CeAL Case Studies in Active Learning

1.  Encouraging active and critical reading by geography students: the use of reading journals

2.  Contact details

Name and address:
Regina Scheyvens
School of People, Environment and Planning
Massey University
PB 11222 Palmerston North
New Zealand

Email: r.a.scheyvens@massey.ac.nz

3.  Background

I have been teaching Geography and Development Studies at Massey University since 1995.  A course which I established that year and which I still teach to both internal and distance learning students at second year level is called ‘Development and Inequality’.  This course introduces students to ethnic, class and gender inequalities around the world with explicit recognition of geographical manifestations of these inequalities.

A recurrent issue I faced when teaching this course was the fact that distance learning students engaged far more with the course readings than internal students, and as a consequence, it seemed, they understood concepts better and achieved higher grades overall. 

Thus after discussions with staff from our Training and Development Unit, I decided in 2002 to introduce a Reading Journal exercise for internal students, replacing the second essay (worth 20%).

4. How the Reading Journals work

• Students were required to complete 2 readings per week for 11 weeks of the semester (there were 30 readings set for the course, so this allowed them some choice).
• Each entry was graded, and occasional comments were made: U = unsatisfactory (1 mark); S = satisfactory (2 marks); G = good (3 marks); VG = very good (4 marks) — thus the maximum final score was 88 — final marks were then adjusted to give a mark out of 20.
• Journals were handed in 3 times during the semester: firstly, in Week 3 (to ensure they started reading early in the semester and to provide them with feedback regarding whether they were on the right track with their journals); secondly, in Week 7, and thirdly, in Week 12 (Massey University has a 12 week semester).  Journals would be returned to students in time for them to use them as a tool when revising for the final exam (worth 60%). 

Specific instructions were provided on how journal entries were to be completed (Box 1):

A: on the left hand page of their journal, the full reference as well as a succinct summary of the article or chapter they have read (up to 150 words)

B: on the right hand page of their journal, a reflection on the reading

Box 1: How to write up a reading journal entry

5. Aim of the Reading Journals

The aim of the reading journal exercise, as explained to students, was to encourage them to become engaged, active readers, not passive recipients of information.  Specifically, its objectives were:

1. To enhance students’ understanding of ideas contained in the course readings.
2. To develop students’ skills in summarising ideas.
3. To develop students’ critical thinking skills.
4. To encourage students’ active participation in class on the basis of the readings they have completed.

6. Did the Reading Journals encourage active learning?

Excerpts from ‘reflections’ in the reading journals suggest that students are actively engaging with the readings:

‘This reading was a little disturbing …’

‘I did not realize that …’

‘This makes me wonder [just how bad living conditions must have been for the Black population in South Africa] …’

‘It has changed my thinking on what wealth actually is and what it is that people in NZ and abroad are striving for’

‘This reading made me think about European culture — are these values being imposed on third world countries my values?’

‘Favourite quote, an Indian saying “poor thing” to an Australian.  The opposite of every stereotype!’

‘It is refreshing to see …’

‘I had started to think that the notion of development was pretty much mastered, but I can see Brohman’s reason for suggesting we need to unlearn many preconceived notions’

‘I was captivated by the dialogue at the beginning of the piece, and the child’s perspective of poverty rang true for myself as well’.

‘After I read this article I had a lot of admiration for marginalized groups who have banded together, and, using somewhat limited resources, have staged protest against government.  Protest, for me, means going to a rally or signing a petition.  MUSA staged a sit-in in Registry and I thought that was “radical”.

7. Results of Evaluation

Reading Journals as an Assessment Exercise

I evaluated the reading journal exercise in 2002 and 2004, and some interesting results emerged. 

From the students’ point of view, it was very important that there were marks (20%) attached to this exercise:

… if they were not assessed I would not have read them!

Having the readings marks-related as an incentive to do them thoroughly and comprehensively.

In other papers I never read the readings because I don’t get round to it or can’t be bothered — the reading journal is a good way to make lazy people like me actually do work!

Reading journals can be assessed by providing students with marks for participation (e.g. if they complete all entries they receive the maximum marks), but as mentioned above I have used that system that provides marks for quality and effort.  The only disadvantage of this system was that of the heavy workload that ensued.  Colleagues suggested that I try using peer assessment for the journals, and this year I am going to do this, asking students to mark the reading journals during class time the second time they are submitted.  Students will do the peer assessments during class a) to ensure they do not go away with and lose someone else’s journal; b) so that the marking can be shared around, hopefully providing a fairer approach (i.e. students will sit in groups of 8 and have 5 minutes to mark one entry, then the journals will move clockwise around the circle so they mark another entry on someone else’s journal, and so on; and c) so that anyone who is not happy with how their journal has been marked can see me straight after class. 

What students enjoyed about Reading Journals

With respect to the evaluation question on ‘The things I enjoyed most about doing a reading journal’, the responses included:

Supports lectures.

The variety of topics — enforces what you learn in class.

I liked how each reading was talked about in class.

Being able to come to class and understand what was being discussed.

Other practical benefits which students mentioned were:

It meant that I read the readings and helped me to understand issues involved in a topic from several viewpoints.  It also meant the workload was more evenly spread across the semester.

I liked it heaps because I constantly focused on the paper.  The readings are great for future information too.

It made me keep up to date.

A really useful exercise in organising my thoughts.

Doing the readings.  Most of them were really interesting.

The fact I was actually doing the work and learning.

Variety of perspectives on real world experiences/issues:

Very inspiring to hear about the real world; my world view has changed.

Getting to know a lot more about what thinking was out there and what things were happening in the world that mainstream media wouldn’t report.

I enjoyed reading other people’s perceptions of Third World societies.

The chance to critically reflect on readings

The chance to reflect and put across your own ideas and experiences relating them to the headings.

Writing my own reflections and what I thought about the article.

Provides prompt feedback 

I thought the reading journals were a good idea…. Reinforced and complimented lecture material.

… I found it very helpful in broadening what we’ve learnt in class. 

 They are very useful for the exam.

Did students learn more through completing the Reading Journals?

In the evaluation, most students ‘agreed’ or ’strongly agreed’ they had learned more.  Most agreed the reading journals had also inspired greater interest in the subject matter. 

Things students wanted to change about the Reading Journals

The assessment was seen as valid and relevant.  However, some students felt there was too much required of them for a 20% assignment. 

There were too many to do and became a bit of a drag after a while.

Similar negative comments about ‘hard work’ were made by a number of students in both 2002 and 2004, however in 2002 25/27 students thought the journals should be retained instead of a second essay the following year. 

Thus I am using the Reading Journals again this year (2006), but students will only be expected to complete entries on 15 readings (instead of 22) for their 20%.

8. Benefits for Geography Lecturers

I have found the Reading Journals to be a very useful exercise for the following reasons.  Firstly, I have discovered quite a lot about how much or how little students know and understand through their journal entries.  Secondly, I can correct misconceptions or answer student questions on the spot as I respond to entries in their journals.  Thirdly, and most importantly, I have been inspired to see how much a bunch of second years, generally reluctant to speak out in class, are actually learning from my course!

Another staff member in Geography has since introduced reading journals in his third year course.

This case study is also available as a pdf     Encouraging active and critical reading by geography students: the use of reading journals (28Kb Adobe PDF)

10/09/2006

For more information on the Centre for Active Learning contact:
Barbara Rainbow, CeAL Administrator, Tel: +44 (0)1242 714683, E-mail: brainbow@glos.ac.uk
Sonia Chilton, CeAL Administrative Assistant, Tel: +44 (0)1242 714615, E-mail: slchilton@glos.ac.uk