Journal of Academic Development and Education JADE Issue 10 | Page 88

ARTICLE #6 | 89 88 | JADE DIGITAL NATIVE FIRST YEAR LAW STUDENTS AND THEIR READING SKILLS IN A POST READING WORLD FABIENNE EMMERICH & ASH MURPHY Our main conclusion is that we should focus on our students’ development of their reading skills as a craft that necessitates different tools for different spaces: screen or typographical. We propose that this entails a three stage approach: first, to have conversations with students about reading in different spaces, the particular nature of screen space versus typographical space and the type of texts that lend themselves to the digital or the physical environment. Second, to help students develop their skills in working with and take ownership of academic texts in paper form. To achieve this we will further develop collective effort reading sessions combined with a paper reading pack of the key readings that each student will own. 7 And finally, we aim to continue to engage students on their platform, the digital social technology platform. Experimenting with Twitterfall and discussing ways to introduce Instagram we are meeting the students half way. It is our hope that in collaboration we can support students to develop their reading skills and they can support us to develop our teaching techniques. References Anonymous. The UK is now a smart phone society. 2015 [cited 20th April 2018]. Available from: https://www.ofcom.org.uk/about-ofcom/latest/media/ media-releases/2015/cmr-uk-2015. Colgan D, Wesah D, Papacostantis H. 2017. Change to a Skill-Based LLB Curriculum: A Qualitative Study of Participants in a Family Law Course. Potchefstroom Electronic Law Journal. 20: 1. Jeong H. 2012. A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library. 30(3): 390. Kennedy G, Judd T, Churchward A, Gray K. 2008. First year students’ experiences with technology: Are they really digital natives?. Australasian Journal of Educational Technology. 24(1): 108. Hermida J. 2009. The Importance of Teaching Academic Reading Skills in First-Year University Courses. The International Journal of Research and Review. 3: 20. Jewitt C. 2005. Multimodality, “Reading”, and “Writing” for the 21st Century. 2005. Discourse: Studies in the Cultural Politics of Education. 26 (3): 315. Li Liang-Yi, Chen G-D, Yang S-J. 2013. Construction of cognitive maps to improve e-book reading and navigation. Computers and Education. 60: 32. Mangen A, Kuiken D. 2014. Lost in an iPad: Narrative engagement on paper and tablet. Scientific Study of Literature. 4(2): 150. Murray, R. 2015. Writing in Social Spaces: A social processes approach to academic writing. Routledge. 7. This may seem like going back in time. Based on our experience it is crucial to give students physical copies, because many are reluctant to print out the reading. Prensky M. 2001. Digital Native, Digital Immigrants. In Prensky M. ed. On the Horizon. Vol 9 (5). MCB University Press. Rogers R. 2001. Reflection in Higher Education: A Concept Analysis . Innovative Higher Education. 26 (1): 37-57. Rose E. 2011. The phenomenology of on-screen reading: University students’ lived experience of digitised text. British Journal of Educational Technology. 42(3): 515. Roskos K, Neuman S. 2014. Best Practises in Reading: A 21st Century Skill Update. The Reading Teacher. 67(7): 507. Spencer L, Seymour E. 2013. Reading Law: Motivating Digital Natives to “Do the Reading. Legal Education Review. 23: 177. Acknowledgements We would like to thank Angela Rhead for introducing us to the structured reading retreats and for her support in the design and delivery of the structured reading workshop. Her experience and expertise has been invaluable. We would also like to thank Sen Raj and Michael Fay for helping us deliver the structured reading workshop in which 120 students participated. We would also like to thank Hélène Tyrrell for her very helpful feedback following the presentation of our paper at the Association of Law Teachers’ Annual Conference 2018, Keele University, 26.03-27.03.