Reading readings: How students learn to (dis) engage with critical reading

Kate Wilson, Linda Devereux, Mary Macken-Horarik, Christine Trimingham-Jack

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    One of the central skills in learning to ‘turn knowledge into wisdom’ is critical reading: the ability to learn from text, to think analytically and critically and to develop an ethical and reasoned position as a result. However, it is often assumed that students will acquire the ability to read critically without active intervention from their teachers. This paper reports on a study of students’ acquisition of critical reading skills across the first three semesters of a Bachelor of Education course. We defined critical reading as engaging in dialogue with texts—both listening to the voices of the text and responding to them, and used Luke’s four reader resources as a framework: code-breaker, text user, text participant and text analyst. Our data revealed that certain scaffolding strategies fostered students’ disposition towards critical reading, for example: embedding the reading into the assessment, classroom discussion and lectures; careful selection of reading materials of different genres; focusing on metacognitive reading strategies; and linking the reading to the students’ personal identities as future teachers. However, when these supportive teaching practices were discontinued, students abandoned the critical reading practices which they had acquired. We argue, then, that critical literacy practices have to be developed on a longitudinal basis by integration across a course structure.
    Original languageEnglish
    Title of host publicationTransforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning. Annual International HERDSA Conference.
    EditorsFrank Sheehy, Barbara Stauble
    Place of PublicationMilperra, NSW
    PublisherThe Higher Education Research Development Society of Australasia Inc.
    Pages341-349
    Number of pages9
    Volume27
    ISBN (Electronic) 0 90 8557 58 2
    ISBN (Print)0908557590
    Publication statusPublished - 2004
    EventAnnual International HERDSA Conference - Sarawak, Malaysia
    Duration: 4 Jul 20047 Jul 2004

    Conference

    ConferenceAnnual International HERDSA Conference
    CountryMalaysia
    CitySarawak
    Period4/07/047/07/04

    Fingerprint

    student
    course of education
    ability
    bachelor
    teacher
    teaching practice
    disposition
    wisdom
    semester
    genre
    literacy
    dialogue
    classroom
    resources
    learning

    Cite this

    Wilson, K., Devereux, L., Macken-Horarik, M., & Trimingham-Jack, C. (2004). Reading readings: How students learn to (dis) engage with critical reading. In F. Sheehy, & B. Stauble (Eds.), Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning. Annual International HERDSA Conference. (Vol. 27, pp. 341-349). Milperra, NSW: The Higher Education Research Development Society of Australasia Inc..
    Wilson, Kate ; Devereux, Linda ; Macken-Horarik, Mary ; Trimingham-Jack, Christine. / Reading readings: How students learn to (dis) engage with critical reading. Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning. Annual International HERDSA Conference.. editor / Frank Sheehy ; Barbara Stauble. Vol. 27 Milperra, NSW : The Higher Education Research Development Society of Australasia Inc., 2004. pp. 341-349
    @inproceedings{a6cbbaae05d346ef946737df6e22ac7c,
    title = "Reading readings: How students learn to (dis) engage with critical reading",
    abstract = "One of the central skills in learning to ‘turn knowledge into wisdom’ is critical reading: the ability to learn from text, to think analytically and critically and to develop an ethical and reasoned position as a result. However, it is often assumed that students will acquire the ability to read critically without active intervention from their teachers. This paper reports on a study of students’ acquisition of critical reading skills across the first three semesters of a Bachelor of Education course. We defined critical reading as engaging in dialogue with texts—both listening to the voices of the text and responding to them, and used Luke’s four reader resources as a framework: code-breaker, text user, text participant and text analyst. Our data revealed that certain scaffolding strategies fostered students’ disposition towards critical reading, for example: embedding the reading into the assessment, classroom discussion and lectures; careful selection of reading materials of different genres; focusing on metacognitive reading strategies; and linking the reading to the students’ personal identities as future teachers. However, when these supportive teaching practices were discontinued, students abandoned the critical reading practices which they had acquired. We argue, then, that critical literacy practices have to be developed on a longitudinal basis by integration across a course structure.",
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    language = "English",
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    Wilson, K, Devereux, L, Macken-Horarik, M & Trimingham-Jack, C 2004, Reading readings: How students learn to (dis) engage with critical reading. in F Sheehy & B Stauble (eds), Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning. Annual International HERDSA Conference.. vol. 27, The Higher Education Research Development Society of Australasia Inc., Milperra, NSW, pp. 341-349, Annual International HERDSA Conference, Sarawak, Malaysia, 4/07/04.

    Reading readings: How students learn to (dis) engage with critical reading. / Wilson, Kate; Devereux, Linda; Macken-Horarik, Mary; Trimingham-Jack, Christine.

    Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning. Annual International HERDSA Conference.. ed. / Frank Sheehy; Barbara Stauble. Vol. 27 Milperra, NSW : The Higher Education Research Development Society of Australasia Inc., 2004. p. 341-349.

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    T1 - Reading readings: How students learn to (dis) engage with critical reading

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    AU - Devereux, Linda

    AU - Macken-Horarik, Mary

    AU - Trimingham-Jack, Christine

    PY - 2004

    Y1 - 2004

    N2 - One of the central skills in learning to ‘turn knowledge into wisdom’ is critical reading: the ability to learn from text, to think analytically and critically and to develop an ethical and reasoned position as a result. However, it is often assumed that students will acquire the ability to read critically without active intervention from their teachers. This paper reports on a study of students’ acquisition of critical reading skills across the first three semesters of a Bachelor of Education course. We defined critical reading as engaging in dialogue with texts—both listening to the voices of the text and responding to them, and used Luke’s four reader resources as a framework: code-breaker, text user, text participant and text analyst. Our data revealed that certain scaffolding strategies fostered students’ disposition towards critical reading, for example: embedding the reading into the assessment, classroom discussion and lectures; careful selection of reading materials of different genres; focusing on metacognitive reading strategies; and linking the reading to the students’ personal identities as future teachers. However, when these supportive teaching practices were discontinued, students abandoned the critical reading practices which they had acquired. We argue, then, that critical literacy practices have to be developed on a longitudinal basis by integration across a course structure.

    AB - One of the central skills in learning to ‘turn knowledge into wisdom’ is critical reading: the ability to learn from text, to think analytically and critically and to develop an ethical and reasoned position as a result. However, it is often assumed that students will acquire the ability to read critically without active intervention from their teachers. This paper reports on a study of students’ acquisition of critical reading skills across the first three semesters of a Bachelor of Education course. We defined critical reading as engaging in dialogue with texts—both listening to the voices of the text and responding to them, and used Luke’s four reader resources as a framework: code-breaker, text user, text participant and text analyst. Our data revealed that certain scaffolding strategies fostered students’ disposition towards critical reading, for example: embedding the reading into the assessment, classroom discussion and lectures; careful selection of reading materials of different genres; focusing on metacognitive reading strategies; and linking the reading to the students’ personal identities as future teachers. However, when these supportive teaching practices were discontinued, students abandoned the critical reading practices which they had acquired. We argue, then, that critical literacy practices have to be developed on a longitudinal basis by integration across a course structure.

    M3 - Conference contribution

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    BT - Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning. Annual International HERDSA Conference.

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    Wilson K, Devereux L, Macken-Horarik M, Trimingham-Jack C. Reading readings: How students learn to (dis) engage with critical reading. In Sheehy F, Stauble B, editors, Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning. Annual International HERDSA Conference.. Vol. 27. Milperra, NSW: The Higher Education Research Development Society of Australasia Inc. 2004. p. 341-349