Reading Across the Disciplines

Karen Manarin is Professor of English and Board of Governors Chair in Advanced Literacy at Mount Royal University. Lead author (with Miriam Carey, Melanie Rathburn, and Glen Ryland) of Critical Reading in Higher Education: Academic Goals and Social Engagement, she has also published in a number of teaching and learning journals.

• Foreword, by Pat HutchingsReading across the Disciplines: An Introduction, by Karen ManarinWays of Reading1. Exploring Readerly Diversity, by Margaret Mackey2. Understandings of Reading, by Nelson Graff, Rebecca Kersnar, Daniel Shapiro, and Ryne Leuzinger3. "Mind the Gap", by Heather C. Easterling and John Eliason4. Understanding how Students across the Disciplines Read Images, by Dana Statton Thompson5. Student Reading of Documentary and Fiction Film, by Elizabeth MarquisReading in Specific Contexts6. Reading-to-Write, by Rosemary Green7. Embedding Scaffolded Reading Practices into the First-Year University Science Curriculum, by Neela Griffiths and Yvonne Davila8. Reading and Relationships in Organic Chemistry, by Brett McCollum and Layne A. Morsch9. Teaching Analytical Reading in Psychology at Alverno College, by Joyce Tang Boyland, Kris Vasquez, Rachel Henry, and Jordan R. Donovan10. Strategies to Promote Reading Compliance and Student Learning in an Introductory Child Development Course, by Trent W. Maurer and Catelyn Shipp11. Read Literature, Read the World, by Angela Zito and Jakob T. Zehms12. Capturing Confusion, by Aimee Knupsky and M. Soledad CaballeroIndex

"Reading across the Disciplines truly cuts across disciplines and approaches and shows explicitly why teaching reading should be an integral part of every course. Its exploration of the intersection of reading instruction (and its importance) and SoTL makes this a wonderful book for a general and transdisciplinary audience."—Nicole Simmons, Brock University"Reading across the Disciplines offers a useful set of chapters detailing a range of approaches to dealing with students' reading needs at the college level. As the Introduction points out, there is a real need for instructors across the curriculum to work on reading in every course along with a great deal of resistance to doing so. The more faculty members in all disciplines see a variety of ways to help students with reading, the more likely they are to begin to adopt some of these approaches in their classrooms regardless of their subject areas, a development urgently needed everywhere."—Alice S. Horning, Oakland University