Teaching English in the Two-Year College - Volume 47, Issue 2, 2019

A course model featuring scaffolded information literacy instruction and connection with a librarian improves online students’ attitudes about library sources and the value of research in the writing process.

Drawing on interviews from faculty at one community college in Texas, this case study focuses on one college and the change process faculty experienced in integrating its developmental reading and writing curriculum. This study centers on the faculty perspective of policy and curriculum implementation, a voice that is often lost or underrepresented in the research literature and offers insight into how colleges can support their faculty who are responding to curricular change and/or policy mandates.

This essay explores how focusing on language and literacy as “ways of doing” in different academic disciplines and professional fields may spark reconsideration of how best to prepare and support students’ language and literacy development, especially among the linguistically diverse New Mainstream in community colleges.

Four instructors describe why, how, and to what ends they have incorporated place-based and decolonizing approaches in entry-level writing courses.