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We team teach a semester-long credit-bearing information literacy course for urban community college students in New York City’s South Bronx. It is a capstone course, designed to support students at the end of their first two years of college as they consider the next stage in their own development, be that transferring to a four-year institution or entering the workforce. For this course, we have constructed an approach to critical reading that combines explicit exploration of academic and disciplinary genres with an investigation into the processes of knowledge production and communication shared by the individuals who produce them. This chapter discusses our approach to the course, describes some example assignments and discussion prompts, and includes what we have learned during the course development phase.


Miles, L. & Tappeiner, L. (2023). Pulling it all together: Teaching genre, disciplinary and career literacies, and the Framework for Information Literacy in an associate’s degree capstone course. In H. G. Rempel & R. Hamelers (Eds.), Teaching critical reading skills: Strategies for academic librarians. Chicago: Association of College & Research Libraries.



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