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Special Issue: Reading and Writing in the Era of Fake News
Guest Editors: Ellen C. Carillo and Alice S. Horning
Pedagogy is an innovative journal that aims to build a new discourse around teaching in English studies. Reversing the long history of marginalization of teaching and the scholarship produced around it, it offers a forum for critical reflection and spirited debate. The journal publishes articles by senior scholars as well as more junior members of the profession, featuring voices from many subdisciplines and institutions. Pedagogy promises to stimulate new and exciting developments for undergraduate and graduate instruction in English studies.
published by
Duke University Pressviewing issue
Volume 21, Issue 2, April 2021Table of Contents
pp. 225-240
pp. 259-275
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View Information, Identity, and Ideology: Reading toward Racial Literacy in a Composition Classroom
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Information, Identity, and Ideology: Reading toward Racial Literacy in a Composition Classroom
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pp. 277-294
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View Assessing the Impact on Critical Reading and Critical Thinking: Using Commonplace Books and Social Reading Practices in a First-Year Writing Classroom
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Assessing the Impact on Critical Reading and Critical Thinking: Using Commonplace Books and Social Reading Practices in a First-Year Writing Classroom
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pp. 295-309
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View “Writing Back to the News”: Reading the News as a Pedagogical Strategy to Empower Students, Improve Their Critical Reading Skills, and Fight “Fake News”
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“Writing Back to the News”: Reading the News as a Pedagogical Strategy to Empower Students, Improve Their Critical Reading Skills, and Fight “Fake News”
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pp. 311-328
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View Writing Faculty and Librarians Collaborate: Mapping Successful Writing, Reading, and Information Literacy Practices for Students in a Post-truth Era
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Writing Faculty and Librarians Collaborate: Mapping Successful Writing, Reading, and Information Literacy Practices for Students in a Post-truth Era
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pp. 329-349
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View Pedagogy to Disrupt the Echo Chamber: Digital Annotation as Critical Community to Promote Active Reading
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Pedagogy to Disrupt the Echo Chamber: Digital Annotation as Critical Community to Promote Active Reading
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pp. 351-368
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| ISSN | 1533-6255 |
|---|---|
| Print ISSN | 1531-4200 |
| Launched on MUSE | 2021-05-26 |
| Open Access | No |
