How to read for new Research.

2. LITERATURE REVIEW- PART-1.1
• READING STRATEGIES
• READING CRITICALLY

3. Why do you read?
Finding and identifying useful sources
• To find out about the field of your
research
• To identify a topic for your research
• To find out what has already been done

4. Why do you read?
Finding and identifying useful sources
• To place your research in a context
• To find out about different research
methods that you might use
• To keep up to date

5. How do you find the relevant reading?
Finding and identifying useful sources
• Key word searches on library catalogues
and databases
• Browse university bookshelves
• Identify key journals – skim titles and
abstracts

6. How do you find the relevant reading?
Finding and identifying useful sources
• Use the snowball technique of following
up references in bibliographies
• Identify key authors and search for their
publications

7. Efficient reading strategies
SQ3R
Survey – get the gist; is the text relevant to
read in detail?
Question – what questions do you expect
the text to answer
Read the text carefully
Recall the main points
Review the text to check your recall

8. Efficient reading strategies- SQ3R
• Survey
• Question
• Read
• Recall
• Review

9. Survey (5 min.)
Efficient reading strategies- SQ3R
Survey – What's the gist; is the text relevant to
read in detail?
DON’T: Read the entire paper/book/section
DO: Glance through a chapter in order to identify
(sub) headings and features in the text.
GOAL: in order to identify ideas and formulate
questions about the content of the chapter.

10. Survey (5 min.)
Efficient reading strategies- SQ3R
• The title, headings, and subheadings
• Captions under pictures, charts, graphs or maps
• Review questions or teacher-made study guides
• Introductory and concluding paragraphs
• summary

11. Survey (5 min.)
Efficient reading strategies- SQ3R
• REFLECT AND ASK YOURSELF:
• Do you see anything familiar/new?
• Think about the topic and ask yourself
• What do I
– Already know about it: Want to know about it
– Expect to learn about it: Remember about it

12. Question
Efficient reading strategies- SQ3R
Question – Make/jot questions the text should answer
DON’T: Take Text as generic statements (passive)
DO: Develop questions about the content of the
reading. E.g. convert (sub)headings into questions,
and then look for answers in the content of the text.
GOAL: To setup text for personal use. Divide and
understand text and utilize for answering questions
related (Hadith Technique)

13. Question
Efficient reading strategies- SQ3R
Read questions (you formed) at the end of the
chapters or after each subheading
Write out these questions for consideration
Now note down any questions that led to
reading/you thought of during your survey
What else you want to achieve from this reading

14. Question
Efficient reading strategies- SQ3R
What do you need to find out from this material?
What are you most interested in learning?
How will this information help you?
Rationale: When you question the material, you
engage your mind and prepare it for learning.
Far more likely to understand and retain
information.

15. Question
Efficient reading strategies- SQ3R
Mechanism: Questions create curiosity, improve
concentration, give purpose to your search, and
make important ideas more visible - all aiding
comprehension.

16. Read
Efficient reading strategies- SQ3R
Read the text carefully
DON’T: Read and memorize all the text.
DO: Use the background work done with "S" and "Q"
in order to begin reading actively. Focus on
understanding for now, not memorization
GOAL: Do personalized and purposeful reading.
Answer the questions jotted/raised in the S and Q
steps.

17. Read
Efficient reading strategies- SQ3R
• Read one section at a time & add more questions
• Reduce your speed for difficult passages
• Stop and reread parts which are not clear
• Make a note of anything that you don't understand
• Read only a section at a time and recall (R2) after
each section

18. Read
Efficient reading strategies- SQ3R
Highlight/Underline important passages (key points)
Use Mind Maps or Cornell Note Taking to take notes
on important concepts, and to record your
reactions to what you're reading
Try to link what you are reading to what you already
know.

19. Read
Efficient reading strategies- SQ3R
Rationale: Focus on reading the most important
sections/parts. Use text for your own personal use.
Mechanism: Divide and understand through
answering the questions you made. Avoid useless
details.

20. Recall
Efficient reading strategies- SQ3R
Recall the main points
DON’T: Use sentences from what your read
DO: Use key phrases employing your own words, to
identify major points and answers to questions
from the "Q" step for each section.
GOAL: Personalize the detailed text and make part of
your own knowledge.

21. Recall
Efficient reading strategies- SQ3R
Summarize, in your own words taking lead from the
questions you developed
The more senses you use the more likely you are to
remember what you read
Triple strength learning: Seeing, saying, hearing
Quadruple strength learning: Seeing , saying ,
hearing, writing!!!

22. Recall
Efficient reading strategies- SQ3R
If you can’t recall the answers to your questions
Reread the section, or the part of the section, that
has to do with the question
Tip: Pretend you have to teach the topic - think
about how you'd explain it to someone who knows
nothing about it.

23. Recall
Efficient reading strategies- SQ3R
Rationale: this step aims at organizing and
memorizing the read material according to your
own questions and through your own vocabulary.
Mechanism: Memorizing is better done by organizing
the text through own questions and words. It is a
separate (though iterative) process than reading.

24. Review
Efficient reading strategies- SQ3R
Review the text to check your recall
DON’T: Go back to the Original text (unless required)
DO: Use the notes made in Recall phase to check if
you remember/forget the important points.
GOAL: Use your personalized version of detailed text
to check your memory and also make part of your
own knowledge.

25. Review
Efficient reading strategies- SQ3R
Page through the text and/or your notebook to re-
acquaint yourself with the important points.
Orally recite or write the answers from memory.
Weave your reading into your personal information
so that it can become the part of long term memory.
Refine, develop and enhance your perspectives and
frameworks of looking at your reality by integrating
the information you have aquired

26. Review
Efficient reading strategies- SQ3R
Discuss the material with someone else – this is a
highly effective method of reviewing information.
Explain what you have just learned as
comprehensively as you can, and do your best to put
the information into a context that's meaningful for
your team, organization, or industry.

27. Review
Efficient reading strategies- SQ3R
Schedule regular reviews of the material to keep it
fresh in your mind.
Do this after a week, after a month, and after several
months – this helps to embed the material into
your long-term memory
This is a secret to keeping your knowledge from
“evaporating” (Hazrat Imam Bukhari, I do “Nazar”)

28. Review
Efficient reading strategies- SQ3R
Rationale: Revision is necessary to avoid forgetting.
Mechanism: Revise through getting an overview of
he material, you may enhance the way material is
organized.

29. READING CRITICALLY

30. Critical Reading
Critical reading does not take a text at face value,
but involves an examination of claims put forwards
well as in the text's section and selection of the
information presented.

31. Critical Reading
Understanding of single words depends on the
understanding of the text as a whole (as well as
the culture in which the text is produced) and vice
versa:
You cannot understand a text if you do not
understand the words in the text and Vice versa.
("hermeneutic circle“)

32. Critical Reading
• What is the author’s main point/argument? What
does the author want you the reader to accept?
• What conclusions does the author reach?
• What evidence does the author put forward to
support his/her arguments and conclusions?

33. Critical Reading
• Is the evidence adequate, i.e. relevant and wide
reaching enough?
• Does the author make any assumptions about
shared beliefs with the reader?
• Can these assumptions be challenged?

34. Critical Reading
Critical reading of a given text thus implies:
A critical examination of the concepts used…
The soundness of the arguments…
The value and relevance of the assumptions…
The traditions on which the text is given.
"Reading between the lines“: ability to uncover
implicit messages and bias.

35. Critical Reading
Epistemological issues (Hermeneutics by Hans-Georg
Gadamer) Hermeneutics is the theory of text interpretation
The way we read and interpret texts is dependent on
our "pre-understanding" and "prejudices".
Human knowledge is always an interpretative
clarification of the world, not a pure, interest-free
theory.

36. Critical Reading
The way we read is partly determined by the
intellectual traditions, which have formed our
beliefs and thinking.
Generally we read papers within our own culture or
tradition less critically compared to our reading of
papers from other traditions or "paradigms".

37. The reciprocal nature of
reading and writing
Reading is done to seek information.
Confronted with different views forces a person to
consider own position.
In this process, the reader is converted to a "writer",
whether or not he writes or publishes his own
ideas.
Reading and writing are thus reciprocal processes.

38. The reciprocal nature of
reading and writing
Reading is an active process, and the best way to
learn critical reading is probably by training
academic writing.