Reading to learn

    Research output: Contribution to journalArticle

    9 Citations (Scopus)

    Abstract

    Learning from text has long been a central activity in higher education. While it is doubtless important, there is evidence that the task of ‘reading to learn’ is problematic for students in higher education. The paper pursues a conceptual analysis of what ‘reading to learn’ means in terms of conceptual and strategic knowledge and then explores what intervention could usefully help students to learn more effectively from text. A case is made for ‘reading to learn’ in higher education being viewed as requiring a ‘deep’ approach and that as an aid to, and manifestation of, the intention to interact vigorously with the text, students should be both enabled and required to routinely engage in the summarisation of what they read.
    LanguageEnglish
    Pages277-288
    Number of pages12
    JournalStudies in Higher Education
    Volume22
    Issue number3
    DOIs
    Publication statusPublished - 1997

    Fingerprint

    education
    student
    knowledge
    learning
    evidence

    Keywords

    • reading
    • learning
    • teaching
    • knowledge acquisition

    Cite this

    Maclellan, Effie. / Reading to learn. In: Studies in Higher Education. 1997 ; Vol. 22, No. 3. pp. 277-288.
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    abstract = "Learning from text has long been a central activity in higher education. While it is doubtless important, there is evidence that the task of ‘reading to learn’ is problematic for students in higher education. The paper pursues a conceptual analysis of what ‘reading to learn’ means in terms of conceptual and strategic knowledge and then explores what intervention could usefully help students to learn more effectively from text. A case is made for ‘reading to learn’ in higher education being viewed as requiring a ‘deep’ approach and that as an aid to, and manifestation of, the intention to interact vigorously with the text, students should be both enabled and required to routinely engage in the summarisation of what they read.",
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    author = "Effie Maclellan",
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    Reading to learn. / Maclellan, Effie.

    In: Studies in Higher Education, Vol. 22, No. 3, 1997, p. 277-288.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Reading to learn

    AU - Maclellan, Effie

    PY - 1997

    Y1 - 1997

    N2 - Learning from text has long been a central activity in higher education. While it is doubtless important, there is evidence that the task of ‘reading to learn’ is problematic for students in higher education. The paper pursues a conceptual analysis of what ‘reading to learn’ means in terms of conceptual and strategic knowledge and then explores what intervention could usefully help students to learn more effectively from text. A case is made for ‘reading to learn’ in higher education being viewed as requiring a ‘deep’ approach and that as an aid to, and manifestation of, the intention to interact vigorously with the text, students should be both enabled and required to routinely engage in the summarisation of what they read.

    AB - Learning from text has long been a central activity in higher education. While it is doubtless important, there is evidence that the task of ‘reading to learn’ is problematic for students in higher education. The paper pursues a conceptual analysis of what ‘reading to learn’ means in terms of conceptual and strategic knowledge and then explores what intervention could usefully help students to learn more effectively from text. A case is made for ‘reading to learn’ in higher education being viewed as requiring a ‘deep’ approach and that as an aid to, and manifestation of, the intention to interact vigorously with the text, students should be both enabled and required to routinely engage in the summarisation of what they read.

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    KW - learning

    KW - teaching

    KW - knowledge acquisition

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    DO - 10.1080/03075079712331380896

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    SP - 277

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    T2 - Studies in Higher Education

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