Improving Student Learning Through Inquiry-Based Reading

Research output: Contribution to journalJournal articlepeer-review

Standard

Improving Student Learning Through Inquiry-Based Reading. / Katan, Lina Hauge; Baarts, Charlotte.

In: Teaching in Higher Education, Vol. 28, No. 6, 2023, p. 1191-1206.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Katan, LH & Baarts, C 2023, 'Improving Student Learning Through Inquiry-Based Reading', Teaching in Higher Education, vol. 28, no. 6, pp. 1191-1206. https://doi.org/10.1080/13562517.2021.1872529

APA

Katan, L. H., & Baarts, C. (2023). Improving Student Learning Through Inquiry-Based Reading. Teaching in Higher Education, 28(6), 1191-1206. https://doi.org/10.1080/13562517.2021.1872529

Vancouver

Katan LH, Baarts C. Improving Student Learning Through Inquiry-Based Reading. Teaching in Higher Education. 2023;28(6):1191-1206. https://doi.org/10.1080/13562517.2021.1872529

Author

Katan, Lina Hauge ; Baarts, Charlotte. / Improving Student Learning Through Inquiry-Based Reading. In: Teaching in Higher Education. 2023 ; Vol. 28, No. 6. pp. 1191-1206.

Bibtex

@article{38be13429ca3439dbcff0d4e9ff51c8c,
title = "Improving Student Learning Through Inquiry-Based Reading",
abstract = "Based on qualitative data on students{\textquoteright} approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of {\textquoteleft}Text-Centred Reading{\textquoteright} (TCR), which contrasts models such as inquiry-based-learning. TCR differs from established concepts in the literature, emphasizing that the interest orienting the reader{\textquoteright}s focus is decisive for her learning. In paraphrasing the model of {\textquoteleft}Teacher-centered-teaching{\textquoteright}, the concept criticizes the prevailing framing of reading in higher education as outmoded. Drawing on an earlier study of how researchers read and learn through reading, we discuss how students{\textquoteright} learning can improve if reading is taught and supported as a method of inquiry. Finally we suggest that in confronting specific challenges related to this endeavor inspiration can be drawn from {\textquoteleft}Inquiry-Based Learning{\textquoteright} (IBL) frameworks.",
keywords = "Faculty of Social Sciences, Academic reading, auto-ethnography, Inquiry-based learning (IBL), Inquiry-based reading (IBR), Text-centred Reading (TCR)",
author = "Katan, {Lina Hauge} and Charlotte Baarts",
year = "2023",
doi = "10.1080/13562517.2021.1872529",
language = "English",
volume = "28",
pages = "1191--1206",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - Improving Student Learning Through Inquiry-Based Reading

AU - Katan, Lina Hauge

AU - Baarts, Charlotte

PY - 2023

Y1 - 2023

N2 - Based on qualitative data on students’ approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of ‘Text-Centred Reading’ (TCR), which contrasts models such as inquiry-based-learning. TCR differs from established concepts in the literature, emphasizing that the interest orienting the reader’s focus is decisive for her learning. In paraphrasing the model of ‘Teacher-centered-teaching’, the concept criticizes the prevailing framing of reading in higher education as outmoded. Drawing on an earlier study of how researchers read and learn through reading, we discuss how students’ learning can improve if reading is taught and supported as a method of inquiry. Finally we suggest that in confronting specific challenges related to this endeavor inspiration can be drawn from ‘Inquiry-Based Learning’ (IBL) frameworks.

AB - Based on qualitative data on students’ approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of ‘Text-Centred Reading’ (TCR), which contrasts models such as inquiry-based-learning. TCR differs from established concepts in the literature, emphasizing that the interest orienting the reader’s focus is decisive for her learning. In paraphrasing the model of ‘Teacher-centered-teaching’, the concept criticizes the prevailing framing of reading in higher education as outmoded. Drawing on an earlier study of how researchers read and learn through reading, we discuss how students’ learning can improve if reading is taught and supported as a method of inquiry. Finally we suggest that in confronting specific challenges related to this endeavor inspiration can be drawn from ‘Inquiry-Based Learning’ (IBL) frameworks.

KW - Faculty of Social Sciences

KW - Academic reading

KW - auto-ethnography

KW - Inquiry-based learning (IBL)

KW - Inquiry-based reading (IBR)

KW - Text-centred Reading (TCR)

U2 - 10.1080/13562517.2021.1872529

DO - 10.1080/13562517.2021.1872529

M3 - Journal article

VL - 28

SP - 1191

EP - 1206

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 6

ER -

ID: 253023407