This workshop will introduce participants to a variety of reading technologies ( software and hardware ) and accompanying reading strategy guidance that comprise the Learning Innovation Showcase at the Saïd Business School Sainsbury Library .
Participants will have a chance to get hands on experience with some of the technologies and should expect to learn things that may improve their own digital reading practices . The discussion here will focus on the interaction between the affordances of digital reading materials and their interaction with students ’ existing reading strategies . The focus on affordances will allow for an exploration into the differences between reading in the sciences and the humanities . This will be illustrated by examples of how digital reading can both promote and impede strategic , non-linear reading in the sciences as opposed to the more text-focused intensive reading characteristic of the humanities .
Parallel C
Reading and the institutional practice of mystery : Reading List Anyone ? | Tracy Slawson , De Montfort University
This workshop will look at 3 things . Firstly , level 4 student ’ s reflections on their current confidence levels in relation to academic reading ( this is gathered from an electronic self-assessment exercise that all DMU level 4 students are encouraged to do before their courses commence ). Secondly , it will draw on academic literacies critique to pose questions about academic staff ’ s own understanding of what their expectations are of students in relation to academic reading - “ the institutional practice of mystery ” ( Lillis , 2001 ) - and briefly link this to some of the potentials of social reading practices within the academic community . Thirdly , it will share some ideas around the potential of resource / reading lists to be a channel of communication and a developmental tool between lecturing staff and students . A key part of that discussion will be a disciplinary lens , which will feed into the use of discipline focussed resource lists as pedagogical tools across the disciplines .
The workshop is designed equally to pose questions as to give answers . We will demonstrate our thinking , practice and proposals , but also want to generate ideas and to find out about the practices and proposals of colleagues and teams within other institutions .
Brewerton , G . ( 2014 ). Implications of student and lecturer qualitative views on reading lists : a case study at Loughborough University , UK . New Review of Academic Librarianship , 20 ( 1 ), 78-90
Lillis , T , ( 2001 ) Student Writing : access , regulation and desire . London . Routledge
Parallel D
Becoming well-read or reading well ?: Academic Reading Circles as an innovative and inclusive practice | Milena Marinkova and Alison Leslie , Leeds University
Academic Reading Circles ( ARC ) are an innovative strategy for supporting students ’ academic reading practices ( Seburn , 2011 ). Based on reading circles used in more general contexts to develop students ’ engagement with reading extensively , ARCs have been adapted to the academic context to help students engage with more complex texts in their discipline .
This workshop will consider how ARCs can play a strategic role in students becoming well read or in their learning process of reading well . The presenters will use their experiences of embedding ARCs in their teaching within different disciplines ( in the Arts / Humanities and Social Sciences ) to explore with the audience how ARCs can guide learners to develop a critical lens through which to examine denser academic texts , and encourage them to recognise and make the most of the multidimensionality of the reading experience .
Workshop participants will be invited to take part in a small group activity with relevant supporting materials and scaffolded guidance :
• An abridged version of an ARC in order to experience first-hand how this technique might enhance students ’ reading practices .
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