References/Bibliography

References

• ACT Inc. (2003) ACT National Curriculum Survey 2002-2003. Retrieved from ​https://www.act.org/content/dam/act/unsecured/documents/NationalCurriculumSurvey2003.pdf
• Adler, M. and Van Doren, C. (1972) How to read a book. New York, NY: Simon and Schuster.
• Adler-Kassner, L., & Estrem, H. (2003). Rethinking research writing: Public literacy in the composition classroom. WPA: Writing Program Administration - Journal of The Council of Writing Program Administrators, 26(3), 119-131.Retrieved from http://wpacouncil.org/archives/26n3/26n3adler-kassner.pdf
• Adler–Kassner, L., & Estrem, H. (2007). Reading practices in the writing classroom, WPA: Writing Program Administration - Journal of The Council of Writing Program Administrators, 31(1/2), 35-47.
• American Library Association (2015)."Framework for information literacy for higher education, February 9, 2015. Document ID: b910a6c4-6c8a-0d44-7dbc-a5dcbd509e3f
• American Library Association (2006). "Objectives for information literacy instruction: A model statement for academic librarians," September 1, 2006. Document ID: bbb3383f-1eba-dcd4-e94e-90a036e3a76d
• Association of American Colleges and Universities. 2007. College learning for the new global century: A report from the National Leadership Council for Liberal Education and America’s Promise. Washington, DC: on of American Colleges and Universities.
• Bosley, L. (2008) “I don't teach reading”: Critical reading instruction in composition courses, Literacy Research and Instruction, 47(4), 285-308, doi:10.1080/19388070802332861
• Brockman, E., Taylor, M., Crawford, M. K., & Kreth, M. (2010). Helping students cross the threshold: Implications from a university writing assessment. English Journal, 99(3), 42-49.  Retrieved from  https://pdfs.semanticscholar.org/6b28/30f9ce19e165f1348c427edc5e236d710455.pdf
• Brockman, E., Taylor, M., Kreth, M., & Crawford, M. (2011). What do professors really say about college writing? English Journal, 100 (3), 75-81. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1003-jan2011/EJ1003What.pdf
• Broussard, M. S. (2017). Reading, research, and writing: Teaching information literacy with process-based research assignments. Chicago, IL: Association of College and Research Libraries. 
• Carillo, E. C. (2016). Engaging sources through reading-writing connections. Across the
• Disciplines, 13 (1).  Retrieved from http://wac.colostate.edu/atd/articles/carillo2016.cfm
• Council of Writing Program Administrators. (2014) WPA outcomes statement for first-year composition (3.0), Approved July 17, 2014.  Retrieved from http://wpacouncil.org/positions/outcomes.html
• Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching & Learning, 2004(97), 5–23.  Retrieved from https://doi.org/10.1002/tl.129
• Curtis, M., & Herrington, A. (2003). Writing development in the college years: By whose definition? College Composition and Communication, 55(1), 69-90. doi: 10.2307/3594200
• Defazio, J., Jones, J., Tennant, F., & Hook, S. A. (2010). Academic literacy: The importance and impact of writing across the curriculum--a case study. Journal of the Scholarship of Teaching and Learning, 10(2), 34-47.  https://files.eric.ed.gov/fulltext/EJ890711.pdf
• Fanetti, S., Bushrow, K. M., & DeWeese, D. L. (2010). Closing the gap between high school writing instruction and college writing expectations. The English Journal, 99(4), 77-83.         Retrieved from http://www.ncte.org/journals/ej/issues/v99-4
• Fisher, D., & Frey, N. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396. Retrieved from Literature Resource Center.
• Fishman, J., & Reiff, M.J. (2008). Taking the high road: Teaching for transfer in an FYC program.  Composition Forum, 18.  Retrieved from  https://files.eric.ed.gov/fulltext/EJ1081005.pdf
• Flower, L. (1989). TR 21: Studying cognition in context:  Introduction to the study.  National  Writing Project.  Retrieved from https://www.nwp.org/cs/public/print/doc/resources/techreports.csp
• Freeman, E., & Lynd-Balta, E. (2010).  Developing information literacy skills early in an undergraduate curriculum. College Teaching, 58(3), 109-115.  doi:10.1080/87567550903521272
• Haller, C. R. (2013).  Reuniting reading and writing:  Revisiting the role of the library.  In A. S. Horner & E.W. Kraemer (Eds.), Reconnecting reading & writing (pp. 192-219). Anderson, SC: Parlor Press & Fort Collins, CO: The WAC Clearinghouse.  Retrieved from https://wac.colostate.edu/docs/books/reconnecting/chapter9.pdf
• Hooley, D. S., Tysseling, L. A., & Ray, B. (2013). Trapped in a cycle of low expectations:  An exploration of high school seniors' perspectives about academic reading. The High School Journal, 96(4), 321-338.  Retrieved from     https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?referer=https://search.yahoo.com/&httpsredir=1&article=1083&context=literacy_facpub
• Horning, Alice S. (2007, May 14).  Reading across the curriculum as the key to student success. Across the Disciplines, 4. Retrieved from https://wac.colostate.edu/docs/atd/articles/horning2007.pdf
• Horning, A. S., Kraemer, E. W., & WAC Clearinghouse Firm. (2013). Reconnecting reading and writing. Anderson, S.C.: Parlor Press & Fort Collins, CO: The WAC Clearinghouse.
• Huber, M., & Hutchings, P. (2005). The advancements of learning:  Building the teaching commons. The Carnegie Foundation Report on the Scholarship of Teaching and Learning. The Carnegie Foundation for the Advancement of Teaching. San Francisco: Jossey-Bass.
• Huskin, P. R. (2016).  Engagement strategies for increasing student writing success. Education, 136(3), 283-290.
• Jamieson, S. (2013).  Reading and engaging sources:  What students’ use of sources reveals about advanced reading skills.  Across the Disciplines, 10(4). Retrieved from https://wac.colostate.edu/docs/atd/reading/jamieson.pdf
• Kantz, M. (1990). Helping students use textual sources persuasively. College English, 52(1), 74-91. doi: 10.2307/377413
• MacMillan, M. & Rosenblatt, S. (2015). They’ve found it.  Can they read it? Adding academic reading strategies to your IL toolkit. In Proceedings of the ACRL Conference. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2015/MacMillan_Rosenblatt.pdf
• Moghtader, M., Cotch, A., & Hague, K. (2001). The first-year composition requirement revisited: A survey. College Composition and Communication, 52(3), 455-467. doi:10.2307/358628  Retrieved from https://www.jstor.org/stable/358628?seq=1#metadata_info_tab_contents
• Moskovitz, C. (2011). Engaging the university community in undergraduate writing instruction. Liberal Education, 97(3/4), 48-53. 
• Patterson, J., & Duer, D. (2006).  High school teaching and college expectations in writing and reading. English Journal, 95(3), 81-87.  doi:10.2307/30047049.
• Poole, A. (2013). Fiction reading strategies of college readers. Journal of College Reading & Learning, 43(2), 91-109.
• Poole, A. (2014a). Successful and struggling students' use of reading strategies: The case of upperclassmen. Learning Assistance Review (TLAR), 19(2), 59-80
• Poole, A. (2014b). The strategy use of struggling readers in the first-year composition classroom:  What We Know and How We Can Help Them. CEA Forum, 43(1), 3-20.  Retrieved from https://files.eric.ed.gov/fulltext/EJ1032475.pdf
• Russell, D. R. (2002). Writing in the academic disciplines:  A curricular history.  Carbondale, IL: Southern Illinois University Press.
• Samuels, R. (2004). Re-inventing the modern university with WAC: Postmodern composition as cultural and intellectual history. Across the Disciplines, 1.  Retrieved from  http://wac.colostate.edu/atd/articles/samuels2004.cfm
• Sommers, N. (2008). The call of research:  A longitudinal view of writing development. College Composition and Communication, 60(1), 152-164. Retrieved from https://www.jstor.org/stable/20457050?seq=2#metadata_info_tab_contents
• Sommers, N., & Saltz, L. (2004). The novice as expert:  Writing the freshman year. College Composition and Communication, 56(1), 124-149. doi:10.2307/4140684.  Stable URL: http://0-www.jstor.org.library.nsu.edu/stable/414068 
•  VanDeWeghe, R. (2006). Research matters: Scary stories and paradigm shifts:  Preparing high school writers for college writing. English Journal, 96(2), 62-66. doi:10.2307/30047130  Retrieved from https://www.jstor.org/stable/30047130?seq=1#metadata_info_tab_contents
• Wardle, E. (2007). Understanding 'transfer' from FYC:  Preliminary results of a longitudinal study. Writing Program Administration. 31. Retrieved from http://wpacouncil.org/archives/31n1-2/31n1-2wardle.pdf