Getting students reading: A challenge for higher education (notice n° 533190)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02092cam a2200265 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121105044.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | El Minor, Youssef |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Getting students reading: A challenge for higher education |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 62 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Reading is an essential skill for academic and professional success, but the teaching of reading in higher education can face a number of challenges. As technology changes with each passing day, and reading practices change with it, teachers may face challenges in training the new readership that universities need to develop. Students may also lack the motivation to read, particularly due to work overload, lack of time and limited interest in the subject of study, and find it difficult to understand complex texts or research articles, which may prevent them from applying the knowledge they have acquired in their academic work. The future of books and reading in the digital age can also pose challenges for higher education. New technologies enable new forms of reading, such as e-books, podcasts, videos, and social media, which can offer new learning opportunities. However, these same technologies can also lead to a decline in deep reading and comprehension, as well as distraction. The practice of reading in higher education raises several important questions. How can teachers adapt to new audiences? How can students be motivated to read and understand texts effectively? And how can new reading technologies be used to offer new learning opportunities while avoiding the pitfalls of distraction? |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | higher education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | new technology |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reading |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | digital |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | higher education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | new technology |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reading |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | digital |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Lissigui, Abdallah |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Projectics / Proyéctica / Projectique | o 36 | 3 | 2023-12-12 | p. 71-82 | 2031-9703 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-projectics-2023-3-page-71?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-projectics-2023-3-page-71?lang=en&redirect-ssocas=7080</a> |
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