How+to+Read+Electronic+Articles+and+Web+Resources

Let's think about how to read research articles. A really good strategy for reading research and theory articles is to first read the abstract. That should tell the story in a nutshell. Then read the introductory paragraph--it should tell you the purpose of the work. Then scroll around and look for the research questions or guiding questions. Once you have a handle on those, read the findings and the conclusions/implications. If you are interested in methods, then read those as well, but generally it is not necessary to try and absorb every word. You may use a similar strategy when you are reading through some of the online resources like websites. It would take forever to read everything. So be strategic. Think about the course learning goals and the discussion prompt, and choose the areas of the resource that seem most related to the course and to your work. Surf around, note the interesting stuff, and leave the rest alone. It is a good strategy, but it may leave you feeling a little worried about whether or not you got what you think **I** want you to get. Read on to find out how to resolve that tricky problem.

As you can see from the graphic below, the traditional way of thinking about knowledge is that it is a thing, a substance that one can somehow get hold of and put it in your head. This theory of learning, called the Cartesian view of learning (you might call it direct instruction or drill and kill) is now being challenged by some powerful new ideas.

Here is another way of thinking of knowledge and how we learn:



This graphic represents how constructivist and social theories of learning work--knowledge is socially constructed, and the idea is that we learn more and more deeply when we work together to understand complex thoughts and problems. What does this have to do with reading research articles, you may be wondering?

Here's the answer: The best way to really gain useful understanding of research articles and theory is to discuss it with your instructor and peers. So, take some time to really think as you read, and make sure that you capture the puzzles, wonders, and new thoughts that the readings generate for you so you can share them with your colleagues and everyone can learn more efficiently together to gain usable knowledge that applies to your work as an instructional designer. I look forward to our discussions!