1. Mary Lee Jensen Academic Advisor Academic Advising Center September 2014

2.  Identify kinds of college readings  Identify strategies for active reading  Apply appropriate strategies to different types of readings.  De-stress!  Answer your questions.

3. Academic material is not meant to be read. It is meant to be ransacked and pillaged for essential content. University of Canberra – Academic Skills web page. www.canberra.edu.au

4.  Even the most successful students will not be able to read ALL of the material that is assigned by all of their professors in a semester.  This is not an endorsement of opting out of reading, but does mean that you have to manage and prioritize your readings.  All readings do not have the same value!

5.  Textbooks  Recommended/Supplemental Readings  Fiction – plays/novels  Journal/Research Articles – for class & papers  Blogs/posts/other Web-based readings  What else?

6.  Make a connection between the readings and class content.  Avoid reading a large number of pages at once.  Read in small chunks for maximum retention and effectiveness.  If you get to the end of a paragraph or page and can’t remember what you read – STOP!  Reread with purpose – jot down main ideas.

7.  Visual – concept maps, diagrams, different colors for vocabulary, questions, main ideas  Auditory – read out loud  Read/write – take notes, make lists, bullet points  Kinesthetic – act of writing, move around while reading, coloring/highlighting

8.  Most familiar with this type of reading – more pages.  Review the structure of the textbook – subheadings, discussion questions, vocabulary words highlighted, case studies, diagrams/charts.  Different disciplines – different structures.  For each chapter – get a sense of the topic to be covered before starting to read.  How does the chapter relate to what was discussed in class or WILL BE discussed?

9.  Jot down the sections (see handout).  Read and summarize the section in three main points.  Highlight or write down unfamiliar words  Develop a shorthand to reduce time and effort  Write down questions you have while reading. What is not clear?  Use discussion questions to quiz yourself.

10.  Usually not divided into sections like textbooks.  May be a packet created by your professor; may be a book of readings; may be an entire book.  May or may not include visuals/diagrams, etc.  Read the introductory paragraphs and summary or conclusion of each chapter to get a sense of the main focus.  Then read through the chapter as time allows.

11.  Find reviews of the book to give you a sense of where it fits into the discipline (scholarly journals).  Ask a librarian for help: ithacalibrary.com/services/staff.php  Do not incorporate these ideas into your own essays without attributing them to the author of the review.  Don’t panic if you get behind!

12.  Keeping up with the reading is more critical since discussion focuses on the literature.  Assigned papers will more directly relate to the literature.  How is discussion conducted in class? Professor led? Student led?  Many resources for summaries/analysis.  Ask a librarian to direct you to reference books and critical essays. ithacalibrary.com/services/staff.php

13.  Introduction and conclusion provide valuable information.  Journal in which article is published can provide clues to perspective.  Literature review provides context.  Middle section usually methodology, statistical analysis – can skim EXCEPT if articles are being read for research methods class

14.  Be aware of the reading that is required – use your syllabi to plan out reading assignments.  Set aside specific blocks of time in your weekly schedule for specific course readings.  Use subject encyclopedias or web sites to help you understand complex ideas.  If you start to get behind or get overwhelmed, focus on the ideas behind the reading – get the gist of it.  Ask your professor for guidance in prioritizing.

15.  Match the strategy on the card with the different kinds of readings on your table.  Some readings may have the same strategy.  There are multiple copies of some cards.  If there is a missing strategy, write it on the blank card.