Author Description

In this qualitative study of northern California Community college composition instructors, the author begins to build a grounded theory of the factors that influence composition instructors' choices of readings¿an infrequently examined yet significant part of the practice of teaching composition. This work is framed by contemporary theoretical discussions in the college composition discipline, namely those concerning the marginalized status of contingent composition workers and the ¿post-process¿ movement¿infused with critical pedagogy and the post-positivism of postmodern theories. A careful analysis of data¿surveys, interviews, and syllabi¿reveals that several complex factors influence instructors' choices of readings. Findings are contextualized within a larger discussion of critical pedagogy, composition theory, and composition instructor status (i.e. contingent or permanent). The final chapter discusses the implications of this study¿s findings in light of composition curriculum and the American Library Association¿s recommendations for including information literacy standards in the higher education curriculum.