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Not of whole articles, usually, but we often explore smaller sections of text, mainly with a view to writing and what they can learn from their own writing from these texts.
I also co-wrote materials with subject lecturers to build reading into their seminars, but I am never quite sure how they used them...

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We run an inter-disciplinary journal club (presenting on this on Wednesday!) but I'm interested in exploring the idea of having roles within reading circles.

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Inspired by colleague who used this a lot with level 3/year 0 students. Colleague saw their group on a regular basis and their students responded well - they really liked the moving around the room, highlighting, working together, actively interacting with the text etc. Tried it as a one-off session with some Yr 1 students and we didn't have such a great time with it for various logistic reasons - we got moved into different space at start and that threw the set up for a while and limited our time. But I think I could have set it up differently too - using shorter texts etc. Looking to give it another go.

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Only usually as part of other exercises but students love the opportunity to read and discuss amongst themselves.

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Explored text mapping with EY students
helped them to build confidence exploring the themes. A bit of performance pressure - some students struggled to read on cue!

Recently tried out a similar reading activity but using fairy tales (inspired from an LD event back in May 2020 from Laura Barclay https://drive.google.com/file/d/1j8EbkRUNN7USYIXbQmI_wtmwX6nbNfbi/view ) For students who really struggled with reading and it absolutely went down a treat! All students read, discussed and critiqued. some even went on and read other stories in the supported time after the session!

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I'm going to look into these techniques and hopefully get to try it out.

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to get an idea how comprehension changes - could you ask students to summarise the paper they read before at the start of the session (2 sentences, really broad summary) and ask them to identify 2 points that were relevant / interesting to them (again 2 sentences on what and why). Then you could either ask them to look at this again and write down whether / how their understanding has changed OR take them in a the beginning and ask them to do the same again. In that case, you could ask them to put their Mum's birthday in the upper left corner, so you can match before and after while keeping it anonymous.

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Understanding that others have similar feelings/apprehensions about reading and sharing ideas for overcoming these is absolutely crucial to belonging.

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Building a module around collaborative reading

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Building a module around collaborative reading

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I haven't tried it myself, but a module leader I know structured the 'content delivery' of their module as collaborative reading sessions/activities. This was really powerful in supporting students to become independent, but also part of a learning community. It was a really bold move to strip out content and make much more space for this type of activity, but maybe learning developers could support this type of further integration, once lecturers are confident with techniques.

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I think the ways that were described during the session, in terms of intellectual streaking, are so valuable for letting students get vulnerable, understand that the struggles are normal to make them more open to sharing, learning and building their confidence. I wish I had this as a student.

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For the journal club, we run pre- and post-participation surveys which ask questions about whether students feel they have developed certain skills and whether they can apply these to their studies and beyond university. We also touch on themes of belonging/connection with these questions.

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if reading doesn't always get the focus of say writing, referencing, navigating a database, this suggests to students that they are expected to know how to read. Think that can create yet another layer of feeling like they don't know what they're doing/they don't belong at university/everyone else knows what they're doing. Sharing reading and all its challenges in a much more public and at the same time safe space could really make a difference.

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The exchange in chat between Joanne Wood and Helen Webster about ways they co-experience a new/never seen before text together with students - explicitly articulate what they're making of it/challenges they see/ways they start to navigate through - powerful for students to be part of that. Contribute to students' sense of belonging and confidence in being part of that kind of experience.

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Something nothing beats seeing how students engage in the moment. When they light up, get busy, and start chatting away.

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I run embedded stem dissertation workshops with both 3rd and 4th years/masters students. We read sections together and discuss them in small groups and then as a whole class (depends on subject/thematic streams). They've not seen the material before and I use some of the intellectual streaking mentioned. It takes a great deal of facilitation and nuance but within a 2h session we can move students from general unsure feelings about a piece of writing to really encouraging them to pull out the criticality/reasoning to interrogating decisions made within the piece. Absolutely agree that the piece of writing used needs to be authentic for the students. I tend to use anonymised sections from previous dissertations.

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I find that by modelling how I read and then analyse a text within my embedded classes and showing the questions it raises for me gives students that 'permission' to look at texts in a similar or different way. And to recognise that we all do things very differently and that's ok. I also raise the obvious questions that I know students want to ask but are too shy or self conscious of their English/voice and that often leads to increased confidence as it chimes with what they are thinking and regularly leads to increased engagement - sometimes I can't shut them up once they get started!