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Evidence from national assessment data and Project Information Literacy research links weak reading readiness to academic struggles and workplace challenges in pattern recognition and information use.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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to read analytically and deeply should be one of the most important takeawaysfrom college. But are educators equipping students with the skills they need for today?  \nC U LT U R E  \nBY ALISON J. HEAD  \nAPRIL 7, 2021  \nTweet  \nAs soon as they begin college, course reading awaits them. Oëen students will be required to read texts closely, not just to glean important facts and ³gures, but to arrive at understanding through context, inference, and making connections of their own.  \nFor college students in America today, these reading competencies are not only essential for academic success, but for functioning in the workplace and participating in a society that is increasingly more divided than ever over the veracity of news and information.  \nPhoto by ©Kevin Carden  \n[https://projectinfolit.org/pubs/provocation-series/essays/reading-in-the-age-of-distrust.html](https://projectinfolit.org/pubs/provocation-series/essays/reading-in-the-age-of-distrust.html) 1/10  \n6/8/2021 Reading in the Age of Distrust | PIL Provocation Series  \nBut how many faculty spend time talking to students about becoming stronger readers of all kinds of texts, not just assigned content? There’s the little-discussed skimming and scanning that most students have been doing since third or fourth grade for scrolling through social media feeds, news digests, and textbook assignments. Then there’s the college-level immersive reading for making sense out of texts that many professors in a variety of disciplines expect of them.  \nBoth types of reading co-exist in a world ´ooded by content. Both are situated in a context. Both are necessary. And yet, there’s every indication that discussions about the purpose of assigned readings and strategies for mastering the art of deep and analytical reading get short shrië in the majority of di²erent courses students will take.  \nWhile educators believe reading is an investment in learning and knowing, what many aren’t considering is what reading analytically means to civic life in the digital age when many of the old gatekeepers of traditional publishing are disappearing. As new voices have emerged and there is an explosion of reading material, there is also less quality control and editorial oversight for accuracy.  \nNor are faculty re-evaluating their own role in ensuring that students are prepared not just to read critically, but also to discover the contexts and social constructs that shape texts in a variety of ways. For students, these competencies are urgently needed for making sound choices in a fast-paced and oëen chaotic world.  \nAs trust in the written word continues to fray, are educators doing enough to prepare students for this new world of reading?  \n“Connecting the Dots”  \nNearly two-thirds of ³rst-year students are unprepared for the college-level reading they will be expected to do, according to the latest National Assessment of Educational Progress Report. This ³nding resonates loud and clear with research we’ve conducted for the past decade at Project Information Literacy (PIL), a national research institute that has studied the information practices of nearly 21,000 [U.S. college](U.S. college) students.  \nWe ³rst noticed problems with college reading as part of a 2013 PIL study on how students make the information transition from highschool to college. Students we interviewed in composition courses said they felt unprepared to read the texts they were assigned by faculty and the materials they sought out independently to complete their assignments.  \nMore than a third of the students described having diµculties with reading comprehension, the very basis for deep and analytical reading. Even though ³rst-year students may have some of the vocabulary, most lacked the analytical skills for making inferences, interpreting results, and solving complex problems that are necessary for college-level reading.  \nStudent","cbCaisSCKrcuOC2x","https://ap.wps.com/l/cbCaisSCKrcuOC2x","pdf",1614437,"English","# Project Information Literacy Provocation Series\n## Reading in the Age of Distrust\n## “Connecting the Dots”\n## “Suspicious Minds”","[{\"question\":\"What reading competencies does the essay argue students need in college?\",\"answer\":\"It argues students must read closely and analytically, using context, inference, and their own connections rather than only extracting facts or figures.\"},{\"question\":\"How does the essay describe the gap between students’ current habits and college reading demands?\",\"answer\":\"It contrasts everyday skimming and scanning habits with immersive deep reading expected across disciplines, noting that many students are unprepared for comprehension, inference, and integrating information.\"},{\"question\":\"What evidence does the essay cite about reading readiness and its impact?\",\"answer\":\"It references national assessment findings that most first-year students are unprepared for college-level reading and discusses Project Information Literacy research and employer interviews showing workplace difficulties in making patterns and connections.\"}]","Reading in the Age of Distrust | PDF",1792058713,25]