Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature

Autor/inn/en	Bjorn, Genevive A.; Quaynor, Laura; Burgasser, Adam J.
Titel	Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 7 (2022) 1, S.47-58 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bjorn, Genevive A.) ORCID (Quaynor, Laura) ORCID (Burgasser, Adam J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5889
Schlagwörter	Writing (Composition); Reading Research; Reading Strategies; Critical Reading; Reading Skills; Doctoral Students; Reading Writing Relationship; Documentation; Cooperation; Educational Technology; Technology Uses in Education; Writing Skills; Foreign Countries; Primary Sources; United States; Switzerland; Europe + Suchen Sie Ihr Suchwort? Schreibübung; Leseforschung; Reading strategy; Leselernstufe; Lesetechnik; Kritisches Lesen; Reading skill; Lesefertigkeit; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Dokumentation; Co-operation; Kooperation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Writing skill; Schreibfertigkeit; Ausland; Primärquelle; USA; Schweiz; Europa
Abstract	Synthesizing academic literature into new knowledge through writing is a core skill that doctoral students engaged in research must learn. However, developing efficacy in synthesis skills as an academic writer is a culturally and cognitively demanding process that occurs over many years, requires abstraction, and draws upon critical reading skills. Doctoral reading is an invisible part of training, despite large reading loads in doctoral coursework. Further, reading, writing, and researching skills are co-constructed at the doctoral level as previously described by Kwan (2008). The purpose of this essay is to describe how the primary author used her experience as an EdD student, science teacher, and writer to develop a method that addresses doctoral reading challenges. The novel method described here combines categorical reading strategies with social collaborative annotation (SCA). This method centers on active, categorial reading to deconstruct arguments in the primary literature by identifying claim, evidence, reasoning, implications, and context (CERIC), which can serve as a critical reading pedagogy in existing courses, reading clubs, and seminars. Combining CERIC with SCA tools--ranging from homemade variations of Google Suite to purposeful annotation software, such as Hypothes.is.--can support an efficient doctoral reading process. This essay illustrates several worked examples and explores how this process supports retrieval, engagement, collaboration, inclusion, and community, particularly in online learning environments. Significant implications of this work are to make hidden reading expectations explicit and transform professor-centered transmission models of learning to student-centered sociocultural models of learning. The essay proposes next steps for testing the approach's effectiveness in online doctoral learning. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01