academic reading for tutors - qooqrrr

They don’t read do they?

Ideas for a staff session on supporting student readingDrawing on LDHEN discussion (2011)

London Met – reading reading

Why students are not readingWhat’s it for – why do we want our students to read?Range of practical activities to encourage reading – thinking - writing

Why some don’t read

Lack cultural capital Lack of academic capital Studying seen as part timeStudents read less than they didSheer amount of information…Shift to modularity – more reading expected of less inducted students with less timeSubjects seen as vocational rather than academicEffect of HE policy and practice

What’s it for?

Why do you want your students to read?Quantity?The ability to find difficult sources? The discovery of obscure texts? Reading for meaning? Reading for critical engagement?http://www.publishinghub.net/

What we can do

Make explicit what we mean by taken for granted practices

Independent learner

Reading list

Read around the subject

Read and make notes

Student Activity

Brainstorm: Why do we read? How do we know what to read? How can we read effectively?How much should we read?

Discuss with group – acknowledge reading is difficult – but gets easier with practice

Read in the curriculum

Embed opportunities for students to develop academic practices in the curriculum:Acknowledge time constraints: specify how many sources; photocopy…

Make space for reading and reading related activities:

Model it!

Model reading yourself – breaking text into chunks – use of skim and scan & in depthDiscuss your reading – it can be difficult for everyone! Split students into pairs/groups – give a text to read in classTextmapping can help: http://www.textmapping.org/using.html

Support it: make a meal of your reading

Teach the QOOQRRR active reading strategy:Q – Question: before reading, students need to ask: what do I know? What do I need? Then -O – Overview: the course handbook, AIMS and OUTCOMES show the what & why of readingO – Overview: what you are reading - intros/outros/first sentences. Then - Q – Question again: why am I reading this, now?R – read actively and interactively – marking textR – re-read annotations - make key word notesR – review your notes – set new goals

Active, interactive & critical reading strategy

Student Activity – have a short reading session in class:

Tip: For EACH significant section: What is this paragraph about? Where is the writer coming from?Who would agree/disagree with this position? What is the argument? Who would dis/agree? What is the evidence? Is it valid? How do you know?Make annotations – marginalia - short notes.

TIP: index cards of all sources – re-cycle reading

Link to writing:

Issues with reading and writing! Hence increase in plagiarism?Explain point of readingExplain writing = learningLink reading strategy to writing strategy‘The paragraph as dialogue’ …

Writing questions:

These questions can shape & support writing:What is this paragraph about?What exactly is that? What is your argument? (Tell me more)What is the evidence (for & against)?What does it mean?How does this relate back to the question as a whole?

Make reading necessary

Make it impossible not to read:Read this & come to seminar with:Three words that describe how it made you feelA bare bones summary (25 words)A visual summaryAn object that represents something from the text – to discussOne question that you would ask the authorA one minute presentation

Value the effort that is put in when it is.

Emergency tactic:

When half of them have not read the set text:Get everyone to select one sentence from the text that they have found meaningful (a main point or an idea with which to argue). Get them to write this on a post-it or on the whiteboard and say why they chose it. The ones who did read should be able to make an informed choice – others have to busk it… An interesting discussion ensues!!Maybe they all read next time.