R. Barr (eds). Handbook of Reading Research.
Volume III. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
>Greetings to one and all.
>
> My college has adopted as one of its strategic aims that of
>having and being able to demonstrate that it has its students graduate
>as highly effective readers (my words), with a level of reading
>effectiveness fitting for the graduates of the prestigious institution
>we dare to believe we are becoming (my words still).
> There is much that needs to be done: we need to determine more
>precisely what that level of reading effectiveness is, at what level of
>reading effectiveness our students are when they enter, and how best to
>get them from the latter to the former. My own thinking is that some
>systematic version of a reading across the curriculum program,
>analogous to one of writing across the curriculum, is most likely the
way to go.
> I'll take advice on any and all aspects of the project. But
>what I am seeking today is your advice concern books on reading
>enhancement, falling into one of two categories. The first would be
>that of books that college students, or equivalent or better readers,
>themselves would read. In other words, the target audience would be
>readers who are already solidly effective readers and who seek, not to
>remediate, but to enhance their reading.
> Or, I guess, I might describe what I am looking for as
>something like a ca. 2005 successor to Mortimer Adler's How to Read a
>Book or to R.D. Altick's Preface to Critical Reading (my thanks to
>Norman Stahl for this reference). JoAnn Yaworski's Reading between the
>Lines: Advanced College Reading looks promising, but Amazon.com tells
>me it has not yet been released.
> The second category of books on reading enhancement would be
>that those which target people who, like me, are interested in teaching
>enhanced reading to those identified in the first paragraph.
> Thank you for whatever you can suggest.
>
>Richard E. Hennessey, Ph.D.
>Director of Academic Support Services
>Merrimack College
>North Andover, MA 01845
>Tel.: (978) 837-5277
>Fax: (978) 837-5473
>[log in to unmask]
>
>To unsubscribe,send a message to [log in to unmask]
>In body type: SIGNOFF LRNASST-L
>
>To access LRNASST-L archives,point your web browser to
>http://www.lists.ufl.edu/archives/lrnasst-l.html
>
>To subscribe, send email to [log in to unmask]
>Leave subject blank.In body type: subscribe LRNASST-L
>
>To contact list owner,email [log in to unmask]
--
Dominic (Nic) J. Voge
Study Strategies Program Coordinator
University of California, Berkeley
Student Learning Center
136 Cesar Chavez Student Center #4260
Berkeley, CA 94720-4260
(510) 643-9278
[log in to unmask]
http://slc.berkeley.edu
SPRING 2005 OFFICE HOURS:
Drop-in: Tu 3:15-4:15 & Thu 1:30-2:30
By Appointment: Mon 4-4:45 & 4:45-5:30, Tu 4-4:45 & 4:45-5:30, Wed
10-30-11:15 & 11:15-12:00, Fri 10-10:30 & 10:30-11:00.
Knowledge emerges only through invention and reinvention, through the
restless, impatient, continuing, hopeful inquiry men pursue in the
world, with the world, and with each other. --Paolo Freire
To unsubscribe,send a message to [log in to unmask]
In body type: SIGNOFF LRNASST-L
To access LRNASST-L archives,point your web browser to
http://www.lists.ufl.edu/archives/lrnasst-l.html
To subscribe, send email to [log in to unmask]
Leave subject blank.In body type: subscribe LRNASST-L
To contact list owner,email [log in to unmask]
To unsubscribe,send a message to [log in to unmask]
In body type: SIGNOFF LRNASST-L
To access LRNASST-L archives,point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html
To subscribe, send email to [log in to unmask]
Leave subject blank.In body type: subscribe LRNASST-L
To contact list owner,email [log in to unmask]
|
