The document discusses various cognitive and sociocultural approaches to reading in social sciences, emphasizing theoretical frameworks and practical tips for comprehension and participation. Key ideas include the importance of distributed cognition, metacognition, and community interaction, along with strategies such as using texts as tools, framing topics through syllabi, and reflecting on learning. It encourages students to consider their progress and engagement with the material throughout the semester.

1. Reading in the Social SciencesOne Set of Cognitive and Sociocultural Interpretations

2. First, take a minute and jot down some notesPick your preferred theoretical frameworkHow might it examine reading a paper for this course?

3. A Cognitive AnalysisThe readingSituative…Situative CognitionIndividual cognitive approachInteractional approachesIndividual cognitive approachInteractional approachesExample…

4. A Cognitive AnalysisThe readingSituative…Situative CognitionIndividual cognitive approachInteractional approachesIndividual cognitive approachInteractional approachesExample…Tip 1: Use the text as an “advance organizer”

5. A Cognitive AnalysisThe readingAbstractSituative…Situative CognitionIndividual cognitive approachInteractional approachesIndividual cognitive approachInteractional approachesExample…Tip 1: Use the text as an “advance organizer”Tip 2: Use the abstract and summaries as a guide

6. A Cognitive Analysis ContinuedSome other key ideas:The task isn’t just recall

7. Distributed cognition

8. Prior knowledge

9. Metacognition

10. Problem solving

11. Assimilation and AccomodationTip 3: Remember the task and timeframe (develop understanding over the entire semester)Situative…Individual cognitive approachInteractional approachesExample…

12. A Cognitive Analysis ContinuedSome other key ideas:The task isn’t just recall

13. Distributed cognition

14. Prior knowledge

15. Metacognition

16. Problem solving

17. Assimilation and AccomodationTip 3: Remember the task and timeframe (develop understanding over the entire semester, write a paper on the topics studied)Situative…Individual cognitive approachInteractional approachesExample…

18. A Cognitive Analysis ContinuedSome other key ideas:The task isn’t just recall

19. Distributed cognition

20. Prior knowledge

21. Metacognition

22. Problem solving

23. Assimilation and AccomodationTip 4: Use the syllabus to frame the topicsSyllabusFramingKey termsSituative…Individual cognitive approachInteractional approachesTip 5: (also) develop notes and highlighting for referring back toExample…

24. A Cognitive Analysis ContinuedSome other key ideas:The task isn’t just recall

25. Distributed cognition

26. Prior knowledge

27. Metacognition

28. Problem solving

29. Assimilation and AccomodationWikireflectionRecap, frame, extend, contrast NotesSituative…Gist?Individual cognitive approachCognitive readingKey relationships / differencesInteractional approachesClarificationExample…Other readings

30. A Cognitive Analysis ContinuedSome other key ideas:The task isn’t just recall

31. Distributed cognition

32. Prior knowledge

33. Metacognition

34. Problem solving

35. Assimilation and AccomodationTip 6: focus on your understandingWikireflectionRecap, frame, extend, contrast NotesSituative…Gist?Individual cognitive approachCognitive readingKey relationships / differencesInteractional approachesClarificationExample…Other readings

36. A Cognitive Analysis ContinuedSome other key ideas:The task isn’t just recall

37. Distributed cognition

38. Prior knowledge

39. Metacognition

40. Problem solving

41. Assimilation and AccomodationTip 7: Use other texts / people’s ideas to expand your understandingWikireflectionRecap, frame, extend, contrast NotesSituative…Gist?Individual cognitive approachCognitive readingKey relationships / differencesInteractional approachesClarificationExample…Other readings

42. A sociocultural analysisTools (the text)subjectobject

43. A sociocultural analysisTip 8: Focus on your object (e.g., how you will want to change and use these ideas)Tools (the text)subjectobject

44. A sociocultural analysisTip 8: Focus on your object (e.g., how you will want to change and use these ideas)Tip 8: Make sure the text is a tool, not the objectTools (the text)subjectobject

45. A sociocultural analysisTip 9: Focus on the community and distribution of laborTools (the text)subjectobjectRulesDistribution of laborCommunityWho is this written for?

46. Who is your community?

47. Note how interactions in class and with peers can help / extend your understanding?

48. Can you communicate your ideas?A sociocultural analysisTip 10: …all that distributed cognition “stuff”Tools (the text)subjectobjectRulesDistribution of laborCommunityWikiAs a place to try your understandings

49. Adapt to responses

50. Engage in a conversation bout the ideas

51. … as part of your object A sociocultural analysisTip 10: …all that distributed cognition “stuff”Tools (the text)Caveat: by focusing on the activity as the unit of analysis many of these tools and relationships are foregroundedsubjectobjectRulesDistribution of laborCommunityWikiAs a place to try your understandings

52. Adapt to responses

53. Engage in a conversation bout the ideas

54. … as part of your object A sociocultural analysisTip 10a: find / create other tools (mediators) as needed (charts, tables, web resources, colleagues, etc.)Tip 10: …all that distributed cognition “stuff”Tools (the text)Caveat: by focusing on the activity as the unit of analysis many of these tools and relationships are foregroundedsubjectobjectRulesDistribution of laborCommunityWikiAs a place to try your understandings

55. Adapt to responses

56. Engage in a conversation bout the ideas

57. … as part of your object A sociocultural analysisTip 10a: find / create other tools (mediators) as needed (charts, tables, web resources, colleagues, etc.)Tip 10b: change your tools as you change, as your object shifts (also consider revisiting some)Tip 10: …all that distributed cognition “stuff”Tools (the text)Caveat: by focusing on the activity as the unit of analysis many of these tools and relationships are foregroundedsubjectobjectRulesDistribution of laborCommunityWikiAs a place to try your understandings

58. Adapt to responses

59. Engage in a conversation bout the ideas

60. … as part of your object A sociocultural analysisTip 10a: find / create other tools (mediators) as needed (charts, tables, web resources, colleagues, etc.)Tip 10b: change your tools as you change, as your object shifts (also consider revisiting some)Tip 10c: think about the tools that will help you engage with later objects (final paper)Tip 10: …all that distributed cognition “stuff”Tools (the text)Caveat: by focusing on the activity as the unit of analysis many of these tools and relationships are foregroundedsubjectobjectRulesDistribution of laborCommunityWikiAs a place to try your understandings

61. Adapt to responses

62. Engage in a conversation bout the ideas

63. … as part of your object A sociocultural analysisTip 10a: find / create other tools (mediators) as needed (charts, tables, web resources, colleagues, etc.)Tip 10b: change your tools as you change, as your object shifts (also consider revisiting some)Tip 10c: think about the tools that will help you engage with later objects (final paper)Tip 10d: the community and distribution of labor should / does include the professorTip 10: …all that distributed cognition “stuff”Tools (the text)Caveat: by focusing on the activity as the unit of analysis many of these tools and relationships are foregroundedsubjectobjectRulesDistribution of laborCommunityWikiAs a place to try your understandings

64. Adapt to responses

65. Engage in a conversation bout the ideas

66. … as part of your object A sociocultural analysisTip 10a: find / create other tools (mediators) as needed (charts, tables, web resources, colleagues, etc.)Tip 10b: change your tools as you change, as your object shifts (also consider revisiting some)Tip 10c: think about the tools that will help you engage with later objects (final paper)Tip 10d: the community and distribution of labor should / does include the professorTip 10: …all that distributed cognition “stuff”Tip 10d (cont.): … so be prepared with questions, notes, framings and send them in advance (when possible)Tools (the text)Caveat: by focusing on the activity as the unit of analysis many of these tools and relationships are foregroundedsubjectobjectRulesDistribution of laborCommunityWikiAs a place to try your understandings

67. Adapt to responses

68. Engage in a conversation bout the ideas

69. … as part of your object A sociocultural analysisTip 11: Think about the authentic task for youOther big ideas: Authenticity is king

70. What problem are you solving?

71. How will these ideas advance that work?

72. That’s what the final (and other) papers will be on

73. Focus on changes in participation

74. They take time

75. They are individual

76. Progress is progressA sociocultural analysisTip 11: Think about the authentic task for youOther big ideas: Authenticity is king

77. What problem are you solving?

78. How will these ideas advance that work?

79. That’s what the final (and other) papers will be on

80. Focus on changes in participation

81. They take time

82. They are individual

83. Progress is progressTip 12: Think about whether or not your participation is shifting

84. Sociocultural analysisSituated in…Prior knowledgeTimeSpacePhysicalSocialTip 13: Think about how your thinking, reading, etc. is ALWAYS situated….

85. Coda Keep a dictionary handy(a concluding event, remark, or section)Reflect on your relationship to the text and the courseSpend the time on the key elementsTrust in the tools and community for the restRely on the re-visiting of the texts