This presentation offers a radical reimagining of information literacy by challenging the invisibility of reading. Traditional approaches separate reading from searching and evaluating, prioritizing the latter and leaving students struggling to make meaning from scholarly sources. Research shows that students rely on survival reading strategies that hinder synthesis, relevance assessment, and engagement with scholarly nuance. This session invites participants to explore strategies for embedding reading instruction in different teaching situations, question long-standing norms about information literacy, and consider how centering reading helps students navigate an AI-driven environment that undervalues deep, efficient, and critical reading.
Participants will: 1. Describe the impact of reading on students throughout their research process 2. Identify problematic student behaviors that impact reading efficiency 3. Develop strategies for instruction and consultation in order to guide students in becoming better readers in a scholarly environment
