Abstract

This article argues that writing centers must recognize themselves as already reading centered and prepare tutors to teach multiple ways of reading because current writing center scholarship does not help sufficiently with nonliterary reading work and because doing so would position centers to fully support students as they work within the wealth of “new” reading pedagogy and curriculum that has surfaced (or resurfaced) in recent years. It discusses the limitations of tutor handbooks in supporting tutors in reading-focused sessions and offers a tangible tool for helping tutors begin thinking and talking about reading work, ending with a call for writing centers to reconceptualize themselves as reading centered in order to embrace and explore “new” reading pedagogies through research and practice.

pdf

Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 73-90
Launched on MUSE
2015-11-13
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.