Watch Matt Huett and Paul T. Corrigan’s discussion of Naomi S. Baron’s book Words on Screen: The Fate of Reading in a Digital World (Oxford UP, 2015). The book offers an […]
In a culture with few serious readers, professors belong to a privileged reading class. We are literate to nth degree. 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? Obstacles abound.
That many of us read the scholarship on teaching and learning may largely be explained by its utilitarian value, i.e., we read because doing so may prove useful in improving our teaching. However, beyond its “use-value,” many of us read because doing so fits the ethos of professorship. To wit, we value reading, curiosity, lifelong learning, critical thinking, evidentiary reasoning, capacity for sustained effort, and quality.
It is obvious that knowing does not automatically lead to doing. Case in point, there is a wide gap between knowing about effective teaching practices and implementing them. So why […]