Document Type
Article
Publication Date
2023
Abstract
In 2018, the library began partnering with the Academic Coaching Experience Department (ACED) to support students. Academic Coaches had been developing a new course for academically at-risk first and second year students and wanted to collaborate with the library on a unit. Typically, library instruction sessions would be oriented toward providing instruction centered on a research assignment, but the new course had none. A fresh approach was needed to provide useful and engaging content for this student population. To avoid redundancy with the research skills addressed in other courses ACED students may be taking, two librarians decided to complement a class unit on reading textbooks by designing a session on how to read a scholarly article, rather than the more traditional library session focused on locating articles.
With the volume of scholarly reading many students have to accomplish in college, learning strategies to read and absorb information is a very valuable skill. Students who learn these skills early will be better prepared for college-level research. This chapter includes a lesson plan and student worksheet suitable for students in first and second year undergraduate courses.
The original lesson plan is for a 75 minute interactive meeting with students who have access to computers. The plan includes a video that introduces a strategy for reading a scholarly article, practice modeling led by the librarian, and structured student practice applying the method. A worksheet with question prompts guides the students through the process. Students are encouraged to reflect on the experience and consider applying this strategy in future classes. Librarians can use this lesson plan as is, or customize it to local circumstances.
The instruction sessions were successfully taught to over 20 sections in the first three semesters. The activity and accompanying worksheet impressed the ACED department enough to request the worksheet for use in their coaching sessions. Student feedback indicated that they applied this method in other classes, demonstrating its practical application outside of the session.
Recommended Citation
Foster, K. T., & Fyn, A. F. (2023) Understanding scholarly articles: Teaching a strategic reading method to academically at-risk students. In H. G. Rempel, & R. Hamelers (Eds.), Teaching Critical Reading Skills: Strategies for Academic Librarians (Vol. 1, pp. 167-176). Association of College and Research Libraries.
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