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Rewarding Reading: Encouraging Students to Become Deep Readers in a Digital...

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The Studio Room 2

Flinders University Hub, SA 5000

Australia

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In this workshop Dr Judith Seaboyer will introduce a straightforward program that increases student reading skills and pleasure. It is based on an aligned sustainable technology-assisted assessment program she has been working on since 2014 that has resulted in exponential increases in student pre-class reading and preparedness for class. This model is part of the university's “Strengthening the First-Year Gateways Pilot Course” and it has been taken up by other universities in Australia and at Oxford Brookes in the UK. She is working with colleagues from the University of Tasmania and James Cook University on a project to extend similar reading strategies into secondary schools in a bid to encourage preparedness for tertiary study.

To get the most from the workshop, please bring with you one focused aspect of a set text you'd really like your students to grasp before class. We'll workshop how you might formulate one of a block of multiple-choice questions that address the text in question, together with automated feedback as brief or extensive as you like, designed by you to enable students to engage with the text, and with their peers.

Your question need not be complicated. It might address a term commonly used in your discipline. For example, you might ask what section of the text to be read is focalised through a particular character, or which character is not focalised. The feedback could then encourage students to think about how focalisation operates, and why an author might choose to include or exclude a character from that process. Is exclusion necessarily a silencing? What other characters in the text, or in another text read on the course, is or isn't focalised? An obvious example for such an exercise would be, of course, Lolita, but any number of others from ​North and South to Mrs Dalloway to Atonement ​to ​Fun Home could lead to a fruitful in-class discussion about narrativisation in which all your students will be able to engage.

Co-sponsored by: Flinders University Community of Practice for Writing across the Curriculum and Inside the Disciplines

Bio: Dr Judith Seaboyer is Senior Lecturer in the School of Communication and Arts at the University of Queensland. She received an Australian Awards for University Teaching (AAUT) 2016 Citation for Outstanding Contributions to Student Learning. Dr Seaboyer received this national award for developing sustainable, feedback-rich, technology-assisted assessment strategies that markedly increase pre-class reading, engagement & learning & foster pleasure in literary studies.

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The Studio Room 2

Flinders University Hub, SA 5000

Australia

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