Mary Lee Jensen
Academic Advisor
Academic Advising Center
September 2014
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Identify kinds of college readings
Identify strategies for active reading
Apply appropriate strategies to different
types of readings.
De-stress!
Answer your questions.
Academic material is not meant to be read.
It is meant to be ransacked and pillaged for
essential content.
University of Canberra – Academic Skills web page. www.canberra.edu.au
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Even the most successful students will not be
able to read ALL of the material that is
assigned by all of their professors in a
semester.
This is not an endorsement of opting out of
reading, but does mean that you have to
manage and prioritize your readings.
All readings do not have the same value!
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Textbooks
Recommended/Supplemental Readings
Fiction – plays/novels
Journal/Research Articles – for class & papers
Blogs/posts/other Web-based readings
What else?
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Make a connection between the readings and class
content.
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Avoid reading a large number of pages at once.
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Read in small chunks for maximum retention and
effectiveness.
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If you get to the end of a paragraph or page and
can’t remember what you read – STOP!
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Reread with purpose – jot down main ideas.
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Visual – concept maps, diagrams, different colors
for vocabulary, questions, main ideas
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Auditory – read out loud
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Read/write – take notes, make lists, bullet points
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Kinesthetic – act of writing, move around while
reading, coloring/highlighting
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Most familiar with this type of reading – more
pages.
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Review the structure of the textbook – subheadings,
discussion questions, vocabulary words highlighted,
case studies, diagrams/charts.
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Different disciplines – different structures.
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For each chapter – get a sense of the topic to be
covered before starting to read.
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How does the chapter relate to what was discussed
in class or WILL BE discussed?
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Jot down the sections (see handout).
Read and summarize the section in three main
points.
Highlight or write down unfamiliar words
Develop a shorthand to reduce time and effort
Write down questions you have while reading. What
is not clear?
Use discussion questions to quiz yourself.
Usually not divided into sections like textbooks.
 May be a packet created by your professor; may be
a book of readings; may be an entire book.
 May or may not include visuals/diagrams, etc.
 Read the introductory paragraphs and summary or
conclusion of each chapter to get a sense of the
main focus.
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Then read through the chapter as time allows.
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Find reviews of the book to give you a sense of
where it fits into the discipline (scholarly journals).
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Ask a librarian for help:
ithacalibrary.com/services/staff.php
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Do not incorporate these ideas into your own essays
without attributing them to the author of the
review.
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Don’t panic if you get behind!
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Keeping up with the reading is more critical since
discussion focuses on the literature.
Assigned papers will more directly relate to the
literature.
How is discussion conducted in class? Professor led?
Student led?
Many resources for summaries/analysis.
Ask a librarian to direct you to reference books and
critical essays.
ithacalibrary.com/services/staff.php
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Introduction and conclusion provide valuable
information.
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Journal in which article is published can provide
clues to perspective.
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Literature review provides context.
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Middle section usually methodology, statistical
analysis – can skim EXCEPT if articles are being read
for research methods class
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Be aware of the reading that is required – use your
syllabi to plan out reading assignments.
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Set aside specific blocks of time in your weekly
schedule for specific course readings.
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Use subject encyclopedias or web sites to help you
understand complex ideas.
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If you start to get behind or get overwhelmed, focus
on the ideas behind the reading – get the gist of it.
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Ask your professor for guidance in prioritizing.
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Match the strategy on the card with the
different kinds of readings on your table.
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Some readings may have the same strategy.
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There are multiple copies of some cards.
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If there is a missing strategy, write it on the
blank card.