Opening Session
Parallel A
BWR 2022 Abstracts
The following abstracts are for presentations from the 2022 Becoming Well Read symposium and follow the order of the day .
Opening Session
Reflecting Back : Return of the Pledge 1
Rachel Lee , Keele University Jane Saville , University of the West of England Charlotte Stevens , The Open University
Charlotte Stevens , Rachel Lee and Jane Saville all made pledges at the 2021 Becoming Well Read ( BWR ) symposium and following that , contributed reflections to Keele ’ s Journal of Academic Development and Education ( JADE ). They return in this first session to share thoughts and reflections on experiences of academic reading practices over the past year from three different perspectives : individual , student and staff .
Drawing on data collected from delegates when they registered for BWR22 , the presenters will open a discussion around barriers to academic reading , and ways to overcome them , which will continue throughout the symposium . They will return to these discussions during the closing session when we will all be invited to write pledges for the forthcoming year .
Parallel A
To hack or not to hack : The ethical dilemma of teaching reading hacks to students
Ryan Arthur , Birkbeck College , University of London
8
‘ Hacks ’ in contemporary times are shortcuts to otherwise lengthy tasks . Reading ‘ hacks ’ were born out of the mass digitisation and collation of academic texts , increasing sophistication of search engines and the massification of the HE sector . Reading ‘ hacks ’ significantly reduce the time and labour of obtaining and applying knowledge . Thus , students have come into a new way oflearning that is drastically different to their educators . This developing trend presents a dilemma ; should educators fight against the tide and maintain the practices of the ‘ analogue ’ classroom , or should they harness these ‘ hacks ’ to improve the learning experiences of their students ?