In the blog this week, we will begin a new short series on the importance of developing critical reading strategies. Today, as an introductory overview, we shall explore the central role of reading across all university learning experiences.
The centrality of reading in all university learning experiences
All learning experiences at university such as the ability to complete assigned tasks or to actively participate lectures, seminars, or tutorials are centred around the critical reading of various academic texts as illustrated below. Moreover, the development of higher intellectual abilities such as imaginative, creative, critical, and innovative thinking would be impossible to achieve without the help of guided selective reading.
Indeed, while the philosopher René Descartes claimed to locate the foundational truth for knowledge in his widely known aphorism, Cogito, ergo sum (I think, therefore, I am), for those in higher education it is more appropriate to proclaim that, I read, therefore, I think.
Over the next few weeks, we will frequently refer to this image in relation to our exploration of the development of critical reading abilities. For now, at this introductory stage, we ask our readers to begin by reviewing and evaluating the model.
Question 1
To what extent are students fully prepared for the challenge of academic reading at university?
Question 2
What are the limitations of reading just for comprehension at university?
Question 3
Why do many students dislike reading?
We shall examine Question 3 in the blog next week.
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