Investigating College-Text Readiness: Literacy Curriculum Audits to Research Practice

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dc.contributor.authorStahl, Norman
dc.contributor.authorArmstrong, Sonya
dc.date.accessioned2021-09-20T16:13:19Z
dc.date.available2021-09-20T16:13:19Z
dc.date.issued2021-09
dc.description.abstractRecent 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.departmentCurriculum and Instruction
dc.description.versionThis is the author accepted manuscript version of an article published in College Teaching.
dc.formatText
dc.format.extent24 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationStahl, N. A., & Armstrong, S. L. (2021). Investigating college-text readiness: Literacy curriculum audits to research practice. College Teaching.
dc.identifier.doihttps://doi.org/10.1080/87567555.2021.1971600
dc.identifier.urihttps://hdl.handle.net/10877/14511
dc.language.isoen
dc.publisherTaylor & Francis
dc.sourceCollege Teaching, 2021, pp. 1-9.
dc.subjectcurriculum audit
dc.subjectcollege literacy
dc.subjectalignment
dc.subjectdevelopmental reading
dc.subjectaccess
dc.subjectCurriclum and Instruction
dc.titleInvestigating College-Text Readiness: Literacy Curriculum Audits to Research Practice
dc.typeArticle

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