Why read?

Manarin, Karen

doi:10.1080/07294360.2018.1527296

Cited by 12 publications

(7 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It was demanding, time-consuming 2 , and required a high level of concentration (far more than a video or lecture). The literature aligns with our student's commentary and supports one key action for unit designers: ensure that students perceive the value of what they're reading (Manarin, 2019, 19).…”

Section: Appropriate Readings (And a Reason To Look At Them)supporting

confidence: 61%

Transitioning into and improving online History teaching

Shannahan

Fredericks

2022

J. of Class. Teach.

View full text Add to dashboard Cite

Relatively little literature specific to the discipline of History aims to translate theory into practice in regard to designing effective online and flipped learning experiences. This article synthesises current literature into practical advice and reflects on previous experience as an aid to historians (a) tasked with developing online or flipped units or (b) who have transitioned online and are seeking ways to improve. Feedback from students and learning analytics from a flipped unit at a large Australian university underpin the paper's advice. Student feedback and behaviour, coupled with the reflections of the unit's designers, encourage (1) prioritising effective educational media and recording practices over the production of digital material with the longest shelf life, (2) explicit consideration of unit structure and support offered to students, (3) readings which consider the student perspective, (4) enthusiasm about the delivery format, and (5) the overarching importance of constructive alignment.

show abstract

Section: Appropriate Readings (And a Reason To Look At Them)supporting

confidence: 61%

Transitioning into and improving online History teaching

Shannahan

Fredericks

2022

J. of Class. Teach.

View full text Add to dashboard Cite

show abstract

“…In the prioritising and reprioritising of work and education, weekly assigned reading often slips down the list, as it is the most difficult and time-costly activity with the least immediate returns. As Manarin (2019: 18) explains:reading can be a time-consuming and risky choice for a very busy, and often risk-averse, student body. … We are asking a lot of students when we ask them to risk reading in our classes if we cannot demonstrate that reading is necessary.…”

Section: The Precarious Studentmentioning

confidence: 99%

“…To read a variety of texts, and to be able to use that reading to understand and connect with the world more broadly is, to Butler at least, a precondition of engaging with public life. Reading is also assumed to help develop empathy (Manarin, 2019: 16), to assist in becoming more comfortable with ambiguity (Roth, 2014: 97), and to ‘teach us the value of getting things wrong’ (Gee, 2023). Here, then, reading is not simply a ‘technical’ (Weller, 2010: 89) skill; reading is connection to others, and a foundation to ‘imagine being otherwise’ (Roth, 2014: 96).…”

Section: Introductionmentioning

confidence: 99%

No time to read? How precarity is shaping learning and teaching in the humanities

Kadmos

Taylor

2023

Arts and Humanities in Higher Education

View full text Add to dashboard Cite

Humanities educators are frequently frustrated by students’ poor engagement in reading. The contemporary student experience is characterised by disruption and precarity. Similarly, is that of teachers who work in casual employment. This discussion is located within broader conversations around the neoliberal university, but aims to make more visible ways that teaching and learning are increasingly shaped by precarity, and consequences for the humanities. It describes what precarity in higher education looks like and considers the kinds of strategies that students and their teachers are positioned to develop by virtue of engaging in education under such conditions, amid chaos, making these meaningful through the learning theory of connectivism. This discussion points to some examples of humanities-based pedagogical innovations that seek to strengthen reading skills, while also acknowledging the changing circumstances of students to point towards avenues for ongoing consideration, reflection, and innovation in the humanities.

show abstract

“…Teaching reading in tertiary education is one of the sectors that has been affected by that shift. Reading is commonly acknowledged as critical to student learning (e.g., Manarin, 2018;Seaboyer and Barnett, 2019). Many university courses are structured around textbooks, and the course information tells students that they should be ready to do much reading.…”

Section: Introductionmentioning

confidence: 99%

Implementing Digital-Mediated Extensive Reading for Agriculture Students in Post-Pandemic: Inspiration from The Online Teaching

Prasetianto¹,

Ruminar²

2022

Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

View full text Add to dashboard Cite

Extensive reading is believed to be beneficial to help students acquire a language. Nevertheless, it is not easy to implement extensive reading, especially in the non-English department. The first constraint is cost because most of the extensive reading strategy uses a grader reader, which is expensive to buy. The second constraint is students' interest to read printed materials. The third constraint is reading log management. During the pandemic, we are inspired by how to implement extensive reading because we applied online learning. This new experience with online learning expands our insights. This paper aimed to elucidate how to implement extensive reading in the post-pandemic, which is not costly, and inform the strengths and weaknesses of implementing it. The research method used was a narrative inquiry. The authors highlighted prominent aspects during the implementation of extensive reading as the data of the study. The data was analyzed qualitatively. Some recommendations are discussed in conclusion.

show abstract

Why read?

Cited by 12 publications

References 32 publications

Transitioning into and improving online History teaching

Transitioning into and improving online History teaching

No time to read? How precarity is shaping learning and teaching in the humanities

Implementing Digital-Mediated Extensive Reading for Agriculture Students in Post-Pandemic: Inspiration from The Online Teaching

Contact Info

Product

Resources

About