Building reading resilience: re-thinking reading for the literary studies classroom

Douglas, Kate, Barnett, Tully, Poletti, Anna, Seaboyer, Judith and Kennedy, Rosanne (2015) Building reading resilience: re-thinking reading for the literary studies classroom. Higher Education Research & Development, 35 2: 254-266. doi:10.1080/07294360.2015.1087475

Author Douglas, Kate
Barnett, Tully
Poletti, Anna
Seaboyer, Judith
Kennedy, Rosanne
Title Building reading resilience: re-thinking reading for the literary studies classroom
Journal name Higher Education Research & Development   Check publisher's open access policy
ISSN 1469-8366
Publication date 2015-09-29
Year available 2015
Sub-type Article (original research)
DOI 10.1080/07294360.2015.1087475
Open Access Status Not Open Access
Volume 35
Issue 2
Start page 254
End page 266
Total pages 13
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2016
Language eng
Abstract This paper introduces the concept of ‘reading resilience’: students’ ability to read and interpret complex and demanding literary texts by drawing on advanced, engaged, critical reading skills. Reading resilience is a means for rethinking the place and pedagogies of close reading in the contemporary literary studies classroom. Our research was across four Australian universities and the first study of its kind in the Australian context. We trialled three working strategies to support students to become consistent and skilled readers, and to equip teachers with methods for coaching reading: ‘setting the scene’ for reading, surveying students on their reading experiences and habits, and rewarding reading within assessment. We argue that the nature and pedagogy of close reading has not been interrogated as much as it should be and that the building of reading resilience is less about modelling or outlining best practice for close reading (as has traditionally been thought) and more about deploying contextual, student-centred teaching and learning strategies around reading. The goal is to encourage students to develop a broad suite of skills and knowledge around reading that will equip them long term (for the university and beyond). We measured the effectiveness of our strategies through seeking formal and informal student feedback, and through students’ demonstration of skills and knowledge within assessment.
Keyword Close reading
Literary studies
Reading resilience
Student learning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Communication and Arts Publications
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Created: Mon, 12 Oct 2015, 09:34:36 EST by Ms Stormy Wehi on behalf of School of Communication and Arts