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Volume 21, Issue 2
April 1, 2021
Issue Cover
Issue Editors
Ellen C. Carillo
Ellen C. Carillo
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Alice S. Horning
Alice S. Horning
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ISSN 1531-4200
EISSN 1533-6255
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Reading and Writing in the Era of Fake News

Introduction

Guest Editors’ Introduction
Ellen C. Carillo; Alice S. Horning
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Articles

Critical Reading in a Screen Paradigm: From Deficit to Default
Doug Downs
View articletitled, Critical Reading in a Screen Paradigm<span class="subtitle-colon">: </span><span class="subtitle">From Deficit to Default</span>
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Critical Thinking, Identity, and Performance: Insights from Neuropsychological Research
Irene L. Clark
View articletitled, Critical Thinking, Identity, and Performance<span class="subtitle-colon">: </span><span class="subtitle">Insights from Neuropsychological Research</span>
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Developing Critical Readers in the Age of Literacy Acceleration
Joanne Baird Giordano; Holly Hassel
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Information, Identity, and Ideology: Reading toward Racial Literacy in a Composition Classroom
Mara Lee Grayson
View articletitled, Information, Identity, and Ideology<span class="subtitle-colon">: </span><span class="subtitle">Reading toward Racial Literacy in a Composition Classroom</span>
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Assessing the Impact on Critical Reading and Critical Thinking: Using Commonplace Books and Social Reading Practices in a First-Year Writing Classroom
Anna Maria Johnson; Nusrat Jahan
View articletitled, Assessing the Impact on Critical Reading and Critical Thinking<span class="subtitle-colon">: </span><span class="subtitle">Using Commonplace Books and Social Reading Practices in a First-Year Writing Classroom</span>
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“Writing Back to the News”: Reading the News as a Pedagogical Strategy to Empower Students, Improve Their Critical Reading Skills, and Fight “Fake News”
Kelly King-O'Brien
View articletitled, “Writing Back to the News”<span class="subtitle-colon">: </span><span class="subtitle">Reading the News as a Pedagogical Strategy to Empower Students, Improve Their Critical Reading Skills, and Fight “Fake News”</span>
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Writing Faculty and Librarians Collaborate: Mapping Successful Writing, Reading, and Information Literacy Practices for Students in a Post-truth Era
Tina S. Kazan; Nicholas N. Behm; Peg Cook
View articletitled, Writing Faculty and Librarians Collaborate<span class="subtitle-colon">: </span><span class="subtitle">Mapping Successful Writing, Reading, and Information Literacy Practices for Students in a Post-truth Era</span>
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Pedagogy to Disrupt the Echo Chamber: Digital Annotation as Critical Community to Promote Active Reading
Mary Traester; Chris Kervina; Noel Holton Brathwaite
View articletitled, Pedagogy to Disrupt the Echo Chamber<span class="subtitle-colon">: </span><span class="subtitle">Digital Annotation as Critical Community to Promote Active Reading</span>
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Social Annotation as Transcontextualization in Graduate Reading Practices
Michelle Sprouse
View articletitled, Social Annotation as Transcontextualization in Graduate Reading Practices
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Slow Peer Review in the Writing Classroom
Timothy Oleksiak
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Contributors

Contributors
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