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In this qualitative study of northern California
Community college composition instructors, the author
begins to build a grounded theory of the factors that
influence composition instructors'' choices of
readings an infrequently examined yet significant
part of the practice of teaching composition.
This work is framed by contemporary theoretical
discussions in the college composition discipline,
namely those concerning the marginalized status of
contingent composition workers and the post-process
movement infused with critical pedagogy and the
post-positivism of postmodern theories.
A careful analysis of data surveys, interviews, and
syllabi reveals that several complex factors
influence instructors'' choices of readings. Findings
are contextualized within a larger discussion of
critical pedagogy, composition theory, and
composition instructor status (i.e. contingent or
permanent). The final chapter discusses the
implications of this study s findings in light of
composition curriculum and the American Library
Association s recommendations for including
information literacy standards in the higher
education curriculum.
Community college composition instructors, the author
begins to build a grounded theory of the factors that
influence composition instructors'' choices of
readings an infrequently examined yet significant
part of the practice of teaching composition.
This work is framed by contemporary theoretical
discussions in the college composition discipline,
namely those concerning the marginalized status of
contingent composition workers and the post-process
movement infused with critical pedagogy and the
post-positivism of postmodern theories.
A careful analysis of data surveys, interviews, and
syllabi reveals that several complex factors
influence instructors'' choices of readings. Findings
are contextualized within a larger discussion of
critical pedagogy, composition theory, and
composition instructor status (i.e. contingent or
permanent). The final chapter discusses the
implications of this study s findings in light of
composition curriculum and the American Library
Association s recommendations for including
information literacy standards in the higher
education curriculum.