This essay is an evaluative case study of teaching I conducted on a first year undergraduate module in the Department of English at King’s College London in late 2012. It considers the various strategies I employed when attempting to create a learning environment amenable to reading for accumulated meanings between texts. The essay draws on literature relating to concept mapping to illustrate how these accumulated meanings can be best described as a form of horizontally linked reading. I illustrate how this reading approach can promote critical thinking and I consider how students can be encouraged to read in this fashion both within and without the seminar classroom. Through this, the essay also considers the role of questions when teaching and learning in higher education.
|Number of pages||13|
|Journal||Higher Education Research Network Journal|
|Publication status||Published - 2014|