Note status: :evergreen_tree:

In Brief

This is the “teaching” list for my comprehensive exam, with links to my own reading notes.

It is 35 “work units” long (countable by searching “work Unit1” without a space), as defined in my program’s PhD Program Handbook.

Book title links go to OpenLibrary’s listings, and article title links go to the most open article versions I can find.


The works on this list largely fall into two categories. The first category, composition and information literacy, aims to connect the topic of my dissertation to the most typical ways that information is taught in higher education. Instruction on “writing with sources” often provides the most direct instruction an undergraduate will receive on topics such as source evaluation, epistemology, and scholarly consensus. The second category, which includes both more general works on pedagogy and ones more narrowly focused on instructional design, speaks to my career as an instructional designer. It includes both more classic works of critical pedagogy, such as those by Freire, Giroux, or hooks, and more contemporary works like those by Bean, Darby, or Gannon. As I work with instructors across many disciplines in my position in ISU’s Instructional Technology and Resource Center (ITRC), this list includes both more general instructional design works as well as those that address online and hybrid courses.


Batch One = workUnit1

  1. Baer, Andrea. “It’s All Relative? Post-truth Rhetoric, Relativism, and Teaching on ‘Authority as Constructed and Contextual.’” College & Research Libraries News, vol. 79, no. 2, 2018, pp. 72–97. (25 pp.)
  2. Boyd, Dwight. “Dominance Concealed Through Diversity: Implications of Inadequate Perspectives on Cultural Pluralism.” Harvard Educational Review, vol. 66, no. 3, 1996, pp. 609–630. (21 pp.)
  3. Boyle, Casey. “Writing and Rhetoric and/as Posthuman Practice.” College English, vol. 78, no. 6, 2016, pp. 532–54. (22 pp.)
  4. Budd, John M. “The Library, Praxis, and Symbolic Power.” The Library Quarterly: Information, Community, Policy, vol. 73, no. 1, 2003, pp. 19–32. (13 pp.)
  5. Burkholder, Joel M. “Redefining Sources as Social Acts: Genre Theory in Information Literacy Instruction.” Library Philosophy and Practice, 2010, pp. 1–11. (11 pp.)

Batch Two = workUnit1

  1. Cooke, Nicole A. “Critical library instruction as a pedagogical tool.” Communications in Information Literacy. vol. 14, no. 1, 2020. pp. 86–96. (10 pp.)
  2. Gerolami, Natasha. “The library assemblage: creative institutions in an information society.” Journal of Documentation, vol. 71, no. 1, 2015, pp. 165–174. (9 pp.)
  3. Honma, Todd. “Trippin’ over the color line: the invisibility of race in library and information studies.” InterActions: UCLA Journal of Education and Information Studies. vol. 1, no. 2, 2004, np. (26 pp.)
  4. Kapitzke, Cushla. “(In)formation literacy: a positivist epistemology and a politics of outformation.” Educational Theory, vol. 53, no. 1, 2003, pp. 37–53. (16 pp.)
  5. Moll, Ellen. “Citizen Epistemology and Interdisciplinary, Inclusive Curriculum.” The Journal of General Education, vol. 68, no. 1–2, 2020, pp. 19–31. (12 pp.)

Batch Three = workUnit1

  1. Patin, Beth et al. “Interrupting epistemicide: A practical framework for naming, identifying, and ending epistemic injustice in the information professions.” Journal of the Association for Information Science and Technology. vol. 72, no. 10, 2021, pp 1306–1318. (12 pp.)
  2. Pawley, Christine. “Hegemony’s Handmaid? The Library and Information Studies Curriculum from a Class Perspective.” Library Quarterly, vol. 68, no. 2, 1998, pp. 123–44. (21 pp.)
  3. ———. “Information literacy: a contradictory coupling.” The Library Quarterly: Information, Community, Policy, vol. 73, no. 4, 2003, pp. 422–452. (30 pp.)
  4. Simmons, Michelle Holschuh. “Librarians as disciplinary discourse mediators: using genre theory to move toward critical information literacy.” portal: Libraries and the Academy, vol. 5, no. 3, 2005, pp. 297–311. (14 pp.)
  5. Sloniowski, Lisa. “Affective labor, resistance, and the academic librarian.” Library Trends, vol. 64, no. 4, 2016, pp. 645–666. (21 pp.)


Composition and Information Literacy

  1. Baer, Andrea. Information Literacy and Writing Studies in Conversation: Reenvisioning Library-Writing Program Connections. Library Juice Press, 2016. (202 pp., workUnit1.)
  2. Bergstrom, Carl T. and Jevin D. West. Calling Bullshit: The Art of Skepticism in a Data-Driven World. Random House, 2021. (336 p., workUnit1.)
  3. Caulfield, Mike and Sam Wineburg. Verified: How to Think Straight, Get Duped Less, and Make Better Decisions about What to Believe Online. U Chicago P, 2023. (280 pp., workUnit1.)
  4. Cicchino, Amy and Troy Hicks. Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces. WAC Clearinghouse, 2024. (487 pp., workUnit1 + workUnit1.)
  5. Cioffi, Frank L. The Imaginative Argument: A Practical Manifesto for Writers, 2nd ed. Princeton UP, 2018. (357 pp., workUnit1.)
  6. Cohn, Jenae. Skim, Dive, Surface: Teaching Digital Reading. WVU Press, 2021. (288 pp., workUnit1.)
  7. D’Angelo, Barbara J., Sandra Jamieson, Barry Maid, and Janice R. Walker, editors. Information Literacy: Research and Collaboration Across Disciplines. WAC Clearinghouse, 2016. (464 pp., workUnit1 + workUnit1.)
  8. Haider, Jutta and Olof Sundin. Paradoxes of Media and Information Literacy: The Crisis of Information. Routledge, 2022. (153 pp., workUnit1.)
  9. Kellner, Douglas and Jeff Share. The Critical Media Literacy Guide: Engaging Media and Transforming Education. Brill, 2019. Brill Guides to Scholarship in Education, Vol. 2. (126 pp., workUnit1.)
  10. Molinari, Julia. What Makes Writing Academic: Rethinking Theory for Practice. Bloomsbury Academic, 2022. (198 pp., workUnit1.)
  11. Poe, Mya, Asao B. Inoue, and Norbert Elliot, editors. Writing Assessment, Social Justice, and the Advancement of Opportunity. WAC Clearinghouse, 2018. (429 pp., workUnit1 + workUnit1.)
  12. Rule, Hannah J. Situating Writing Processes. WAC Clearinghouse, 2019. (182 pp., workUnit1.)
  13. Starke-Meyerring, Doreen, Anthony Par, and Natasha Artemova, eds. Writing in Knowledge Societies. WAC Clearinghouse, 2011. (452 pp., workUnit1 + workUnit1.)

Pedagogy and Instructional Design

  1. Bean, John C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2nd ed., Jossey-Bass, 2011. (360 pp., workUnit1.)
  2. Darby, Flower and James M. Lang. Small Teaching Online: Applying Learning Science in Online Classes. Jossey-Bass, 2019. (252 pp., workUnit1.) (My public notes.) :ballot_box_with_check:
  3. Dujardin, Gwynn, James M. Lang, and John A. Staunton, editors. Teaching the Literature Survey Course: New Strategies for College Faculty. WVU Press, 2018. (249 pp., workUnit1.)
  4. Gannon, Kevin M. Radical Hope: A Teaching Manifesto. WVU Press, 2020. (180 pp., workUnit1.)
  5. Germano, William and Kit Nicholls. Syllabus: The Remarkable, Unremarkable Document That Changes Everything. Princeton UP, 2020. (204 pp., workUnit1.)
  6. Giroux, Henry A. Counternarratives: Cultural Studies and Critical Pedagogies in Postmodern Spaces. Routledge, 1996. (208 pp., workUnit1.)
  7. Goodell, Jim and Janet Kolodner, eds. Learning Engineering Toolkit: Evidence-Based Practices from the Learning Sciences, Instructional Design, and Beyond. Routledge, 2022. (438 pp., workUnit1 + workUnit1.)
  8. Hayot, Eric. Humanist Reason: A History. An Argument. A Plan. Columbia UP, 2021. (218 pp., workUnit1.)
  9. hooks, bell. Teaching Critical Thinking: Practice Wisdom. Routledge, 2010. (198 pp., workUnit1.)
  10. ———. Teaching to Transgress: Education as the Practice of Freedom. Routledge, 1994. (224 pp., workUnit1.)
  11. Kernahan, Cyndi. Teaching about Race and Racism in the College Classroom: Notes from a White Professor. WVU Press, 2019. (228 pp., workUnit1.)
  12. Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. 2nd ed., Jossey-Bass, 2021. (288 pp., workUnit1.)
  13. Neuhaus, Jessamyn. Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers. WVU Press, 2019. (264 pp., workUnit1.)
  14. Tobin, Thomas J. and Kirsten T. Behling. Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. WVU Press, 2018. (312 pp., workUnit1.)

Reading Details

By: Ryan P. Randall
Started: 2024-04-22
Amount read: 2 of 35 works

2 pages
  • :seedling: = emerging note
  • :herb: = established note
  • :evergreen_tree: = evergreen note
  • open access = open access
  • :closed_lock_with_key: = paywalled
  • general web link = general web link

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