Reading for Information in St. Ursula's Convent, or The Nun of Canada

2016 ◽  
Vol 46 (1) ◽  
pp. 201-218
Author(s):  
Jennifer Blair
Keyword(s):  
Reading For Information

scholarly journals Sources and citizens: An essay in applied epistemology

2020 ◽  
Vol 18 (4) ◽  
pp. 531-544
Author(s):  
Andrew Thomas
Keyword(s):  
The Other ◽  
Primary Sources ◽  
The Internet ◽  
Historical Investigation ◽  
Applied Epistemology ◽  
Online Sources ◽  
Reading For Information

How should pupils use the internet to learn? This essay sets up two modes of using online sources, reading for information and reading for evidence, and evaluates their value for schools. The former is well known; pupils decide whether the source is telling the truth or not. The latter is more familiar in advanced historical investigation, namely deciding what this source’s utterance means for the question in hand. One of these simply hands pupils information. The other requires them to understand what they are reading. It is argued that an education that only involves one of these cultivates passive pupils who are unable to adjust their own attention or listen to minority reports in science. Only when pupils also investigate primary sources will they experience developing their own knowledge, and believe in education.

scholarly journals Learning to Read Big Books: Dante, Spenser, Milton

Religions ◽  
2019 ◽  
Vol 10 (4) ◽  
pp. 291
Author(s):  
Christopher A. Hill
Keyword(s):  
Information Retrieval ◽  
Paradise Lost ◽  
Faerie Queene ◽  
Close Attention ◽  
Learning To Read ◽  
Daunting Task ◽  
Attentive Reader ◽  
Long Poems ◽  
True Knowledge ◽  
Reading For Information

The interpretive challenges posed by dense and lengthy poems such as Dante’s Inferno, Spenser’s Faerie Queene, and Milton’s Paradise Lost can prove daunting for the average undergraduate reader whose experience of texts has been circumscribed by pedagogical mandates focused on reading for information. While information-retrieval based reading certainly has its place, the experience of reading these longer, more allegorical and symbolic poems can create in the attentive reader a far more valuable kind of learning, understood by Dante and his heirs, all working from Homeric and Virgilian models, as understanding. Each of these long poems pay very close attention to acts of interpretation, foregrounding the experiences of their characters to illustrate the proper way to move from sense, past speculation, to true understanding. Those who heed these lessons, and embrace the experience offered by the poet, find that the daunting task has been outlined as the necessary step to true knowledge rather than mere information.

"Just the Facts, Ma'am" : Reading For Information

1996 ◽  
Author(s):  
Harvey S. Wiener
Keyword(s):  
Main Idea ◽  
Young Readers ◽  
Personal Experiences ◽  
Essential Idea ◽  
Knowledge Of Language ◽  
Basic Ability ◽  
Advanced Skills ◽  
Reading For Information ◽  
At Home ◽  
Literal Comprehension

In the last chapter, we looked at how examining pages before actually reading them provides useful advance preparation for young readers at home. Let's look now at the act of reading itself. How do we get the most out of what we read? Researchers now say that we can best understand what happens when someone reads if we think of reading as a process—a process in which a reader and writer transact information. For the time being, we're going to think of reading exclusively as print-bound. (We'll reconsider this premise later on.) The writer provides words, sentences, and paragraphs. The reader brings to the writer's pages personal experiences and impressions, knowledge of language, individual attitudes, thoughts, and ideas. In reading, both reader and writer engage in a kind of conversation to work out the message together. Not only the writer, but the reader as well, has considerable responsibility in determining meaning. Most enlightened educators no longer regard the old notion of a single, correct, absolute meaning for a piece of writing; readers and writers together shape the ideas captured by the words. The transactional activities involve sophisticated skills, such as what we infer from a reading, what generalizations and conclusions we draw, what judgments we make of the writer's effort—others, too, as you can imagine. We learn the advanced skills as we mature as readers, and I'm going to explore those skills throughout many of the remaining chapters of this book. Yet our ability to reach those more advanced regions of thought rests very much on what we perceive as the writer's essential idea, the nuggets of vital information contained in what we read. In short, we try to see that everything comes together in an answer to this question: "What is the writer trying to say?" Educators usually refer to a reader's basic ability to grasp information—facts, if you will—as literal comprehension. Literal comprehension means understanding the main idea that the writer is trying to convey and knowing the essential details that contribute to and support that main idea.

Reading for Information in the Primary School

Literacy ◽  
1987 ◽  
Vol 21 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Roger Whysall
Keyword(s):  
Primary School ◽  
Reading For Information

Reading on Screen: Exploring Issues in Reading for Information with CD-ROM

1997 ◽  
Vol 31 (2) ◽  
pp. 34-44
Author(s):  
Ruth Darby ◽  
Lorraine Dawes ◽  
Andrea Dennison ◽  
Chris Gallagher ◽  
Wendy Loomes ◽  
...  
Keyword(s):  
Cd Rom ◽  
Reading For Information

scholarly journals Theory into Practice: Using the PLUS Model to Teach Information Skills and Support the Curriculum in a Secondary School

2021 ◽  
pp. 111-118
Author(s):  
James E. Herring ◽  
Anne-Marie Tarter ◽  
Simon Naylor
Keyword(s):  
Secondary School ◽  
School Librarian ◽  
Step Model ◽  
Information Skills ◽  
Reading For Information

This paper examines the use of PLUS, a four-step model of information skills, in a secondary school in England with 28 Year 8 pupils doing a physics project. The pupils completed a questionnaire relating to their use of the PLUS model and their attitudes to brainstorming, keyword selection, evaluating resources, reading for information, taking notes, and writing. The teacher and librarian were interviewed. Findings showed that pupils responded favourably to using the PLUS model in all areas and that the teacher and school librarian noted improvement in the pupils' learning, writing, and information skills as a result of using the model.

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