PLANNING INSTRUCTION & LEARNING ACTIVITIES (read more: pp 132 - 150 in the JITT Guide)
WHAT IS IT?
Reading is “a complex repertoire of practices that are text-type and context dependent, essentially concerned with meaning making”. Reading is inextricably intertwined with the disciplinary content, context, and values that most students are relative newcomers to, yet is “based on their engagement with background knowledge, schematic understandings and ideological perspectives” (Baker et al., 2018)1.
It is while reading that students engage with the text directly. Research shows that good readers are active readers. Proficient readers establish goals for reading; they monitor and evaluate their own reading processes in an ongoing manner to assess the extent to which their reading process helps them to achieve their goals; they vary their reading process according to their purpose; they predict content before they read it; and they “construct, revise and question the meanings they make as they read” (Duke & Pearson, 2002, p. 205).
- of UCD students report that, on average, they complete 80% or more of their assigned course reading (UCUES, 2018).
- “While I don’t always complete all of my assigned reading, I’ve noticed that I prioritize reading for classes where professors provide me with a worksheet or guide to complete while I am reading.”
- “I really appreciated the class where the instructor took the time to show us how she reads an academic journal article. Hearing her thought process helped me see what I was doing well, and what I needed to improve.”
- How can you integrate previews of readings into class (i.e., Who is the author? Who is the intended audience? What occasion prompted this writing? What is the author’s purpose?)
- How can you prompt and remind students of connections between the readings and their prior courses and experiences?
- 1. List of all references in the complete JITT Guide.