Authors: Jamie Strickland*, University of North Carolina - Charlotte
Topics: Geography Education, Landscape
Keywords: Geography Education, Literary Geographies
Session Type: Poster
Start / End Time: 1:10 PM / 2:50 PM
Room: Lincoln 2, Marriott, Exhibition Level
Presentation File: Download
Classroom experience and research studies suggest students exhibit a tendency toward superficial learning when preparing for class discussions, projects and examinations. This is particularly the case in regards to reading assignments and application of the knowledge and perspectives gained from those readings. Previous research indicates that students learn in different ways and may have developed reading skills that emphasize memorization of factual learning (surface learning) rather than for meaning and context (deep learning). This poster presents the case for promotion of deeper engagement with texts in a variety of genres in preparation for the development of a literary landscape signature analysis. This research seeks to enhance students’ conceptual understanding and comprehension of material via the introduction of reading engagement strategies shown to be effective in deepening reading comprehension and retention. It is hoped that this also will extend students’ abilities to apply knowledge and engage in inquiry related to course material. Specifically, this research addresses three questions: (1) How do we foster engagement with texts that support deep reading (learning) among first-year students in a diverse general education course?; (2) What are the differences in those students’ reading comprehension strategies chosen based upon learning style?; and (3) What are students’ assessment of their own learning gains before and after implementing these reading strategies?