1. MA and MSc: Research Skills, Reading and Note-taking This workshop will: -Refresh your under-graduate skills in reading and note-taking -Help you to understand ‘reading’ as part of the research process -Provide practical tops to improve your reading speed -Introduce pro-active approaches to taking and keeping notes Louise Livesey Academic Skills Adviser

2. Today’s plan 1.Source management and storage systems 2.Knowing different types of sources 3.Different ways of reading for different purposes 4.Improving your reading speed 5.Taking notes from learning sessions and from sources 6.Note-taking models and systems 7.Annotating, indexing and filing 8.First steps to synthesis

3. 1.Source management and storage systems Routinely…. Use a diary/ log with the author/s, title and page numbers OR Print/copy pages you want (include writer/s and title) OR Copy and paste web addresses onto a document End Note: system of recording sources for referencing purposes AND a storage system Get organised

4. 2.Knowing different types of sources and Activity 1: Different texts Monographs Professional digests News sources Popular media (e.g. newspapers) Policies Guidelines Design specifications Committee papers Conference proceedings Parliamentary proceedings Statistical data

5. 3.Different ways of reading for different purposes

6. 3.Different ways of reading for different purposes During the reading process, you will be… Assessing – the subject matter’s relevance to your project and identifying themes, concepts and topics to connect in other texts. Analysing – breaking down what is (and is not) being said and questioning it from all aspects. This may well generate more questions to answer. Evaluating – weighing up your answers and comparing sources against each other to make your final decision as to its efficacy. Hypothesizing – be brave about suggesting your own ideas, concepts and theories

7. 4.Improving your reading speed Tony Buzan’s® speed reading sweep techniques: 1.Double line sweep – as above but take in two lines at a time 2.Variable line sweep – as above but take in as many lines at a time as you think you can 3.Reverse line sweep – as above but take in the words when sweeping forward and backwards

8. 5.Taking notes in learning sessions and from sources Learning sessionsSources Prepare Find out where session fits into overall schedule Main concepts/ideas to be delivered What questions are you trying to answer re:  Main ideas/concepts  Line of argument  Illustrative detail  Information about other sources Keep it brief and to the pointUse symbols, abbreviations and keywords (gleaned from your preparation) Look out for signposts/signal words Lecture plan Handout headings Contents page Section headings References to other sources Flag in notes what to follow up  Ideas, facts or concepts you don’t understand/ with which you agree or disagree.  The difference between facts and opinions.  Any questions/comments that occur to you whilst listening/reading.  A gap in your knowledge.  Develop a code – colours as well as symbols and abbreviations Keep glossariesSpecialist vocabulary Unfamiliar words and spellings Equations/formulas/symbols/units

9. 6.Note-taking models and systems 1.Record the Module, Lecture Title, Lecturer and Date 3. After lecture go through notes: extract key concepts and questions and write them here. 2. Make notes during lecture here. After writing down key concepts/questions in the column to the left (3), cover up this column (2) with a sheet of paper. Now try to recall the detail of your notes, using the words in the visible column to the left as cues – vocalise this detail in your own words. 1.Summarise the content of this page of your notes in three or four sentences here. Cornell’s format:

10. 7.Annotating, indexing and filing Annotation: adding to pre-existing information Index: organising system – alphabetical, thematic, chronological Filing: easy retrieval Work smarter, not harder

11. 8.First steps to synthesis Synthesis: process of producing something new from existing entities or concepts. Three steps to incorporate synthesis into your writing… Summary: basic argument and essential points Context: more analysis and evidence from different sources Activity 4: The Conversation: organised round topics and ideas; evidence of writer’s ideas; natural placement of sources

12. References Burns, P. (2010) Dogs Are Not Kids. [online] Available at: http://terriermandotcom.blogspot.co.uk/2010/10/dogs-are-not-kids.htmlhttp://terriermandotcom.blogspot.co.uk/2010/10/dogs-are-not-kids.html [Accessed 16.6.2014] Buzan™, T. (2006a) The Speed Reading Book. Harlow: Educational Publishers LLP Buzan™, T. (2006b) The Buzan™ Study Skills Book. Harlow: Educational Publishers LLP Cottrell, S. (2001) Teaching Study Skills and Supporting Learning. 2nd ed. Basingstoke: Palgrave Macmillan Ltd Cottrell, S. (2013) The Study Skills Handbook. 4th ed. Basingstoke: Palgrave Macmillan Ltd. Craig, C. (2009) Study Skills for Health and Social Care Students. London: Sage Publication Ltd. General Architecture for Text Engineering. (2014) Viewing Ontology-Based Annotations. [online] Available from: http://gate.ac.uk/sale/tao/splitch14.html [Accessed 5.8.2014] Greetham, B. (2013) How to Write Better Essays. Basingstoke: Palgrave Macmillan. O’Donovan, C. (2013) Exegesis: How early adapters, innovative publishers, legacy media companies and more are pushing toward the annotated web. Cambridge, Mass.: Nieman Journalism Lab. [online]. Available from: http://www.niemanlab.org/2013/08/exegesis-how-early-adapters-innovative-publishers- legacy-media-companies-and-more-are-pushing-toward-the-annotated-web/ [Accessed 5.8.2014] Place, E., Kendall, M., Hiom, D., Booth, H., Ayres, P., Manuel, A., Smith, P. (2009) Internet Detective: Wise up to the Web. 3rd ed. Intute Virtual Training Suite. [online] Available from: http://www.vts.intute.ac.uk/detective/ [Accessed 1.7.2014] Shon, P. (2012) How to Read Journal Articles in Social Science. London: Sage Publications Ltd. Student Learning Advisory Service. Effective Reading. Canterbury: University of Kent. [online] Available at: http://www.kent.ac.uk/learning/documents/academic-support/learning-resources/effectivereading.docx [Accessed 13.6.2014] The Writing Centre. (2014) Synthesis. Minneapolis: Walden University [online] Available at: http://writingcenter.waldenu.edu/synthesis.htm [Accessed 8.9.2014] Clip art: Question These are all listed in your workshop booklet

13. Academic Skills Advice Service Where are we? Chesham Building B0.23 What do we do? Support undergraduate students with their study skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice. Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops When can you come for help? Everyday both face to face and on-line How do I get in touch? Email: academic- skills@brad.ac.uk or website www.brad.ac.uk/academic- skillsacademic- skills@brad.ac.uk

14. Any questions?