Supporting Graduate Students’ Critical Reading: A Relational Approach Through the Development of Digital Resources
Critical reading and discussion are intellectual practices both expected within and developed through graduate education. Maturing these practices requires pedagogical support, guidance, and authentic contexts in which critical thinking and language can be negotiated with others. This article docum...
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| Format: | Article |
| Language: | English |
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Society for Teaching and Learning in Higher Education
2024-12-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/18249 |
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| _version_ | 1832583332319199232 |
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| author | Ronna Mosher Alison Van Rosendaal |
| author_facet | Ronna Mosher Alison Van Rosendaal |
| author_sort | Ronna Mosher |
| collection | DOAJ |
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Critical reading and discussion are intellectual practices both expected within and developed through graduate education. Maturing these practices requires pedagogical support, guidance, and authentic contexts in which critical thinking and language can be negotiated with others. This article documents a relational approach to developing digital resources to support novice graduate students’ critical engagement with scholarly literature in a context requiring the navigation of complex, interconnected dimensions of theory, practice, and professional identity. The article contributes to considerations of how graduate students develop critical reading capacities through a focus on the distinctive situated, relational, and intergenerational practices of educating attention. It conceptualizes critical reading as relational and provides a heuristic framework through which a relational intergenerational approach to supporting critical reading might be envisioned and enacted across disciplinary contexts.
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| format | Article |
| id | doaj-art-d8a5dee4315c466caf162d9e9b16ca84 |
| institution | Kabale University |
| issn | 1918-2902 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj-art-d8a5dee4315c466caf162d9e9b16ca842025-01-28T20:30:02ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022024-12-0115310.5206/cjsotlrcacea.2024.3.18249Supporting Graduate Students’ Critical Reading: A Relational Approach Through the Development of Digital ResourcesRonna Mosher0https://orcid.org/0000-0001-7077-1386Alison Van Rosendaal1University of CalgaryUniversity of Calgary Critical reading and discussion are intellectual practices both expected within and developed through graduate education. Maturing these practices requires pedagogical support, guidance, and authentic contexts in which critical thinking and language can be negotiated with others. This article documents a relational approach to developing digital resources to support novice graduate students’ critical engagement with scholarly literature in a context requiring the navigation of complex, interconnected dimensions of theory, practice, and professional identity. The article contributes to considerations of how graduate students develop critical reading capacities through a focus on the distinctive situated, relational, and intergenerational practices of educating attention. It conceptualizes critical reading as relational and provides a heuristic framework through which a relational intergenerational approach to supporting critical reading might be envisioned and enacted across disciplinary contexts. https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/18249critical readingrelational readingeducation of attentionpeer mentorshipgraduate education |
| spellingShingle | Ronna Mosher Alison Van Rosendaal Supporting Graduate Students’ Critical Reading: A Relational Approach Through the Development of Digital Resources Canadian Journal for the Scholarship of Teaching and Learning critical reading relational reading education of attention peer mentorship graduate education |
| title | Supporting Graduate Students’ Critical Reading: A Relational Approach Through the Development of Digital Resources |
| title_full | Supporting Graduate Students’ Critical Reading: A Relational Approach Through the Development of Digital Resources |
| title_fullStr | Supporting Graduate Students’ Critical Reading: A Relational Approach Through the Development of Digital Resources |
| title_full_unstemmed | Supporting Graduate Students’ Critical Reading: A Relational Approach Through the Development of Digital Resources |
| title_short | Supporting Graduate Students’ Critical Reading: A Relational Approach Through the Development of Digital Resources |
| title_sort | supporting graduate students critical reading a relational approach through the development of digital resources |
| topic | critical reading relational reading education of attention peer mentorship graduate education |
| url | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/18249 |
| work_keys_str_mv | AT ronnamosher supportinggraduatestudentscriticalreadingarelationalapproachthroughthedevelopmentofdigitalresources AT alisonvanrosendaal supportinggraduatestudentscriticalreadingarelationalapproachthroughthedevelopmentofdigitalresources |