Search
Project Workspace
Site Map
Contact Us
Home About the Project VKP Gallery People and Projects Resources
Visible Knowledge Project
About the Project
Active and Critical Reading: Verbal and Visual
In these projects, VKP researchers explore how students develop an understanding of reading as a multi-layered activity. Reading a variety of texts-literary, historical, and cultural, and in a variety of genres and modes, verbal and visual-students encounter texts through pedagogies that emphasize annotation, rereading, questioning, and connecting to multiple contexts.

Relevant Questions
  • How do we engage students in reading as a complex, multi-layered activity?

  • Which pedagogies and technologies can help make reading practices visible and best develop students' ability to read actively and critically?

  • How can we introduce students to disciplinary and cross-disciplinary practices of reading?

  • How do we engage students with advanced and difficult texts?

  • How do we lead students to slow down their reading practices and develop self-awareness of their own processes for understanding texts?

  • How do we engage students in complex reading practices developmentally and incrementally?

  • How can we make visible the multiple contexts that enable and limit reading of texts?

  • How can we teach reading through multiple literacies?

Gallery Sections
Home|Reading|Multimedia|Discussion
Active and critical reading provides students with an opportunity to engage with text through asking questions and becoming aware of reading practices that improve comprehension. To understand the nature of student close reading practices, view an overview description of active and critical reading prepared by faculty members interested in this skill. This poster is the result of discussions and writing from the VKP Summer Institute 2004.  
Poster Examples

 
 
Sherry Linkon
Youngstown State University

 
 
 
Susan Oliver
Cerritos College

 
 
 
Randy Bass
Georgetown University

 
 
 
Patricia O'Connor
Georgetown University

 
 
 
David Jaffee
City University New York

 
 
 
Wyn Kelley
Massachusetts Institute of Technology

 
 
 
Peter Felten
Vanderbilt University

 
 
 
Sharona Levy
Borough of Manhattan Community College