Community College Discipline Faculty Perceptions of Role as Literacy Educators

• In Event: Dimensions of Adult Literacy and College Reading Comprehension

Abstract

Many community college students are entering college-level courses underprepared for the critical literacy and critical thinking skills required to be successful in discipline courses (Tsui, 2002). Discipline faculty are trained in their content area and are often not trained in pedagogy and literacy instruction. This phenomenological pilot study investigated community college discipline faculty’s perceptions and performance regarding their role as literacy educators within their disciplines. The findings provide insight for faculty development programs and indicate areas for future research.

Authors

• Kristen H. Gregory, Old Dominion University

• Monique N. Colclough, Old Dominion University