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In this Issue

Table of Contents

  1. Guest Editors’ Introduction
  2. Ellen C. Carillo, Alice S. Horning
  3. pp. 197-203
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  1. Critical Reading in a Screen Paradigm: From Deficit to Default
  2. Doug Downs
  3. pp. 205-224
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  1. Critical Thinking, Identity, and Performance: Insights from Neuropsychological Research
  2. Irene L. Clark
  3. pp. 225-240
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  1. Developing Critical Readers in the Age of Literacy Acceleration
  2. Joanne Baird Giordano, Holly Hassel
  3. pp. 241-258
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  1. Information, Identity, and Ideology: Reading toward Racial Literacy in a Composition Classroom
  2. Mara Lee Grayson
  3. pp. 259-275
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  1. Assessing the Impact on Critical Reading and Critical Thinking: Using Commonplace Books and Social Reading Practices in a First-Year Writing Classroom
  2. Anna Maria Johnson, Nusrat Jahan
  3. pp. 277-294
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  1. “Writing Back to the News”: Reading the News as a Pedagogical Strategy to Empower Students, Improve Their Critical Reading Skills, and Fight “Fake News”
  2. Kelly King-O’Brien
  3. pp. 295-309
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  1. Writing Faculty and Librarians Collaborate: Mapping Successful Writing, Reading, and Information Literacy Practices for Students in a Post-truth Era
  2. Tina S. Kazan, Nicholas N. Behm, Peg Cook
  3. pp. 311-328
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  1. Pedagogy to Disrupt the Echo Chamber: Digital Annotation as Critical Community to Promote Active Reading
  2. Mary Traester, Chris Kervina, Noel Holton Brathwaite
  3. pp. 329-349
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  1. Social Annotation as Transcontextualization in Graduate Reading Practices
  2. Michelle Sprouse
  3. pp. 351-368
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  1. Slow Peer Review in the Writing Classroom
  2. Timothy Oleksiak
  3. pp. 369-383
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  1. Contributors
  3. pp. 385-388
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