597 TEXT & RESOURCE REVIEW FORUM: Professional Resources M. Kristiina Montero | Editor Call for Collaboration: A Review of the Handbook of College Reading and Study Strategy Research Jennifer C. Theriault W ithin the current focus on college and career readiness, no universal definition of col- lege readiness exists, largely because of the multidimensionality of the concept. Rather, various definitions and measurements prevail, particularly as multiple factors contribute to the complex notion of col- lege readiness. Despite disagreements over what college readiness is and how to measure it, a common tenet of college readiness is the ability to comprehend complex texts (e.g., ACT, 2018). This ability to comprehend complex texts is vital, as researchers have estimated that 85% of learning comes from independent reading (Nist & Simpson, 2000). Yet, the percentage of ACT-tested high school graduates meeting the ACT readiness benchmarks in reading in 2018 was 46% (ACT, 2018). Within an era centered on the completion agenda (Inside Higher Ed, 2014), a broad- based reform movement led by state and federal policy- makers designed to increase the number of Americans with postsecondary degrees, college reading readiness and instruction demands attention. The third edition of the Handbook of College Reading and Study Strategy Research, edited by Rona F. Flippo and Thomas W. Bean (2018), provides such attention regarding college reading readiness and instruction. In the first and second editions, published in 2000 and 2009, respectively, the contributing authors addressed the changing economic, sociocultural, educational, and political demands related to a field in transition. This edition is no different, but it sets itself apart in two im- portant ways. First, one of the editors and several of the new chapter authors, who have historically been con- sidered secondary reading researchers, contributed to this edition. This intentional inclusion of colleagues from the secondary literacy field supports the hand- book’s focus on a two-way street between high school and college. Second, this edition makes an explicit call for collaboration. Contributing authors invite readers to think about collaborating across grade levels, institu- tions, programs, campuses, and disciplines. This focus on partnerships, particularly between the fields of secondary and postsecondary literacy, is critical to the field of college reading and study strategy instruction in two major ways. First, with completion agenda programs such as dual credit, which allow stu- dents to enroll in courses that typically grant academic credit for both high school and college coursework, both postsecondary and high school professionals must work together to address issues such as instructor qualifica- tions, policies, and curricula. Second, if quality literacy instruction at all levels is the goal, secondary and post- secondary professionals must continue professional development. Thus, the handbook can serve as a profes- sional development resource for educators and admin- istrators of college literacy, reading, learning, and study strategies instruction and student support, as well as those who work with students in secondary contexts and students transitioning to postsecondary literacies. Three themes addressed in the handbook, discussed next, reflect the pressures and issues facing all stake- holders of literacy education. The Handbook's Themes One major theme throughout the handbook is the deem- phasis of college reading instruction. Policy mandates, program models, and developmental education reform, although many times viable or successful, often un- dermine college reading instruction. This reduces the Journal of Adolescent & Adult Literacy Vol. 63 No. 5 pp. 597–599 doi: 10.1002/jaal.1031 © 2020 International Literacy Association JENNIFER C. THERIAULT is a doctoral candidate and an instructor in the Department of Curriculum and Instruction at Northern Illinois University, DeKalb, USA; email jtheriault1@niu.edu.