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They don ’ t read do they? Ideas for a staff session on supporting student reading LearnHigher – revised 2011.

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Presentation on theme: "They don ’ t read do they? Ideas for a staff session on supporting student reading LearnHigher – revised 2011."— Presentation transcript:

1 They don ’ t read do they? Ideas for a staff session on supporting student reading LearnHigher – revised 2011

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

3 Why some don ’ t read Lack cultural capital Lack of academic capital Studying seen as part time Students read less than they did Sheer amount of information … Shift to modularity – more reading expected of less inducted students with less time Subjects seen as vocational rather than academic Effect of HE policy and practice

4 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?

5 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

6 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

7 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:

8 Model it! Model reading yourself – breaking text into chunks – use of skim and scan & in depth Discuss your reading – it can be difficult for everyone! Split students into pairs/groups – give a text to read in class Textmapping can help:

9 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 reading O – 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 text R – re-read annotations - make key word notes R – review your notes – set new goals

10 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

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

12 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?

13 Make reading necessary Make it impossible not to read: Read this & come to seminar with: Three words that describe how it made you feel A bare bones summary (25 words) A visual summary An object that represents something from the text – to discuss One question that you would ask the author A one minute presentation Value the effort that is put in when it is.

14 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.


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