Take 5

Promoting reading

We know that academic reading is part of being a University student – and that students must read. However – typically students resist and even fear academic reading.Do support academic reading with in-class activities – and possibly by setting ‘reading’ assignments: make some class time for students to learn how to read ‘academically’.

See Study Hub:

reading: http://learning.londonmet.ac.uk/epacks/studyhub/reading.html

referencing: http://learning.londonmet.ac.uk/epacks/studyhub/referencing.html

Here are some activities that have worked with us:

Textmapping

Textmapping article on Formative Feedback

Compile annotated bibliographies

Real reading

Visual reading

Reading Dossier

Subject Dictionary

1: Textmapping:

Introduce students to the concept of active notemaking and reading (do use the Study Hub – and/or ask CELT for PPT sessions to teach from).

In groups: ask students to annotate A3 scrolls that you have prepared from articles that are interesting and challenging but quite short.

After they have been annotating for about seven minutes – feed in an assignment question that they should answer using the article. Tell them they have X-minutes to prepare a three-minute presentation. The notemaking should change quite dramatically – for now they are focussed and have a clear and urgent reason for the reading.

Each group presents – there is discussion.

Meta-reflection: How did the notemaking change when the assignment topic was introduced? What does this tell us about successful academic reading…?

2: Textmapping of Academic Writing article: Set students to read, annotate, engage with: Wilkinson S (08) ‘Optimising teaching and learning through the use of feedback on written assignments in History’ in Investigations Vol 5 (1) pp30-35

In groups: Produce 50-word essays on Either: Successful University writing Or Successful University reading.

Peer review essays, revise – post to own blogs… Reflect on the session…

3: Compile online annotated bibliographies using Social bookmarking sites like Diigo or by using FaceBook as a Reading Journal.

4: Real reading: set students the task of finding a fresh, relevant journal article pertinent to your subject. After justifying their choice – each student has to produce a formal, short review of the article – pithy and well-written enough for publication. Publish the reviews in a class website.

5: Visual reading: set students the task of turning a relevant article into a comic book: for other students; for non-initiates; or for their auntie… (See https://www.google.co.uk/search?q=Notes+as+comic+books&espv=2&biw=1152&bih=755&tbm=isch&tbo=u&source=univ&sa=X&ei=dUgQVI-rI9Lb7Aa3mICADg&ved=0CDEQsAQ )

6: Reading Dossier: set students the task of compiling a Reading Dossier or Journal wherein they make brief notes on ALL the reading they do for your course. Items recorded must be pertinent, adequately recorded for future referencing – and should be pithy (key words – not sentences); made memorable in some way (highlighting, mnemonics, illustrations); and hopefully should be tied to your assignments. Tip: Award prizes for the best Journal/Dossier.

7: Subject Dictionary: Especially suitable for first year students – in one specific module – or across a suite of modules – require students to produce their own Subject Dictionary for the people, theories, concepts that they are learning in your subject. As with a Reading Dossier, iItems recorded must be pertinent, adequately recorded for future referencing – and should be pithy (key words – not sentences); made memorable in some way (highlighting, mnemonics, illustrations); and hopefully should be tied to your assignments. Tip: Award prizes for the best Subject Dictionary.