- Oct 2023
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This is great and yes it makes perfect sense, thank you!The comment on reading is super helpful. As I've mentioned on here before I've come ti PhD straight from industry, so learning these skills from scratch. Reading especially is still tricky for me after a year, and I tend to read too deeply, and try to read whole texts, and then over annotate.It's good to be reminded that this isn't how academic reading works.
reply to Admirable_Discount75 at https://www.reddit.com/r/Zettelkasten/comments/17beucn/comment/k5nzic6/?utm_source=reddit&utm_medium=web2x&context=3
If you've not come across it before you'll likely find Adler & Van Doren (1972) for reading a useful place to start, especially their idea of syntopical reading. Umberto Eco (2015) is also a good supplement to a lot of the internet-based and Ahrensian ZK material. After those try Mills.
Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated ed. edition. 1940. Reprint, Touchstone, 2011. https://amzn.to/45IjBcV. (audiobook available; or a video synopsis: https://www.youtube.com/watch?v=Y_rizr8bb0c)
Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.
Mills, C. Wright. “On Intellectual Craftsmanship (1952).” Society 17, no. 2 (January 1, 1980): 63–70. https://doi.org/10.1007/BF02700062.
Should it help, I often find that audiobook versions of books or coursework sources like The Great Courses (often free at local libraries, through Hoopla, or other sources), or the highest quality material from YouTube/podcasts listened to at 1.5 - 2x speed while you're walking/commuting can give you quick overviews and/or inspectional reads at a relatively low time cost. Short reminder notes/keywords (to search) while listening can then allow you to do fast searches of the actual texts and/or course guidebooks for excerpting and note making afterwards. Highly selective use of the audiobook bookmarking features let you relisten to short portions as necessary.
As an example, one could do a quick crash course/overview of something like Marx and Communism over a week by quickly listening to all or parts of:
- https://www.thegreatcourses.com/courses/the-rise-of-communism-from-marx-to-lenin
- https://www.thegreatcourses.com/courses/communism-in-power-from-stalin-to-mao
- https://www.thegreatcourses.com/courses/legacies-of-great-economists
- https://www.thegreatcourses.com/courses/modern-intellectual-tradition-from-descartes-to-derrida
These in combination with sources like Oxford's: Very Short Introduction series book on Marx (which usually have good bibliographies) would allow you to quickly expand into more specialized "handbooks" (Oxford, Cambridge, Routledge, Sage) on the subject of Marx and from there into even more technical literature and journal articles. Obviously the deeper you go, the slower things may become depending on the depth you're looking to go.
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- Aug 2023
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remikalir.com remikalir.com
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Kalir, Remi H. “Playing with Claude.” Academic blog. Remi Kalir (blog), August 25, 2023. https://remikalir.com/blog/playing-with-claude/.
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- Jun 2023
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zettelkasten.de zettelkasten.de
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There is a difference between normal academic reading and reading for the Zettelkasten. It is not about understanding the author but about filling your archive with meaningful thoughts and how to improve its content and connections.
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example.com example.com
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I always like to point to a text that changed my thinking about this question, and that’s Kathleen Yancey’s “Writing in the 21st Century.” It basically states that students are writing more than ever before. If you were to challenge a group of students (which I have) to document how many text messages, TikTok, IG posts, Facebook posts, tweets, emails they send out in a day, the sheer volume of writing is staggering. Why we don’t value that writing in academia is the question for me.
interesting point! some other things in my head:
1) in addition to our increased writing endeavors, we've also been engaging in extensive reading as well, but our reading material has evolved beyond books, encompassing the plethora of content available in the vast expanse of cyberspace
2) and while the quantity of reading has expanded significantly, it is equally intriguing to recognize that the nature of these texts has shifted towards shorter formats—tweets, ig post captions, microblogs, etc
3) AND lastly, the act of reading has swiftly evolved into the realm of listening, with the emergence of podcasts, audiobooks, listenable videos, and similar forms of content consumption
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- Jun 2022
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www.facultyfocus.com www.facultyfocus.com
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there is clear evidence that explicitly teaching reading strategies to students improves their overall academic performance, such instruction is often limited to developmental reading or study skills courses (Saxby 2017, 37-38).
Teaching reading strategies to students improves their overall academic performance, but this instruction is often limited to developmental reading or study skills courses.
ref: Saxby, Lori Eggers. “Efficacy of a College Reading Strategy Course: Comparative Study.” Journal of Developmental Education 40, no. 3 (2017): 36-38.
Using Hypothes.is as a tool in a variety of courses can help to teach reading strategies and thereby improve students' overall academic performance.
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- May 2021
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patthomson.net patthomson.net
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it’s more accurate to say that readers notice the absence of structures, and/or when we shift the logics of one structure to another mid-stream, without saying anything.
I often see this in my undergraduate and postgraduate students; they make a conceptual move without signalling it to the reader, which leaves the reader feeling discombobulated.
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