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Reading strategies - Getting started: Your course

Getting started creating a Reading Strategy

At the course level, you will need to consider whether or not there is a single ‘vision’ guiding the use of resources across the programme, for example: 

  • Is the primary means of accessing resources going to be through course readers?
  • Will there be required purchases? And if so, how many will be appropriate across the whole student life-cycle?
  • Is there a systematic progression across different forms of literature (eg. from primarily books at level 4 to primarily journal articles at level 6?)
  • Will the programme use a common method of communicating reading guidance to students or will that vary according to personal style?

Think, too, about how to build in the systematic development of the skills required to find, read, understand and recast the relevant reading material.

Ask yourself these questions:

What is the course's approach to reading?

  • Is there a single ‘vision’ guiding the whole course?

  • Is there a course-level approach to communicating reading guidance to students?

  • How much independence of approach is granted to an individual module within the course?

  • Are there particular needs that students on this course might have that might affect the range of resources that are appropriate for them to use? For example, are they located away from Birmingham? Are they learning online?

Is there a course level set of reading requirements or purchasing recommendations?

  • Is there an introductory set of reading / purchasing recommendations that students receive prior to the start of the course?

  • Can I assume that students on this course will already own / will have read any particular texts or sources?

  • Are there any societies or professional bodies that students will be expected to join?

Where and when are the relevant skills developed and reinforced to successfully find and use the reading material across the course as a whole?

  • A specific module? If so, when? Is there conscious reinforcement through other modules?

  • Embedded systematically across a range of modules – developing specific skills in individual modules?


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