In a recent article for University Affairs, Loleen Berdahl (University of Saskatchewan and University of Regina) discusses the value of reading texts even when “shortcuts” are available. Berdahl writes that, for some students, skipping readings can indicate that students have not developed the stamina to read university-level materials. However, the decision to skip a reading also deprives them of the opportunity to develop their skills. Berdahl gives three ways that instructors can motivate students to read: being explicit about the role reading plays in their course, setting high expectations and providing support so students can meet them, and assigning realistic reading assignments.
University Affairs
