Reading Strategies

1. Mary Lee Jensen Academic Advisor Academic Advising Center September 2014 Reading Strategies

2. Objectives for Session • Identify kinds of college readings • Identify strategies for active reading • Apply appropriate strategies to different types of readings. • De-stress! • Answer your questions.

3. How can you manage all of your readings and still make sense of what you have read? Academic material is not meant to be read. It is meant to be ransacked and pillaged for essential content. University of Canberra – Academic Skills web page. www.canberra.edu.au

4. Take a deep breath….. • Even the most successful students will not be able to read ALL of the material that is assigned by all of their professors in a semester. • This is not an endorsement of opting out of reading, but does mean that you have to manage and prioritize your readings. • All readings do not have the same value!

5. Reading Expectations at IC • Textbooks • Recommended/Supplemental Readings • Fiction – plays/novels • Journal/Research Articles – for class & papers • Blogs/posts/other Web-based readings • What else?

6. Intentional or Active Reading • Make a connection between the readings and class content. • Avoid reading a large number of pages at once. • Read in small chunks for maximum retention and effectiveness. • If you get to the end of a paragraph or page and can’t remember what you read – STOP! • Reread with purpose – jot down main ideas.

7. Learning Stylewww.vark-learn.com • Visual – concept maps, diagrams, different colors for vocabulary, questions, main ideas • Auditory – read out loud • Read/write – take notes, make lists, bullet points • Kinesthetic – act of writing, move around while reading, coloring/highlighting

8. Textbooks • Most familiar with this type of reading – more pages. • Review the structure of the textbook – subheadings, discussion questions, vocabulary words highlighted, case studies, diagrams/charts. • Different disciplines – different structures. • For each chapter – get a sense of the topic to be covered before starting to read. • How does the chapter relate to what was discussed in class or WILL BE discussed?

9. Textbooks • Jot down the sections (see handout). • Read and summarize the section in three main points. • Highlight or write down unfamiliar words • Develop a shorthand to reduce time and effort • Write down questions you have while reading. What is not clear? • Use discussion questions to quiz yourself.

10. Recommended/Supplemental Readings • Usually not divided into sections like textbooks. • May be a packet created by your professor; may be a book of readings; may be an entire book. • May or may not include visuals/diagrams, etc. • Read the introductory paragraphs and summary or conclusion of each chapter to get a sense of the main focus. • Then read through the chapter as time allows.

11. Recommended/Supplemental Readings • Find reviews of the book to give you a sense of where it fits into the discipline (scholarly journals). • Ask a librarian for help: ithacalibrary.com/services/staff.php • Do not incorporate these ideas into your own essays without attributing them to the author of the review. • Don’t panic if you get behind!

12. Fiction – Novels, short stories, plays • Keeping up with the reading is more critical since discussion focuses on the literature. • Assigned papers will more directly relate to the literature. • How is discussion conducted in class? Professor led? Student led? • Many resources for summaries/analysis. • Ask a librarian to direct you to reference books and critical essays. ithacalibrary.com/services/staff.php

13. Journal/Research Articles • Introduction and conclusion provide valuable information. • Journal in which article is published can provide clues to perspective. • Literature review provides context. • Middle section usually methodology, statistical analysis – can skim EXCEPT if articles are being read for research methods class

14. Managing the Reading Workload • Be aware of the reading that is required – use your syllabi to plan out reading assignments. • Set aside specific blocks of time in your weekly schedule for specific course readings. • Use subject encyclopedias or web sites to help you understand complex ideas. • If you start to get behind or get overwhelmed, focus on the ideas behind the reading – get the gist of it. • Ask your professor for guidance in prioritizing.

15. Test Your Recall • Match the strategy on the card with the different kinds of readings on your table. • Some readings may have the same strategy. • There are multiple copies of some cards. • If there is a missing strategy, write it on the blank card.