How can instructors encourage and foster deep reading?

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Workshop Activity

The purpose of this activity is to generate ideas about fostering engaged reading practices among students. Consider the following pairing of readings for a sociology course on urban poverty in North America.

Fessler, P. (10 July 2012). Cycle of poverty hard to break in poorest US city. NPR.org. https://www.npr.org/2012/07/10/155103564/cycle-of-poverty-hard-to-break-in-poorest-u-s-city

Bradshaw, T. K. (2007). Theories of poverty and anti-poverty programs in community development. Community Development, 38(1), 7-25. Available here: http://nationalcap.wp.iescentral.com/wp-content/uploads/2018/04/18-Attachment-Q-Bradshaw-Theories-of-Poverty-and-Anti-Poverty-Programs\.pdf

1. Skim the Bradshaw (2007) article. Discuss strategies for motivating and teaching deep reading.
2. Explore the NPR resource. What are the benefits of pairing this resource with the Bradshaw (2007) article? Are there opportunities in your own courses to pair scholarly readings with other resources that might help students connect with the issues?
3. Experiment with a digital tool like hypothes.is, Mendeley, or Slack to read, annotate, and/or discuss one or both of these readings. Consider the tool’s value for motivating and fostering deep reading among students in your courses.