Journal of Learning Development in Higher Education, Oct 28, 2022
In 2019, Learning Developers at Lancaster University were awarded funding by ALDinHE to conduct a... more In 2019, Learning Developers at Lancaster University were awarded funding by ALDinHE to conduct a small project into how students read (Hargreaves et al., 2022a). We explored students' perspectives and practices around reading academic texts in digital format. We analysed how students manage their digital reading, how they interact and engage with texts on-screen, and what influences their choices related to text format. One output of this project is an interactive online resource (see Hargreaves et al., 2022b) based upon insights gained from our students and we would like to present parts of this resource to the ALDinHE community (see Figure 1). Figure 1. Flipcards and scenarios (see Robin, 2022). Robin, Caldwell and Hargreaves Reading in the digital age
Journal of Learning Development in Higher Education, Sep 8, 2022
An increasingly important aspect of undergraduate study is the ability to deal with reading acade... more An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts digitally. Whilst the literature suggests that students prefer reading print texts (Foasberg, 2014; Mizrachi, 2015) and often have a deeper level of engagement with texts in this medium (Mangen et al., 2013; Delgado et al., 2018), the reality is that, for most students, digital texts are the norm. Study guides often focus on reading strategies that are considered broadly applicable to both digital and print formats. However, the differences between the two mediums are likely to impact on the strategies used, with students developing their own approaches as they gain more experience. In this paper, we present findings from a study exploring students' perspectives and practices in relation to digital reading. We carried out focus group interviews with 20 students in their second or final year of undergraduate degree programmes. Our analysis reveals that reading texts digitally does indeed form the bulk of students' reading activity, with ease and speed of accessibility, cost, and environmental considerations influencing this choice, and in some cases, precluding reading in print. However, despite the prominence of digital reading, some aspects of print readingin particular the scope for more sustained focus, detailed reading and enjoyment of the experiencewere highly valued by the students. Students' approaches to reading digital texts varied depending on reading purpose, but, in general, students had developed a range of techniques to help them navigate digital reading.
An increasingly important aspect of undergraduate study is the ability to deal with reading acade... more An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts in digital format. Whilst the literature suggests that students prefer reading print texts (Mizrachi 2015, Foasberg 2014), and often have a deeper level of engagement with texts in this format (Mangen et al. 2013; Delgado et al. 2018) the reality is that for most students digital texts will be the norm. Study guides often focus on reading strategies that are considered broadly applicable to both digital and print formats. However, the differences between the two formats are likely to impact on the strategies used, with students developing their own approaches as they gain more experience. In this paper, we present preliminary findings from an ALDinHE funded study exploring students’ perspectives and practices in relation to digital reading. We carried out focus group interviews with 20 students in their second or final year of undergraduate degree programmes. Preliminary analys...
In 1596, Thomas Lyte, of Lytes Cary Manor in Somerset, commissioned a ring for his soon-to-be wif... more In 1596, Thomas Lyte, of Lytes Cary Manor in Somerset, commissioned a ring for his soon-to-be wife, Frances Worth. Inside the ring, Thomas crafted a carefully composed inscription. This read, 'Lytes Love is little worth.' 1 The inscription was a wordplay. It made light of early modern criticisms on love being second string to economics and status in marriage, while Joan Evans, the jewellery collector and early material culturist, noted that Frances Worth was said to be of small stature. 2 Thomas Lyte was evidently a man who delighted in words and witty prose. A decade or so after Thomas gave this gift, William Camden described Thomas as a man 'studious of all good knowledge' in his great account of England, Scotland and Ireland. 3 For Thomas, his tailored, humorous and individual inscription reflected his mastery of words, as well as creating a personalised and sentimental gift for his wife, Frances. Thomas was typical of a new group of men and women, who found themselves with a greater disposable income than generations before, and with more ways to spend that income on individualised and sentimental objects.
Journal of Learning Development in Higher Education, Oct 28, 2022
In 2019, Learning Developers at Lancaster University were awarded funding by ALDinHE to conduct a... more In 2019, Learning Developers at Lancaster University were awarded funding by ALDinHE to conduct a small project into how students read (Hargreaves et al., 2022a). We explored students' perspectives and practices around reading academic texts in digital format. We analysed how students manage their digital reading, how they interact and engage with texts on-screen, and what influences their choices related to text format. One output of this project is an interactive online resource (see Hargreaves et al., 2022b) based upon insights gained from our students and we would like to present parts of this resource to the ALDinHE community (see Figure 1). Figure 1. Flipcards and scenarios (see Robin, 2022). Robin, Caldwell and Hargreaves Reading in the digital age
Journal of Learning Development in Higher Education, Sep 8, 2022
An increasingly important aspect of undergraduate study is the ability to deal with reading acade... more An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts digitally. Whilst the literature suggests that students prefer reading print texts (Foasberg, 2014; Mizrachi, 2015) and often have a deeper level of engagement with texts in this medium (Mangen et al., 2013; Delgado et al., 2018), the reality is that, for most students, digital texts are the norm. Study guides often focus on reading strategies that are considered broadly applicable to both digital and print formats. However, the differences between the two mediums are likely to impact on the strategies used, with students developing their own approaches as they gain more experience. In this paper, we present findings from a study exploring students' perspectives and practices in relation to digital reading. We carried out focus group interviews with 20 students in their second or final year of undergraduate degree programmes. Our analysis reveals that reading texts digitally does indeed form the bulk of students' reading activity, with ease and speed of accessibility, cost, and environmental considerations influencing this choice, and in some cases, precluding reading in print. However, despite the prominence of digital reading, some aspects of print readingin particular the scope for more sustained focus, detailed reading and enjoyment of the experiencewere highly valued by the students. Students' approaches to reading digital texts varied depending on reading purpose, but, in general, students had developed a range of techniques to help them navigate digital reading.
An increasingly important aspect of undergraduate study is the ability to deal with reading acade... more An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts in digital format. Whilst the literature suggests that students prefer reading print texts (Mizrachi 2015, Foasberg 2014), and often have a deeper level of engagement with texts in this format (Mangen et al. 2013; Delgado et al. 2018) the reality is that for most students digital texts will be the norm. Study guides often focus on reading strategies that are considered broadly applicable to both digital and print formats. However, the differences between the two formats are likely to impact on the strategies used, with students developing their own approaches as they gain more experience. In this paper, we present preliminary findings from an ALDinHE funded study exploring students’ perspectives and practices in relation to digital reading. We carried out focus group interviews with 20 students in their second or final year of undergraduate degree programmes. Preliminary analys...
In 1596, Thomas Lyte, of Lytes Cary Manor in Somerset, commissioned a ring for his soon-to-be wif... more In 1596, Thomas Lyte, of Lytes Cary Manor in Somerset, commissioned a ring for his soon-to-be wife, Frances Worth. Inside the ring, Thomas crafted a carefully composed inscription. This read, 'Lytes Love is little worth.' 1 The inscription was a wordplay. It made light of early modern criticisms on love being second string to economics and status in marriage, while Joan Evans, the jewellery collector and early material culturist, noted that Frances Worth was said to be of small stature. 2 Thomas Lyte was evidently a man who delighted in words and witty prose. A decade or so after Thomas gave this gift, William Camden described Thomas as a man 'studious of all good knowledge' in his great account of England, Scotland and Ireland. 3 For Thomas, his tailored, humorous and individual inscription reflected his mastery of words, as well as creating a personalised and sentimental gift for his wife, Frances. Thomas was typical of a new group of men and women, who found themselves with a greater disposable income than generations before, and with more ways to spend that income on individualised and sentimental objects.
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