Special Issue: Reading and Writing Across the Curriculum

reading, international, higher education, Literacy, assessment, critical thinking, WAC, K-12

Published December 11, 2013

Guest editor: Alice S. Horning, Oakland University

When faculty members are asked what they consider the single greatest problem they face in their classrooms on a daily basis, they almost always include reading as a key issue. Faculty comments reflect what could be described as the "don't, won't, can't" problem. That is, students don't read in the ways that faculty expect, and they won't unless faculty find ways to force or coerce reading compliance. Underlying these two significant aspects of the problem is a third, much bigger problem, which is that many students are not able read in the ways faculty would like. This situation is becoming increasingly serious in the face of ever larger amounts of material available in print and online that faculty expect students to read, comprehend, and critically assess. The most effective solution will require work on the part of both students and faculty, in all courses. The articles in this issue present useful findings and approaches that address the problem from both the student side and the faculty side.

Special Issue: Reading and Writing Across the Curriculum

Published December 11, 2013

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