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 University Dr Clare Foster Angela Rhead Rachel Lee Jane Shaw Learner developer Liaison Librarian Lecturer Module tutor Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

Academic Capabilities Initiative Collaboration between lecturers, a learning developer and a liaison librarian at Keele University to embed academic practice development in the curriculum to increase student engagement with academic journals Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

Why the initiative? Previously learner developers would deliver ‘one - off’ academic practice sessions in a lecture slot However… ▪ This causes separation of academic capabilities embedded with module content - detachment within the learning process ▪ Impacts students ability to effectively learn and implement academic reading capabilities to their study and assessment requirements ▪ Does not tackle the ongoing complexities of Higher Education study and presents challenges to engage in inclusive practice for all students ▪ Restricts the long-term benefits of collaborating with colleagues from different faculties with different knowledge, experience and resources Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

How did we plan to embed it? 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 Module scheme of work Assessment • Four two-hour lectures were • Collaboratively created the week- split: • Formative/diagnostic: by-week plan for the module - 1 hour module content Questionnaire at the beginning of the module based on last • Designed the assessment - 1 hour academic capabilities semesters assignments question and requirements • Week 1 – what/why do we • together Summative: read? - Lvl 4 – 2000 word essay with • Produced an active scheme of • Week 2 – Finding the focus for appendix of academic learning to support student capabilities activities targeted reading? learning - Lvl 5 – 2000 word Literature • Week 3 – How do we read? • Liaised with library services to review • organise pre-booked library Week 4 – How do we use what • Self-assessment: Questionnaires we have read? sessions at the beginning and end of the module • Tutorial sessions actively using academic capabilities resources Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

Implementing & embedding the Academic Capabilities Toolkit Stage 1: What/why do we read? Self-assessment and reflection Journal articles Lecture prep Research articles Tutorial prep Data Assignments Textbooks To know what is Questionnaires to help students reflect on Books/edited books already known their previous performance in assignments, areas they are struggling with and need to develop. Looking back over feedback from previous assignment. 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

Implementing & embedding the Academic Capabilities Toolkit Stage 1: What/why do we read – the role of the active scheme of work Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

Implementing & embedding the Academic Capabilities Toolkit Stage 2: The assignment question Need/problem What are the students trying to research and recognition find out? Information Traditional decision-making models search assume that consumers make a Evaluation of decision in a thoughtful and systematic alternatives way, but are we always so rational in Purchase our decision-making process? product/service Post-purchase evaluation Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

Implementing & embedding the Academic Capabilities Toolkit Stage 3: Finding a focus Analysis Brainstorm/analysis mapping Breaking down the question to find the key areas to focus for assignments Considering possible areas and angles Assignment : to focus on Traditional decision-making models Identifying keywords to search for in assume that consumers make a decision the literature in a thoughtful and systematic way, but Aims to help avoid ‘generalized’ are we always so rational in our answers and improve searching decision-making process? Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

Implementing & embedding the Academic Capabilities Toolkit Stage 4: Search protocol Developing search capabilities Step-by-step guides for using library systems to search for books, journals, newspapers and databases Using ‘and,’ ‘or,’ ‘advanced search’ and other search skills to help them focus their search results Aims to help students understand library resources and develop search Library session skills Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

Implementing & embedding the Academic Capabilities Toolkit Stage 5: How do we read? Scanning Abstract and conclusion worksheet First, read the abstract or introduction Secondly, read the conclusion/final & consider: paragraphs & consider: What? How? Why? So what? Worksheet with questions to help them Most academic articles begin by telling The end of the article presents a summary identify the key points from journal their audience what they are presenting of the main argument / findings with the / arguing and why. They will also try to key propositions and reasoning that have articles, establish it relevancy to their establish the importance or relationship led to that position. Often the article will of their work to the field generally and also present implications or aspects not yet work and learn the different who they are writing for. established. components that make up a journal Finally, take a moment to consider: Who? When? article 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 Aims to develop their analysis skills, 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 answer the question of ‘so what?’ and else was known or not known at that time? What does the article use as supporting evidence in the reference list? improve academic reading skills 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. Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

Implementing & embedding the Academic Capabilities Toolkit Stage 6: How do we use what we have read? Using readings to inform writing Paragraph examples and essay extracts Topic Sentence Intro Ref A / Ref A / Ref B / Ref B Point A Ref C Provide examples of how readings and abstract/conclusion worksheets are Point A Ref B / Point B used to inform writing to answer Ref C assignment question Point C Ref A / Ref G Aims to demonstrate that research Ref D informs writing, rather than finding Summary Sentence Point D research to try and back up own thoughts and opinions Conclusion Rachel Lee (Keele University) - Becoming Well Read Symposium 2019

Implementing & embedding the Academic Capabilities Toolkit Stage 7: Self-directed learning and application to assessment Using the toolkit to write their assignment Applying the toolkit and providing evidence 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 Students were required to submit key each alternative before making a final decision (Solomon et al, 2016). However, Bargeman and Van der Poel’s (2005) parts of the toolkit as an appendix with 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 their assignment submission clarity or enjoyment of the search process, those choosing to holiday in domestic locations tend to engage in a limited decision-making process. Aims to encourage active use of 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 academic capabilities tools for decision making process (Solomon et al, 2016). This is further supported by Blichfeldt (2007) study on the habits of holidays assignments and to provide evidence of Danish tourists. Blichfeldt (2007) found that even though holidays were considered very important to some of the participants, they went through a habitualized decision- of how it has been used by the making process. students Rachel Lee - Becoming Well Read Symposium 2019