Hello Chareane,
When I designed and taught courses at UC Berkeley, we combined reading  
with study strategies into a single course.

I'm curious what you mean by "contextualized and integrated learning".  
Perhaps you could explain it more.
It sounds very much like one of the reasons I linked academic, non- 
fiction reading with other learning and study strategies in my courses.
What I've learned by analyzing course design (and from the many  
courses I've worked with instructors to design when wearing my faculty  
development hat) is that there are many different kinds of expectations
around reading and learning with text depending upon the course  
objectives and design. That is, what counts as effective reading is  
situationally dependent, and a key part of students' strategizing is  
understanding the function of the text relative to course objectives  
and other course components. Additionally, reading and learning from  
text are never (or rarely) done independently of class activities,  
note-taking, etc. So, how one reads, learns in class, takes notes,  
studies and prepares for exams and approaches assignments are all  
mutually dependent. Thus, it follows that all of these aspects of  
academic learning be addressed in the same course so that these inter- 
dependencies can be addressed. In my courses I taught an "approach" to  
academic learning, that is an integrated set of strategies for meeting  
all of the demands of learning in a course. Each aspect of academic  
learning (reading, note-making, studying, exam prep, etc.) was taught  
in relation to the others and an overarching framework.

I'll give one brief example to illustrate why conceptualizing reading  
(or, as I prefer to call it, "learning with text") as part of a  
holistic approach to learning is important. Oftentimes, lectures or  
other class activities are specifically designed with the assigned  
text in mind, and with implicit expectations about how students will  
integrate the two. An instructor may provide background or other  
context to the text(s). He/She may argue against the text, or analyze  
a portion of it to exemplify the kind of analysis expected of  
students, or highlight passages, theory, concepts, etc.  critical to  
the particular course, or fulfill any number of other purposes.  
Students need to account for these different purposes in their  
strategic approach to learning with text in order to select,  
prioritize and organize information. How does one apply information  
from lecture to one's reading in all of these different ways? It is  
not a transparent process. Utilizing knowledge of the course and  
assigned texts in note-making is similarly worth considering in a  
learning strategies course.

Socio-cognitive and situated literacy research has been helpful to me   
in understanding the learning with text demands that university  
courses pose for students. Some of Nist and Simpson's might be helpful.

On Jan 31, 2011, at 8:32 PM, Chareane Wimbley-Gouveia wrote:

> Hello:
> Do you teach reading and study strategies in the same course?
> The Developmental Studies Department at Linn-Benton Community  
> College is reviewing the scope and sequence of our reading and study  
> skills courses. We are very interested in looking at syllabi for  
> courses that focus on student persistence and emphasize  
> metacognition, contextualized and integrated learning, and research  
> supported strategy instruction.
> I'd also like to hear from you if you are working toward similar  
> goals, and can point me to conference presenters who have inspired  
> you, or research that has been meaningful to your work.
> Cordially,
> Chareane Wimbley-Gouveia
> Faculty/Learning Center Coordinator
> Chair/Developmental Studies
> Linn-Benton Community College
> [log in to unmask]
> 541-917-4691
> ~~~~~~~~~~~~~~~
> To access the LRNASST-L archives or User Guide, or to change your
> subscription options (including subscribe/unsubscribe), point your  
> web browser to
> To contact the LRNASST-L owner, email [log in to unmask]

Dominic (Nic) J. Voge
[log in to unmask]

Associate Director
McGraw Center for Teaching and Learning
328C Frist Campus Center
Princeton University
Princeton, NJ 08544

Individual Appointment Times:
By appointment for Fall 2010

To access the LRNASST-L archives or User Guide, or to change your
subscription options (including subscribe/unsubscribe), point your web browser to

To contact the LRNASST-L owner, email [log in to unmask]