academic reading practices: an academic toolkit Becoming Well Read: - - PowerPoint PPT Presentation
Collaborative planning and delivering of embedded academic reading practices: an academic toolkit Becoming Well Read: Academic Reading Symposium 2019 Rachel Lee (Keele University) - Becoming Well Read Symposium 2019 The team from Keele
Becoming Well Read: Academic Reading Symposium 2019
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Dr Clare Foster Lecturer Angela Rhead Learner developer Rachel Lee Module tutor
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Jane Shaw Liaison Librarian
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
However…
with module content - detachment within the learning process
academic reading capabilities to their study and assessment requirements
Education study and presents challenges to engage in inclusive practice for all students
colleagues from different faculties with different knowledge, experience and resources
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Working as a team we planned Level 4 and Level 5 Consumer Behaviour Marketing modules to develop wider academic capabilities in conjunction with module specific material
Lectures and tutorials
split:
read?
targeted reading?
we have read?
academic capabilities resources
Module scheme of work
by-week plan for the module
question and requirements together
learning to support student learning
sessions
Assessment
Questionnaire at the beginning of the module based on last semesters assignments
appendix of academic capabilities activities
review
at the beginning and end of the module
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Journal articles Research articles Data Textbooks Books/edited books
Lecture prep Tutorial prep Assignments To know what is already known
Questionnaires to help students reflect on their previous performance in assignments, areas they are struggling with and need to develop. Looking back
Aims to assist students to engage in the reflective process and formatively assess areas to focus on from a teaching perspective
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Need/problem recognition Information search Evaluation of alternatives Purchase product/service Post-purchase evaluation
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Assignment: Traditional decision-making models assume that consumers make a decision in a thoughtful and systematic way, but are we always so rational in our decision-making process?
Breaking down the question to find the key areas to focus for assignments Considering possible areas and angles to focus on Identifying keywords to search for in the literature Aims to help avoid ‘generalized’ answers and improve searching
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Step-by-step guides for using library systems to search for books, journals, newspapers and databases Using ‘and,’ ‘or,’ ‘advanced search’ and
their search results Aims to help students understand library resources and develop search skills
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Worksheet with questions to help them identify the key points from journal articles, establish it relevancy to their work and learn the different components that make up a journal article Aims to develop their analysis skills, answer the question of ‘so what?’ and improve academic reading skills
Finally, take a moment to consider: Who? When? Before reading further, it is important to establish who the author and publisher or organisation are: this will allow you to add to your initial thoughts on why the article has been written and also begin to evaluate its credibility and reliability. Think again about what position the article is taking and then consider when it was published: how does that impact on currency or relevance? What else was known or not known at that time? What does the article use as supporting evidence in the reference list? Now you can decide, “Is this article useful to my understanding or not?” If you’re still not sure, take a look at these websites for further questions to ask about your sources.
First, read the abstract or introduction & consider: What? Why? Most academic articles begin by telling their audience what they are presenting / arguing and why. They will also try to establish the importance or relationship
who they are writing for. Secondly, read the conclusion/final paragraphs & consider: How? So what? The end of the article presents a summary
key propositions and reasoning that have led to that position. Often the article will also present implications or aspects not yet established.
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Paragraph examples and essay extracts Provide examples of how readings and abstract/conclusion worksheets are used to inform writing to answer assignment question Aims to demonstrate that research informs writing, rather than finding research to try and back up own thoughts and opinions
Intro Point A Point B Point C Point D Conclusion Point A Ref A / Ref B / Ref C Ref A / Ref B Ref A / Ref D Ref B / Ref C Ref G Topic Sentence Summary Sentence
Using readings to inform writing
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Applying the toolkit and providing evidence
Students were required to submit key parts of the toolkit as an appendix with their assignment submission Aims to encourage active use of academic capabilities tools for assignments and to provide evidence
students
Rachel Lee - Becoming Well Read Symposium 2019 Traditional decision-making models assume that consumers make a decision in a thoughtful and systematic way, but are we always so rational in our decision- making process?
The rational decision-making model suggests that consumers will gather as much information as possible and evaluate each alternative before making a final decision (Solomon et al, 2016). However, Bargeman and Van der Poel’s (2005) research on Dutch vacationers’ decision-making suggests that this is not always the case. They found that whilst some vacationers do engage in extensive decision-making either for clarity or enjoyment of the search process, those choosing to holiday in domestic locations tend to engage in a limited decision-making process. Since limited decision-making process does not involve extensive searching and evaluation of alternatives it suggests that consumers are not always rational in their holiday decision making process (Solomon et al, 2016). This is further supported by Blichfeldt (2007) study on the habits of holidays
holidays were considered very important to some of the participants, they went through a habitualized decision- making process.
Using the toolkit to write their assignment
Another questionnaire with a mix of questions to help students reflect on their how they felt they performed in their assignments, areas they are struggled with and how useful they found the academic capabilities element of the module Aims to assist students to reengage in the reflective process to feedforward into their future academic practice and provide development areas from a teaching perspective
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
expertise
between module leaders and study support services
engagement with academic reading and development
for academic reading
1 1 2 1 5 1 9 4 5 31 15 21 23 31
35 32 39 32 37 14 36 21 28 13
7 8 3 4 6
evidencing the landscape literature search reading/critical thinking reviewing & analysing articles synthesising/understanding grades
Usefulness of tutorials
1 2 3 4 5 n/a
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Throughout the process, it was vital that we gained insight into students experiences of a course module embedded with academic capabilities for future teaching practice and implementation Wider application: ‘Thought the skills tutorials were very useful for all of my modules not just this one.’ Improvement: ‘The preparation for the essay was really beneficial - the essay was much easier to write as I planned thoroughly, using the advice given from the sessions.’ Transferability concerns: ‘Tutorials helped with assignment work and structure, although I do not know if I have learned much related to the upcoming exam.’ Study confidence: ‘The study skills was a great idea to use for the course. The tutorials were relevant with the essay which I think was good as it made me feel more confident.’ Capabilities reminder: ‘I believe the tutorials at the beginning of this semester served a good reminder of how to write, prep and cite essays.’ Different needs: ‘Good module - content can be improved (less how to find articles and library search, more on how to write structure literature reviews).’
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Adaptability: Being prepared to adapt sessions as the module progresses to meet the needs of the learners. Unknown knowledge: Realisation that students were not necessarily able to recognise differences in terminology used in journal article for different sub-sections or reading resources, even after capabilities sessions. Becoming the student: Using the toolkit personally improved relatability to students and own reading/writing practice. Collaboration: The value of multiple perspectives before, during and after teaching of sessions and the impact of creating an open, relaxed learning environment. Resistance to change: Resistance faced by students to change their study and writing methods. Reading to inform their discussion, rather than finding reading to support their opinion. Resource testing: Checking that reading resources chosen optimise the learning for students. Toolkit misuse: Students viewing the toolkit as an ‘after thought’ exercise, rather than part of the assignment process.
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
risks students seeing academic reading as an ‘add-on’ activity, rather an essential process to their study development.
modules can help students engage in an ongoing process of learning of how to become well read. This can improve confidence, performance and ability to apply their capabilities to other areas of study.
academic capabilities and can be adapted to suit the needs and study levels of students.
challenges, but this only enhances the learning journey and encourages continual improvement and development both for students and for educators.
4/10/2019 ADD A FOOTER Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Rachel Lee (Keele University) - Becoming Well Read Symposium 2019
Email:
c.i.foster@keele.ac.uk
Email:
r.s.lee@keele.ac.uk
Keele University Rachel Lee Keele University