Revisiting effective reading techniques

1. Revisiting effective reading techniques

2. Feedback from last week’s Reflection Grammar: 1. I learned what is valuable qualities for a person studying in BE. 2. I learned quite a number of understanding and some basic informations. 3. I will gain more confident. cf 4. I will be more confident when offering my thoughts to others. Writing Style: 5. I learned some basic information about how to perform in my new course. 6. A set of expectations were raised and discussed about this course. In particular the expectations concerned the need to focus on analysis, critical thinking when reading and interpreting information for our readers.

3. Reading is influenced by: • the nature of the content, • familiarity with the subject matter and • language competency • When texts are abstract and complex; when you have little background knowledge about the topic and lack of experience in reading English, then you need to be a proactive reader! • (Adapted from Edith Cowan University ‘Reading Effectively’ Academic Tip Sheet)

4. Bloom’s taxonomy Helen Farrell The Learning Centre 2011

5. How the reader thinks about the reading material

6. Whatever your course, reading at uni requires: Two bundles of skills Comprehension Critical reading Helen Farrell The Learning Centre 2011

7. Bundle 1: Related to comprehension What is going to be important? Your understanding of key ideas Your reaction to these key ideas: evaluating the author’s POV? • Purpose: • Take part in discussion • Identifying structure of the text • Developing confidence within the discipline of BE • Be an active reader: • How is this achieved? • SQ3R: • Survey, Question, Read, Recite, Review • The quality of your memory is related to the quality of your interaction with what you are trying to remember! (University of Canberra) Turn headings into questions Identify main ideas + supporting information Identify the type of text Identifying meanings from the context

8. Occupational Health and Safety (OH&S) 1. Due to many workplace deaths and serious workplace accidents annually in Australia, the Federal government has recently released an updated National OH&S Strategy (2001) which is aimed at reducing workplace injuries and deaths. 2. This national OH&S strategy which covers the decade to 2012 is a significant step in cooperation between governments, both state and federal; private enterprise and the Unions to achieve lower morbidity and mortality rates in the workplace. 3.The goal of the National Occupational Health and Safety Commission (2002) is to reduce workplace deaths by 20% by 2012 and to reduce workplace injuries by 40%. 4. The NSW government is so serious about its responsibilities that it has developed its own initiatives including public information sessions and consultative workshops (Workcover NSW, 2005). 5.These initiatives are particularly welcomed by the Australian Council of Trade Unions and by workers themselves who recognise their vulnerability to accident and death on many work sites around Australia. 1= thesis statement 2= Explanation 3= Example/ Evidence 4= Explanation 5= Interpretation Helen Farrell The Learning Centre 2011

9. Bundle 1: Related to comprehension: Identifying meanings from the context Levin differentiates between two modes of vision: ‘the assertoric gaze’ and ‘the aletheic gaze’. In his view, the assertoric gaze is narrow, dogmatic, intolerant, rigid... and exclusionary, whereas the aletheic gaze... tends to see from a multiplicity of standpoints and perspectives and is multiple, democratic and inclusionary. Pallasma, J. (2005). The Eyes of the Skin. p.36)

10. Bundle 1: Related to comprehension: Identifying meanings from the context ...This view based on medical evidence confirms the primacy of the haptic realm: The skin is the oldest and most sensitive of our organs, our first medium of communication, and our most effective protector... Touch is the parent of our eyes, ears, nose and mouth. It is the sense ...which seems to be recognised in the age-old evaluation of touch as ‘the mother of the senses’. (Pallasma, J. (2005). The Eyes of the Skin. P.11)

11. Bundle 2: Critical reading • Integrate the ideas of the text in a logical way • Think about the significance of the information

12. A critical approach to reading at university What does this involve? The ability to: • Appraise • Evaluate • Make judgments • Analyse

13. Reading critically: Some important starting points • Recognising the writer’s purpose • Recognising patterns of argument • Linking the ideas in the text to other ideas and texts • Exploring alternative ideas to the stated idea • Recognise the writer’s/ your assumptions and underlying values Helen Farrell The Learning Centre 2010

14. So… a critical approach to reading is: “analytical habits of thinking and reading…to go beneath surface impressions and... • understanding the social contexts and consequences of any subject matter; • discovering the deep meaning of any event, text, image or situation; [and] • applying that meaning to your own context”. (Adapted from Shor 1993) Helen Farrell The Learning Centre 2010

15. Heleana’s Group Dodie’s Group