Conclusion
References
something that I intend to explore.
Conclusion
It is clear that academic reading is a fundamental element of studying in higher education, yet much of the support offered to students focuses on academic writing. This resource was designed to facilitate discussion with students about their experiences of academic reading and to encourage an active approach to reading academic material. By using a fairy tale as an example text, it is possible for a diverse group of students to participate in the activity, irrespective of their subject area. The discussion questions stimulate wider conversations about the context, content and argument( s) found in academic material, as well as the consideration of how critical thinking can be demonstrated in written work. I have adapted the resource following student and colleague feedback, and it is clear that there are further opportunities for using this resource as part of a growing provision of Learning Development support in relation to academic reading.
References
Abegglen, S., Burns, T., Middlebrook, D. and Sinfield, S.( 2020). Outsiders looking in? Challenging reading through creative practice. Journal of University Teaching & Learning Practice, 17( 2). Available online: https:// ro. uow. edu. au / jutlp / vol17 / iss2 / 7 Accessed: 1st February 2021.
Baker, S., Bangeni, B., Burke, R. and Hunma, A.( 2019). The invisibility of academic reading a social practice and its implications for equity in higher education: a scoping study. Higher Education Research and Development, 38( 1), 142-156. Available online: https:// doi. org / 10.1 080 / 07294360.2018.1540554 Accessed: 15th July 2021.
Cleto, S., and Warman, B.( 2019). Teaching with Stories: Empathy, Relatability, and the Fairy Tale. Marvels and Tales, 33( 1), 102-115. Available online: https:// doi. org / 10.13110 / marvelstales. 33.1.0102 Accessed: 11th July 2021.
Davis, S. H.( 2009). The Use of the Familiar to Introduce Literature. Changing English, 16( 4), 417-422. Available online: https:// doi. org / 10.1080 / 13586840903392011 Accessed: 11th July 2021.
Brothers Grimm.( 2009). The Fairytale of Rumpelstiltskin, Translated by J. Crick. Available online: https:// www. theguardian. com / books / 2009 / oct / 13 / fairytales-rumpelstiltskinbrothers-grimm Accessed: 14th July 2021.
Kimberley, E. and Thursby, M.( 2020). Framing the text: understanding emotional barriers to academic reading. Journal of University Teaching & Learning Practice, 17( 2). Available online: https:// ro. uow. edu. au / jutlp / vol17 / iss2 / 2 Accessed: 1st February 2021.
Lim, F. V. and Toh, W.( 2020). How to teach digital reading? Journal of Information Literacy, 14( 2), 24-43. Available online: https:// dx. doi. org / 10.11645 / 14.2.2701 Accessed: 1st July 2021.
MacMillan, M.( 2014). Student connections with academic texts: a phenomenographic study of reading, Teaching in Higher Educatio, 19( 8), 943-954. Available online: https:// doi. org / 10. 1080 / 13562517.2014.934345 Accessed: 3rd August 2021.
Manarin, K., Carey, M., Rathburn, M. and Ryland, G.( 2015). Critical reading in higher education: Academic goals and social engagement. Bloomington, IN: Indiana University Press. Available online from ProQuest Ebook Central. Accessed: 18th August 2021.
Marinkova, M. and Leslie, A.( n. d.). Becoming well read or reading well? Academic reading circles as an innovative and inclusive practice. Available online: https:// www. keele. ac. uk / kiite / conferences / academicreadingsymposium / becomingwellread2021 / marinkovaleslie / Accessed: 15th July 2021.
Miller, K. and Merdian, H.( 2020).“ It’ s not a waste of time!” Academics’ views on the role and function of academic reading: A thematic analysis, Journal of University Teaching and Learning Practice, 17( 2). Available online: https:// ro. uow. edu. au / jutlp / vol17 / iss2 / 3 Accessed: 1st July 2021.
Paper # 1 15