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Metacognition or "B.S."? Examining Student Reading Practices in Reading Journals
- Pedagogy
- Duke University Press
- Volume 20, Issue 3, October 2020
- pp. 473-498
- Article
- Additional Information
Abstract:
Recent reading scholarship suggests that instructors should carefully attend to their students' reading practices. Although reading journals offer insight into student practices, we continue to treat reading journals as a mundane, process-based document and overlook the important metacognitive work that journals contribute. Through the examination of a corpus of student texts, this article argues for reenvisioning the work of the reading journal, demonstrating how this commonplace assignment contributes to students' recognition of reading-writing connections and describes a new lens through which to approach reading journals.