College of Arts and Media
Department of English and Foreign Languages
How students read influences how they learn. In particular, in order for students to learn to read more deeply or on a /oig/oer level, they need to learn to read actively. While many scholars and teachers appear to take active reading for granted, possibly assuming students will come into such “study skills” on their own, I propose that we should make concerted efforts to help students understand and adopt such habits as underlining, writing comments in the margins, asking questions, rereading, and so forth. In this essay, I survey recent work on critical reading, contemplative reading, and active reading and present a set of practices for teaching active reading.
Corrigan, P. (2012). Attending to the Act of Reading: Critical Reading, Contemplative Reading, and Active Reading. Essays in Reader - Oriented Theory, Criticism, and Pedagogy, 63-64, 146–173.