What Am I Reading? How Teaching Genre Improves Civic Skills
By Katherine Knutson and Rachel Flynn, Gustavus Adolphus College
Students encounter information in myriad ways, making it difficult to discern what they are reading and why it matters. This article details a collaborative pedagogical approach between political science and library faculty to teach students to recognize and consider the genre and rhetorical context of the information they read. The authors argue that this is a critical civic skill that will help students more effectively navigate the complex and confusing world of contemporary political communication. Readers will explore the theoretical implications of this approach and gain practical strategies for applications in their own classrooms.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.
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