Learning to Read Critically in Teaching and Learning
- Louise Poulson
- Mike Wallace - Cardiff University, UK
This book combines a teaching text with exemplary reports of research and a literature review by international scholars. Part One offers ideas on: how to become a critical reader and self-critical writer of literature; how to apply these insights in planning a written assignment, dissertation or thesis.
The student is provided with a framework for the critical analysis of any text and shown how to incorporate it in a literature review.
Part Two presents accounts of leading-edge research from well-known contributors, offering insights into key issues in the field of teaching and learning. These accounts reflect diverse theoretical approaches, national contexts, topics, research designs, methods of data collection and analysis, and styles of reporting. The student is invited to practice literature review skills by applying the critical analysis questions to any research report.
Part Three is a critical literature review of a substantive issue in teaching and learning. It shows how a high-quality literature review may be constructed and addresses key issues in the field.
This book is essential for students on research-based masters and doctorate courses in teaching and learning; and for students undertaking research training in the humanities and social sciences.
This series, edited by Mike Wallace, supports research-based teaching on masters and taught doctorate courses in the humanities and social sciences fields of enquiry. Each book is a 'three in one' text designed to assist advanced course tutors and dissertation supervisors with key research-based teaching tasks and aims to:
• develop students' critical understanding of research literature
• increase students' appreciation of what can be achieved in small-scale investigations similar to those which they undertake for their dissertation
• present students with major findings, generalisations and concepts connected to their particular field.
I think this text had lots of activities that lecturers could use with students in seminars.
This was described as being suitable for students undertaking research training in the humanities and social sciences. However, I found it very oriented towards postgraduate students and towards those studying teaching and learning. It is not suitable for my 3rd year Undergraduates, but it would be more suitable for those from the teaching/learning disciplines.
This title was written in a very approachable manner and assumes nothing on the part of the student other than their enthusiasm to learn. I found that the notion of encouraging the development of the skill of critical reading is one of the most challenging aspects of my role and this book has allowed me to provide students with an invaluable introduction to the subject, skilfully supporting their endeavour to develop an interrogatory reading style and to encapsulate the essential argument for liking or rejecting particular texts. Assignments have consequentially improved in both content and structure.
The content of this inclusive read is of benefit to both those embarking on Masters / Doctorate programmes and more experienced scholars. The authors offer a fresh approach that is meaningful, practical and transferable. Readers are offered the opportunity to reflect on their own perspectives and understanding of critical appraisal and how this translates into their academic practice.
A useful and comprehensive guide for students embarking on dissertations. The first 2 chapters provide an excellent break down of the steps required to develop critical reading and writing skills.
