This reading guide supports active reading and deep learning in the course Imagine | Question | Search | Synthesize: Critical foundations in undergraduate research.

Active reading can be defined as reading with “questions” in mind in order to evaluate, interpret and evaluate sources, including academic sources. (Sun, 2020; Duncan, n.d.). Rather than reading a source from the beginning to the end for basic information (considered a passive strategy), a reader strategically focuses on key components that relate to the questions that they are asking about the material.

Deep learning can be defined as a strong understanding of key ideas and processes as well as the ability to transfer this understanding into many contexts. An example of deep learning is the ability to actively read and understand academic materials (e.g., peer-reviewed journal articles and book chapters) across different courses.

Throughout the guide, you will be introduced to strategies for pre-reading and deep reading that will facilitate your understanding of the assigned weekly readings and your ability to contribute to class discussions.

This guide is divided into twelve chapters. The chapters are organized by week and structured into the following sections.

References

Sun, T. (2020). Active versus passive reading: how to read scientific papers? Natural Science Review, 7(9), pp. 1422-1427).

Duncan, J. (n.d.). Reading critically. University of Toronto Scarborough.https://q.utoronto.ca/courses/264288/pages/introduction-to-writing-reading-and-note-taking-at-university

Overview

This section introduces the “big idea” for the relevant module as well as the topic for each week.

Readings, videos, and other materials

This section includes all of the assigned readings, videos, and other materials for a given week.

Before class, Reading & Writing Club, and after class activities

• Before class activities
  • Key questions to ask while reading articles or watching videos
  • “Pile of words”: grouping and labeling key concepts
  • Predict a learning outcome
• Reading & Writing Club “Before class” activities
  • Review the pre-class activities in your group
  • Respond to additional prompts
• After class activities
  • Annotate your readings and make notes about the videos (if assigned)
  • Summarize author’s key ideas
  • Respond to a question about the reading

There are four assigned textbooks for this course in addition to this reading guide:

1. Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & Fitzgerald, W. T. (2016). The craft of research (4th ed.). University of Chicago Press.
2. Graff, G., and Birkenstein, C. (2024) “They say/I say” : The moves that matter in academic writing. Sixth edition., W. W. Norton & Company.
3. Gravel, E. (2022). Killer underwear invasion! : How to spot fake news, disinformation & conspiracy theories. Chronicle Books LLC, 2022.
4. Maccallum, L. (2020). Choosing and using sources: A guide to academic research. (1st Canadian edition). Ohio State University.
   https://caul-cbua.pressbooks.pub/choosingsources/.

You will find information and links to these readings in the reserves section of your learning management system (e.g., Brightspace).

In addition, you will read, watch or listen to other types of sources, such as videos.

Note: APA style is used for this textbook except where certain stylistic choices have been made to improve the graphic design.