strategies for reading, note taking and note making€¦ · •note taking -record •note...
TRANSCRIPT
Strategies for reading, note
taking and note making
Prepared by Gwyn Jones, The Learning Centre ©UNSW February 2013 COPYRIGHT CONDITIONS
Adapted from the art work of Pam Mort. This is a publicly available resource for staff and students of UNSW. UNSW students may
download a single copy of individual study purposes. No parts of this presentation may be reproduced without permission from the author.
If educators or institutions not part of The University of New South Wales would like to use this resource in their own courses, then written
permission is required. Please contact Gwyn Jones ([email protected]) for permission and comments
Can you read?
Daahh..go
figure!?!?
But, why do
you read?
For need!
(Source unknown)
4. Short is easy , long is hard.
1. We must recognise each letter in a word
2. We must understand every word.
7. All reading is the same
5. Fast readers are good readers.
3. All words are of equal importance.
6. Quick eye movements are efficient.
8. If you read the words you can understand the
message.
9. Reading the end of the book is wrong
10. Reading is formal
Expectations
NOW ! TIME !
SPEED ? HOW ?
WHY ?
HOW You know something
WHY You think something
Read and write for
assignments to inform
Academic reading and writing demands a
change in you from being a receiver of
knowledge to being an active seeker of
understanding and a maker of sense and
meaning. You are not just telling a story
you are exploring a question.
Reflective &
Critical
Thinking
Critical
Reading
Critical
Writing
Understanding
I have no
time…
They don’t
read
enough!!
…To
understand
and link
to collect
all the
stuff!
The how and the why
The what
‘to research”
‘to search’
for stuff
‘Google!’
‘by reading
authoritative
articles and texts
150 hours ÷ 12 weeks
Time?
12.5hrs per week per course
4 hours of lectures
8 hours of + self directed
learning(Mcal)
6 unit course = 150hrs ps
Making choices about your learning
• Thinking- write about it
• Reading -write about it
• Researching- write about it
• Note taking -record
• Note making-writing about your thinking
• Preparing Assignments-style
• Position you will take -write about it
• Structuring the product
• Drafting the mess
Relationship
Reading
Thinking Writing
Write about it Write about it
Reading for Understanding
Reading & writing helps you
understand your community of
practice
I can’t find the
answer!!!”
But what is the
question?
Academic Argument (AA)
The AA expresses a point of view developed in
a systematic and balanced way that leads to a
clear conclusion. The argument must be
supported by evidence. You read to find authors
arguments. You write to voice your position by
using the evidence that comes from other authors
which shows how you understand the ideas
that informs your thinking and your argument
Your position
Critical
Active
&
Reading
S W
Critical Judgement
Critical
(Brookfield, 1987)
Reflection
Assumptions
Attitudes
Values
Beliefs
Justify actions
Solve Problems
Deeper meaning
Changes
You
Re-visit
past
experienc
es
(Adapted from Mezirow, 1990 and Schon, 1987)
Plus or positive
Minus or negative
Interesting or
intriguing
Active & Critical
Reading
• What do I already know?
• How does this fit or differ?
• What do I need to know next?
The SQ3R
Reading Method
S = Survey
Q = Question
R1 = Read
R2 = Recall
R3 = Review
Authorship:
Highly credible A highly regarded source with
information, diagrams and
images referenced, cited and
written by experts in the field. Author’s identity clear.
Relevance The source gives an informed,
objective and balanced view and
directly informs the topic. Purpose is to support scholarly research
Reliability The source is well recognised for
independent and critical review by experts in the field
Originality The source is a primary source of
original content and viewpoints. It is current and well supported
Quality Content is current, externally
peer reviewed, researched and
informed and provides a wide coverage of the topic
Evaluating Written Academic Sources & Websites (Jones, adapted from SEER, 2013 & Neville, 2012)
The information is not relevant
and presents a ‘biased sales
pitch’. The purpose is often personal
A source that has not been independently reviewed
The source offers
information but unclear where the ideas come from
The quality of the content is
questionable and creation date unknown
Information is not researched,
referenced or cited. Author identity is not clear
Not credible
‘Meeting your needs or know thy enemy
or If you don’t need it, don’t read it’
• Text books- foundation- in and out – index
• Edited collections- more specific- range
• Journal Articles-specific audience-abstract
• Peer reviewed – professional- General audience
• Review Articles-specific-current overview
• Research papers-very specialised-specific
• Authoritative web sites-data bases-Government
sites
• Read several times, shifting back
and forth. Be strategic
• Read with a purpose- question
• Select manageable sections.
• Explore some sections in more
depth, assessing and writing about
your understanding of them.
Notes on my thinking
Bibliographic
Information
Note-taking-the stuff P# Note making-my thinking about the how and
why
Questions to ask for
each reading
Summary How does this material relate and link?
How is this material relevant?
What is the author arguing?
Is there anything I need to follow up?
How does this add to my
understanding?
What do I need to know next?
Paraphrasing
Direct quote
Secondary source
citation
How does this add
to my
understanding
Note Making Strategy
Your thinking
Citation
Informs your
assignment writing
Critical
engagement
Reference List
How this informs your thinking and learning
What do I know Avian influenza in Indonesia has killed more than 190 people since 2005. Some factors can cause late response to AI
outbreaks such as slow in reporting suspected outbreak in poultry, strong stigma, and lack of information. Our group
has an idea to modified surveillance system in Indonesia by establishing call hotline to improve response to
outbreaks.
What do I need to know Is there any study that can be used as evidence that call hotline is effective to improve response to AI outbreaks?
Bibliographic information Phommasack, B., Moen, A., Vongphrachanh, P., Tsuyuoka, R., Cox, N., Khamphaphongphanh, B., Phonekeo, D., Kasai, T.,
Ketmayoon, P., Lewis, H., Kounnavong, B., Khanthamaly, V., Corwin, A. (2012). Perspective Capacity Building in Response
to Pandemic Influenza Threats: Lao PDR Case Study. Am J Trop Med Hyg, 87(6), 965-971. doi:10.4269/ajtmh.2012.12-0074
What is my purpose I need to know from this journal how Lao improve the capacity building which can be used as lesson learned in
Indonesia, particularly the implementation of call hotline in Lao.
Summary
The authors aim to describe commitment and experience of Lao in responding to avian influenza (AI). The authors
explain that capacity building measures has successfully decreased the impact of the 2009 influenza pandemic in
Lao. The authors argue that strategic influenza investments in public health laboratory detection, surveillance, and
outbreak response are essential not focus only for influenza but also for general approach to other pathogens. Real
time PCR testing which initially was invested for influenza, now is also used to detect anthrax outbreaks and epidemic
dengue in Laos. Hotline toll free is also effective in transferring information from and to the community both for avian
and non avian influenza as shown in the increase number of calls. The authors conclude that Lao’s experience in
successfully transforming investments into practice has significantly increased response to pandemic influenza in
country.
Paraphrase (p.986) Event based surveillance approach with community oriented is needed to overcome the lack of reporting
mechanisms in the village level. ‘Hotline’ toll free is a simple reporting system implemented in Lao, where over 70% of
its population living in rural settings.
Note making-my thinking
how and why
This article is relevant to my question on the example of implementation of hotline calls in
Lao which is effective and could be implemented also in Indonesia. The authors argue that
increasing number of calls in toll free reporting ‘hotline’ reflects the public awareness and
community concerns to influenza pandemic. This article gives me insight that along with good
laboratory capacity, community involvement to the existed surveillance system will increase
response to an outbreak. I think this hotline toll free can also be implemented in Indonesia
since most of people now have mobile phone as their daily communication tool. Financial
barrier is not a problem since it is free of charge call. In addition, Indonesia with geographical
factor (it consists of over 17,000 islands) needs a simple and faster reporting system.
Therefore, this method seems very effective to be used in Indonesia in order to provide quick
response to outbreaks. Investment in this hotline system in Indonesia, I think will not be too
expensive but indeed it is needed a good management. Providing qualified call operators
who are trained in technical information such as AI in human and animals as well as for other
diseases is crucial. Responding to report provided by callers should be taken seriously by the
government. For further research, by applying this hotline method in surveillance system, I
need to know the possibility of media to improve public awareness in response to outbreaks.
Questions to ask for each reading: How does this material relate and link?
How is this material relevant?
What is the author arguing?
How does this add to my understanding?
Is there anything I need to follow up?
What do I need to know next?
• xMind : http://www.xmind.net/
• coggle : http://coggle.it/
• FreeMind:
• http://freemind.sourceforge.net/wiki/index.
php/Main_Page
• MindNode : http://mindnode.com/
YOUR notes can help …..
Actually ‘see’ what YOU are ‘really’ thinking
Think critically about what YOU are reading
Analyse & engage with the text
To link with other ideas YOU have read about
Draw conclusions from YOUR understanding
Identify areas that YOU need to explore further
Practice developing YOUR voice
P
P
P re- think
urpose
ost- think
Before you read
Read with
After you’ve read
P ick up a pen And write about
your thinking
The 4P’s of active reading
Critical reading & thinking
strategies
P.M.I
Writing about your
understanding
Express in an academic
style
You
Journal-the mess
Writing about your
reading and thinking
Reflection
Critical
How? Write all the time
By hand- Reflective Journals
Computer
Tablets
Smart phones
http://www.lc.unsw.edu.au/onlib/read.html
Effective Reading
Reading for understanding
http://www.lc.unsw.edu.au/onlib/sqw3r.html
Note taking Skills
http://www.lc.unsw.edu.au/onlib/note.html
Effective Note-making from Written Text
http://www.lc.unsw.edu.au/onlib/notemake.html
l Selecting Information
Thank you ..
And now it’s up to you!