{"id":1016,"date":"2023-01-26T18:27:33","date_gmt":"2023-01-26T17:27:33","guid":{"rendered":"https:\/\/blogs.ifla.org\/literacy-reading\/?p=1016"},"modified":"2023-01-26T18:27:33","modified_gmt":"2023-01-26T17:27:33","slug":"acrl-critical-reading-book","status":"publish","type":"post","link":"https:\/\/blogs.ifla.org\/literacy-reading\/2023\/01\/26\/acrl-critical-reading-book\/","title":{"rendered":"ACRL Critical Reading Book"},"content":{"rendered":"

ACRL announces the publication of\u00a0Teaching Critical Reading Skills: Strategies for Academic Librarians<\/span><\/a><\/em>, edited by Hannah Gascho Rempel and Rachel Hamelers. This two-volume set \u2014\u00a0Reading in the Disciplines and for Specific Populations<\/span><\/a><\/em>\u00a0and\u00a0Reading for Evaluation, Beyond Scholarly Texts, and in the World<\/span>\u00a0<\/a><\/em>\u2014 provides ready-made activities you can add or adapt to your teaching practice.<\/p>\n

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This collection explores the experiences, approaches, and roles of librarians who teach reading: using pedagogical theories and techniques in new and interesting ways, making implicit reading knowledge, skills, and techniques explicit to students, presenting reading as a communal activity, partnering with other campus stakeholders, and leading campus conversations about critical reading. The five sections are arranged by theme:<\/p>\n

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Volume 1<\/strong><\/p>\n

\u25cf Part I: Reading in the Disciplines<\/p>\n

\u25cf Part II: Reading for Specific Populations<\/p>\n

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Volume 2<\/strong><\/p>\n

\u25cf Part III: Reading Beyond Scholarly Texts<\/p>\n

\u25cf Part IV: Reading to Evaluate<\/p>\n

\u25cf Part V: Reading in the World<\/p>\n

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Each of the 45 chapters contains teaching and programmatic strategies, resources, and lesson plans, as well as a section titled \u201cCritical Reading Connection\u201d that highlights each author\u2019s approach for engaging with the purpose of reading critically and advancing the conversation about how librarians can foster this skill.<\/p>\n

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Academic librarians and archivists have a long history of engaging with different types of literacy and acting as a bridge between faculty and students. We understand the different reading needs of specific student populations and the affective challenges with reading that are often shared across learner audiences. We know what types of sources are read, the histories\u2014and needed changes\u2014of how authority has been granted in various fields, how students may be expected to apply what they read in future professional or civic settings, and frequently look beyond our local institutions to think about the larger structural and social justice implications of what is read, how we read, and who does the reading.<\/p>\n

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These volumes can help you make the implicit explicit for learners and teach that reading is both a skill that must be practiced and nurtured and a communal act.\u00a0Teaching Critical Reading Skills<\/em>\u00a0demonstrates librarians\u2019 and archivists\u2019 deep connections to our campus communities and how critical reading instruction can be integrated in a variety of contexts within those communities.<\/p>\n

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Teaching Critical Reading Skills: Strategies for Academic Librarians<\/em>\u00a0is available for purchase in\u00a0print<\/span><\/a>\u00a0and as an\u00a0ebook<\/span><\/a>\u00a0through the ALA Online Store, individually or as a set; in print through Amazon.com; and by telephone order at (866) 746-7252 in the U.S. or (770) 442-8633 for international customers.<\/p>\n","protected":false},"excerpt":{"rendered":"

ACRL announces the publication of\u00a0Teaching Critical Reading Skills: Strategies for Academic Librarians, edited by Hannah Gascho Rempel and Rachel Hamelers. This two-volume set \u2014\u00a0Reading in the Disciplines and for Specific Populations\u00a0and\u00a0Reading for Evaluation, Beyond Scholarly Texts, and in the World\u00a0\u2014 provides ready-made activities you can add or adapt to your teaching practice.   This collection […]<\/p>\n","protected":false},"author":663,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6899],"tags":[],"class_list":["post-1016","post","type-post","status-publish","format-standard","hentry","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts\/1016","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/users\/663"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/comments?post=1016"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts\/1016\/revisions"}],"predecessor-version":[{"id":1017,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/posts\/1016\/revisions\/1017"}],"wp:attachment":[{"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/media?parent=1016"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/categories?post=1016"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ifla.org\/literacy-reading\/wp-json\/wp\/v2\/tags?post=1016"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}