academic literacy, active learning, Active Online Reading, assessment, critical reading, digital literacy, digital reading, good practice, history, instrumentalism, learning design, online reading, pedagogy, QAA, reading, student researchers, students, Talis | 2 Comments on What I’ve learnt from reading about reading (so far)

What I’ve learnt from reading about reading (so far)

The next in our series of student researcher reflections on reading is from Rachel Bartley (UCL). Rachel shares her thoughts on how her own reading practices and preferences relate to what she’s learnt from conducting a literature review of reading (online and in print). Reading the literature about reading best-practice, annotation and technology for thisContinue reading What I’ve learnt from reading about reading (so far)

academic literacy, active learning, Active Online Reading, critical reading, digital reading, E-learning, history, online reading, pedagogy, QAA, reading, THE

Putting the Joy Back into Reading

In the summer, I published a short piece with Times Higher Education, entitled ‘Putting the joy back into reading’ in which I outline some of the challenges and opportunities of online reading practices and technologies. It offers something of a background for the Active Online Reading project. You can read the piece here (no paywall).

Active Online Reading, digital history, digital literacy, history, OCR, primary sources, Reflections, resources, sources

The Keyword Conundrum: How We Read Primary Sources

In addition to student reflections on their reading practices (see here for our first one), academic members of the Active Online Reading project are sharing insights into various aspects of their own reading pedagogies and practices. Dr Jon Chandler (UCL) is the first to offer his thoughts – on the reading of primary sources. ItContinue reading The Keyword Conundrum: How We Read Primary Sources

Active Online Reading, assessment, history, pedagogy, QAA, quality, reading, SBS, Subject Benchmark Statement

‘Reading’ History at University – what does the Subject Benchmark Statement say?

It’s maybe a bit outdated to talk about ‘reading’ subjects at University these days, but there’s no doubt that History is a reading-intensive discipline. Relatively low direct contact hours, the fundamental role of independent, self-directed working, and the expectation (realistic or not) that full-time students treat their studies as the equivalent of a full-time job,Continue reading ‘Reading’ History at University – what does the Subject Benchmark Statement say?

active learning, Active Online Reading, critical reading, history, LJMU, reading, secondary sources, sources | 1 Comment on Sharing pedagogic resources on (online) reading

Sharing pedagogic resources on (online) reading

As part of the Active Online Reading project, we will be collating and sharing pedagogic resources focused on supporting students in developing reading skills. Although the AOR project focuses on online reading, we want to share resources the are relevant to reading offline too! Dr Lucinda Matthews-Jones, Reader in History at Liverpool John Moores UniversityContinue reading Sharing pedagogic resources on (online) reading