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,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,They don,t read do they?,Ideas for a staff session on supporting student reading,LearnHigher revised 2011,1,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,2,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,3,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?,4,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,5,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,6,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:,7,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:,8,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,9,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,10,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, ,11,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?,12,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.,13,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.,14,
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