helping university students to #226; read#226; scholarly journal.pdfVIP

J ournal of University Teaching Learning Practice olume 8 | Issue 3 Article 6 2011 Helping university students to ‘read’ scholarly journal articles: the benefits of a structured and collaborative approach Yuka Fujimoto Deakin University, fujimoto@.au Pauline Hagel Deakin University, pauline.hagel@.au Paul Turner Deakin University, paul.turner@.au Uraiporn Kattiyapornpong University of Wollongo ng, pingk@.au Ambika Zutshi Faculty of B usiness and Law, D eakin University, ambika.zutshi@.au Follow this and additional works at : .au/jutlp Recommended Citation Fujimoto, Yuka; Hagel, Pauline; Turner, Paul; Kattiyapornpong, Uraiporn; and Zutshi, Ambika, Helping university students to ‘read’ scholarly journal articles: the benefits of a structured and collaborative approach, J ournal of University Teaching Le arning P ractice, 8(3), 2011. Available at :.au/jutlp/vol8/iss3/6 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@.au Helping university students to ‘read’ scholarly journal articles: the benefits of a structured and collaborative approach Abstract Academics often treat students’ discipline-specific literacy as unproblematic. In doing so they may underestimate the difficulties for university students as they move between subjects of study that may involve different disciplines, language genres and academic practices. This paper describes an initiative aimed at supporting students in reading academic articles in preparation for completing an essay for an assessment task. This initiative involved a structured and collaborative two-week tutorial exercise that provided students with practice in using a framework to extract the main ideas from academic readings. Students were surveyed after this exercise, and their reflections of its valu