Presentation on theme: "They don ’ t read do they? Ideas for a staff session on supporting student reading LearnHigher – revised 2011."— Presentation transcript:
They don ’ t read do they? Ideas for a staff session on supporting student reading LearnHigher – revised 2011
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
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
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 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: http://www.textmapping.org/using.html 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 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
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 reading Explain writing = learning Link 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 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.
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.