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I haven't really done anything in the way of reading circles and I am fascinated to see the discussion. I have put on here a model for active reading you are probably aware of it but just in case anyone in the group isn't.

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What is it? Many writers on essay writing and study skills recommend something called SQ3R. SQ3R is a reading tool specially designed to help you absorb information from books and articles. It is designed to increase your retention of what you read by setting study goals and giving you techniques to…

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How to read: SQ3R

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Reading and specifically journal articles is clearly a challenge for many Health Science students and in my role as a Faculty Skills Advisor I know it is a 'big' issue which needs to be addressed because it underpins so many of the issues students face. All of these posts have given me lots of food for thought about how to tackle this issue from Year 1. I have lots of ideas I can now take to staff with a view to embedding some of these approaches. So thank you to everyone who has added to this page. Ann R

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I've found jigsaw reading to be an effective activity, particularly with less confident learners. I've seen a real positive impact on overall self-efficacy in students attributed to the feeling of 'becoming an expert' of one part of a text along with being given the responsibility for teaching others about it. This has been echoed by students in reflections on their progress too. I think this can work especially well when reading something new - whether that be an unfamiliar genre or topic, or something more complex.
(Lorrae)

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The UG nursing and midwifery students all do a research methods module in year 2 where they need to read and critically appraise a journal article, which is the first time they are expected to demonstrate this skill. Myself (Subject Librarian) and the Academic Skills Adviser are running a new joint session this trimester where the students will be given an article to read before, and then in class we will be reading sections at a time alongside the relevant CASP critical appraisal tool and identifying elements to appraise, followed by examples of transferring this into writing.

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I've facilitated reading circles in the past for small groups, with the aims of expanding field-specific vocabulary and knowledge and generating critical discussion. Response from students has generally been positive despite the challenge, often because of the collaborative element. I found the ARCs worked best when the article being explored was required for an assignment.

As you mention, to organise ARCs for a large-scale cohort would be a challenge, but I imagine any expansion could include strategies and activities/resources that could be adapted to other Schools/situations - eg: pre-recorded background to the roles with possible quiz, a sample text analysed from each role’s perspective (match the role to the correct analysis), video of what an ARC-in-session could look like (checklist to identify elements), etc.

An LD forum circulated the attached article on the 'Slides Strategy' late last year. The strategy (of creating a slideshow using Google Slides in response to a reading) is a way for students to collaboratively demonstrate their understanding of a given text, which can be done online or in-person, and could be a formative or follow-up to a reading circle. It’s one of the activities we are considering running at one of our new reading retreats this year, so will be interesting to see how it works in practice.

(Denise)

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I absolutely agree about the anatomy of a journal article being a threshold concept - many new students have never seen one before and understandably find them overwhelming. I trialled a team taught session with a lecturer for yr 1 nursing where we took them through what a journal article is, how to find them, the different sections you usually find etc and then we asked them to read one before the next session so we could discuss what they'd understood from it in small groups. Worked well :) Would be more difficult with a larger group but we also made a video to go alongside it and are currently pondering how to scale it up for next intake (Suzanne W)

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Role cards for academic reading circles (sometimes we use only 3 or 4)

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Role cards for academic reading circles (sometimes we use only 3 or 4)

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...we've been running a variety of collaborative reading techniques with students at UWE Bristol. This ranges from academic reading circles (online and f2f), textmapping, to jigsaw reading and scrolling. Some have been successful, others less so! I've shared the role cards we use for the reading circles (as this was the most popular) and I'd like to know if anyone has done anything similar before. For foundation/yr 1 healthcare students, I often think the anatomy of a journal article (Abstract, Methods, Results etc) can be a real threshold concept.
It would be great to hear about anything you've used/done before!

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We do find international students often find it difficult to understand the language used in academic journals. I am very much interested in creating a vocabulary list of common words in (healthcare) journal articles that students can access prior to reading. It would be great to hear if anyone here has come across such a resource or have done something similar (Shipa)