Utilizing Slow Reading Techniques to Promote Deep Learning
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| Title: | Utilizing Slow Reading Techniques to Promote Deep Learning |
|---|---|
| Language: | English |
| Authors: | Baldi, Brian, Mejia, Cynthia |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2023 17(1). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reading Instruction, Teaching Methods, Reading Strategies, Reading Skills, Reading Processes, Undergraduate Students, Reading Assignments, Time Factors (Learning), Story Telling, Reader Text Relationship, Learning, Reflection, Generalization, Prior Learning |
| ISSN: | 1931-4744 |
| Abstract: | Slow reading has long been viewed as a teaching technique that engages students more deeply with course readings. Little systematic research, however, has been done to understand how this pedagogical strategy works in college classrooms. This study investigated how slow reading techniques promoted deep learning among undergraduate college students across two disciplines. Utilizing two food essays as the basis for a reading assignment, students in two courses participated in an intentionally scaffolded and paced slow reading exercise designed to encourage deeper personal engagement with course concepts. Theoretical implications from the research demonstrate connections between slow reading techniques and the existing literature on both significant and deep learning. More practically, this study found that slow reading techniques fostered personal storytelling as a means of developing deeper connections to assigned texts, presenting an opportunity for instructors hoping to facilitate the meaningful integration of course concepts into students' lives. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1393424 |
| Database: | ERIC |
| Abstract: | Slow reading has long been viewed as a teaching technique that engages students more deeply with course readings. Little systematic research, however, has been done to understand how this pedagogical strategy works in college classrooms. This study investigated how slow reading techniques promoted deep learning among undergraduate college students across two disciplines. Utilizing two food essays as the basis for a reading assignment, students in two courses participated in an intentionally scaffolded and paced slow reading exercise designed to encourage deeper personal engagement with course concepts. Theoretical implications from the research demonstrate connections between slow reading techniques and the existing literature on both significant and deep learning. More practically, this study found that slow reading techniques fostered personal storytelling as a means of developing deeper connections to assigned texts, presenting an opportunity for instructors hoping to facilitate the meaningful integration of course concepts into students' lives. |
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| ISSN: | 1931-4744 |
