Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature
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 ab...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University Library System, University of Pittsburgh
2022-01-01
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| Series: | Impacting Education |
| Subjects: | |
| Online Access: | https://impactinged.pitt.edu/ojs/ImpactingEd/article/view/237 |
| _version_ | 1818508465469915136 |
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| author | Genevive A. Bjorn Laura Quaynor Adam J. Burgasser |
| author_facet | Genevive A. Bjorn Laura Quaynor Adam J. Burgasser |
| author_sort | Genevive A. Bjorn |
| collection | DOAJ |
| description | 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.
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| first_indexed | 2024-12-10T22:32:15Z |
| format | Article |
| id | doaj.art-42ad99ad84b14de9ab473459cc5b9d33 |
| institution | Directory Open Access Journal |
| issn | 2472-5889 |
| language | English |
| last_indexed | 2024-12-10T22:32:15Z |
| publishDate | 2022-01-01 |
| publisher | University Library System, University of Pittsburgh |
| record_format | Article |
| series | Impacting Education |
| spelling | doaj.art-42ad99ad84b14de9ab473459cc5b9d332022-12-22T01:31:02ZengUniversity Library System, University of PittsburghImpacting Education2472-58892022-01-017110.5195/ie.2022.237237Reading Research for Writing: Co-Constructing Core Skills Using Primary LiteratureGenevive A. Bjorn0Laura Quaynor1Adam J. Burgasser2Johns Hopkins University Johns Hopkins University University of California, San DiegoSynthesizing 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. https://impactinged.pitt.edu/ojs/ImpactingEd/article/view/237critical reading skillscategorical reading methoddoctoral educationreading for writingsociocultural theorysocial collaborative annotation |
| spellingShingle | Genevive A. Bjorn Laura Quaynor Adam J. Burgasser Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature Impacting Education critical reading skills categorical reading method doctoral education reading for writing sociocultural theory social collaborative annotation |
| title | Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature |
| title_full | Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature |
| title_fullStr | Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature |
| title_full_unstemmed | Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature |
| title_short | Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature |
| title_sort | reading research for writing co constructing core skills using primary literature |
| topic | critical reading skills categorical reading method doctoral education reading for writing sociocultural theory social collaborative annotation |
| url | https://impactinged.pitt.edu/ojs/ImpactingEd/article/view/237 |
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