This really is an interesting discussion, and raises lots of useful points, not the least of which is the amount and relevance of material students are sometimes asked to read in preparation for seminars - there's an element of 'paying your dues' with some lecturers, I'm afraid. 
 
In response to Alison's point about students being more enthusiastic for online media, we've recently been doing some research into how students use resources. The really interesting thing is that (at Reading at least) we are currently finding a strong preference for paper over online formats when the same material is offered to students in both forms. 
 
This is in early stages, so watch this space!
 
Kim
 
------------------------------------
Dr Kim Shahabudin
Study Support Adviser &
LearnHigher Research Officer

University of Reading 
Study Support & Learning Development
1st Floor, The Health Centre
Bulmershe Court
Woodlands Ave
Reading RG6 1HY. 
  
Tel: 0118 378 7490/5956
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www.rdg.ac.uk/studyskills
www.learnhigher.ac.uk <http://www.learnhigher.ac.uk/> 
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________________________________

From: learning development in higher education network on behalf of Alison Green
Sent: Wed 28/02/2007 08:32
To: [log in to unmask]
Subject: Re: Motivating students to read


All,
 
The conventional introduction on University Challenge WAS I'm reading history etc........Most of the time now they actually say I'm DOING media etc. The truth is, 'if you can't google it, it's not worth knowing' attitude prevails. Where does it start? My son is about to take final year A level exams. I rarely see him with a book which is particularly worrying as he's intending to 'read' literature at university. Another anecdote? Yesterday I overheard a conversation in the loo at work where one student was proudly explaining to another that she had just taken out her first book from the library. It's the end of February!
 
Best, Alison 

	
	-----Original Message-----
	From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Phil P Farrar
	Sent: 27 February 2007 17:02
	To: [log in to unmask]
	Subject: Re: Motivating students to read
	
	
	Hi,
	 
	I quite agree with everything said here.  It is unfortunate that, human nature being what it is, particularly that evident during the adolescent and post-adolescent period, students will do the absolute minimum (or less?) whenever possible.  The only way, as is suggested, is to devise strategies which motivate them, if only in a negative way, to do the necessary preparatory reading, though as much encouragement and praiseshould be given to those who do what is required.  Discussion may help but is far from a guarantee and will not in any case be effective for some students.
	 
	Reading is probably the most important thing students can do at university, hence the conventional introduction in Uniuversity Challenge: 'I'm reading [subject] at [university]', and may well be the one opportunity in their lives when they will have the TIME to do so.
	 
	Phil Farrar
	[log in to unmask]
	studyadvice.hull.ac.uk

	
________________________________

	From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Kate Smith
	Sent: 27 February 2007 16:22
	To: [log in to unmask]
	Subject: Motivating students to read
	
	
	

	Dear All

	 

	One issue that lecturers have brought up several times at our PG Cert. in Learning and Teaching in HE sessions and in informal discussion is the difficulty in getting some students to 'do the reading' before they attend seminars and how their failure to do this impacts on their ability/willingness to participate.  We would like to focus on this issue in next week's session with lecturers.  I have pasted below an example of the kind of advice that I have given and would be interested in your comments and further suggestions, including references of any articles or books that tackle this issue well.

	 

	"My suggestions would be to design the seminar activity so that students need to have completed the reading to be able to take part.  You might randomly select individuals to present a 1 min summary of their corporate report so that they need to do the preparation - this experience would be enough to encourage some students to do the work to avoid having to 'wing it' again. Students generally don't like to be seen to be letting each other down so if they were working in groups and some hadn't done the prep necessary to complete the group task this might serve to highlight that they are letting fellow students down.  These interventions aren't intended to humiliate individuals, just make the prep necessary and purposeful. If it isn't, why do it? It may put some students off coming to the seminar if they haven't prepared, but that is a different issue. 

	 

	Also, are you sure that they know what is expected and are able to carry out the task? You might ask them to check. You might also re-state the expectations of the seminar/module or negotiate what they need to prepare in order for you to run a useful session and establish a contract letting them know that this prep is their responsibility.  Have you asked the group in general why they haven't done the prep? E.g. "It's clear that some of you haven't prepared for this session by.... I'm interested to know why that is."  Then negotiate accordingly, if at all.

	 

	Finally, do those who have done the work feel their effort is valued, are they thanked for their contribution? If the session is sabotaged by those (majority or minority?) that haven't done the prep, those that have won't bother in future, unless you make their effort worthwhile by rewarding them with a session that allows them to make use of their prep."  

	 

	Thanks in advance.

	 

	Kate

	Kate Smith
	Education Development Projects Manager
	Learning and Teaching Development Unit
	Ext. 65801
	http://intranet.brunel.ac.uk/ltdu/