In a culture with few serious readers, professors belong to a privileged reading class. We are literate to nth degree. Our literacy gives us power. We can decipher, interpret, and understand. When we read the scholarship on teaching and learning, we put our high levels of literacy to use for immediate and practical good. Unfortunately, too often we do not do this as much as we might want or as much as we should, for a variety of legitimate and not-so-legitimate reasons. Why not?
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