Eric J. Paulson, Nasrin Feizipour, Mahdiyeh Mamizadeh Pakchin
{"title":"The Seductive Detail Effect and Why It Matters for College Textbook Reading","authors":"Eric J. Paulson, Nasrin Feizipour, Mahdiyeh Mamizadeh Pakchin","doi":"10.1002/jaal.70059","DOIUrl":"https://doi.org/10.1002/jaal.70059","url":null,"abstract":"<p>In this article, we discuss the seductive detail effect and its potentially harmful presence in learning materials like college textbooks. Our goal is to consider how seductive details can be detrimental to learning from text, particularly for those readers who struggle the most with college-level texts, and how to mitigate those negative effects. Seductive details are interesting, but irrelevant, portions of text that are only tangentially related to the topic of the text and are often of a controversial or sensational nature. When found in learning materials like textbooks, seductive details can have a negative impact on readers' ability to learn from that text. We discuss the seductive detail effect, how it can impact reading and learning from textbooks, and provide suggestions for how college reading instructors can help students mitigate adverse effects of seductive details while supporting their students' ability to independently learn from text.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148281952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“I've Found the Reader Inside Me Again”: Creating a Culture of Reading for Teachers","authors":"Bailey Herrmann, Jessica Gallo","doi":"10.1002/jaal.70057","DOIUrl":"https://doi.org/10.1002/jaal.70057","url":null,"abstract":"<p>This discussion piece explores how K-12 teachers enrolled in a graduate-level literacy engagement course engaged in a culture of reading. Through assignments like a literacy autobiography and a “book stack” project with discussion groups, teachers were encouraged to examine their literate identities, read for pleasure, and develop daily reading habits. The teachers' increased reading habits and informal conversations about books fostered a community of readers and inspired teachers to make changes to their teaching of reading. We explain that when teachers experience their own literate development, they become more authentic models for their students and prioritize choice and enjoyment in reading.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148167064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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