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Reading strategies - Getting started: Your module

Getting started creating a Reading Strategy

At the module level, you will need to consider the practicalities of the reading itself:

  • the actual resources that the students will need to use

  • how students will gain access to these resources

  • how students will be advised about the resources they need and the overall reading expectations of the module

Ask yourself these questions:

What is the overall ‘character’ of the reading for this module?

Examples might include:

  • An essential course-reader supplemented by specialist journal articles / books for particular topics

  • A weekly literary text with a range of recommended monographs and articles to provide critiques and analysis

  • 2 or 3 government reports / strategies, a series of journal articles from online databases, complemented by contemporary news coverage and the professional press

  • 3 or 4 monographs, balanced by short readings from up to 20 or 30 monographs or journal articles

How do I plan to tell students about my reading recommendations?

  • Bibliography / recommendations on Moodle, tied to individual taught sessions or themes?

  • Bibliography / recommendations on Moodle, tied to assessment tasks?

  • Embedded as part of a module task? (eg. develop a ‘search strategy’ as a formative task during the module)

  • Face to face discussion in ‘class’ time? (what about students who are not present on that occasion?)

  • Something else entirely?…

In order to successfully find and use the reading material for this module, where and when are the relevant skills developed?

  • This module? If so, when in relation to the reading tasks? How are they delivered / embedded?

  • Another module? When does this occur in relation to my module?

  • Might students require reinforcement or extension of their existing skills? Will this be available formally or informally? Who will provide this? Is that person / department aware that this may be required?

Practicalities of the module

  • How many students do I expect on the module?

    • How will I manage if there are significantly more than I anticipate?

  • How many of us are teaching on the module?

    • Do we have a shared understanding of what is available, what we are recommending and how to access it?

  • How will the students use the physical Campus during this particular module?

    • They are at Newman most days

    • They attend around once a week

    • They attend infrequently, often outside core staff hours

    • They rarely or never attend Newman

  • Am I anticipating ways of working that will be difficult or impossible for students with particular disabilities or circumstances?

    • Could I do this in a different way and still meet the learning outcomes / benchmarks for the whole cohort?

    • Are there specific variations in practice or approach that I could make for individuals who require reasonable adjustments?

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