Inquiry-based Reading: Towards a conception of reading as a research method

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Standard

Inquiry-based Reading : Towards a conception of reading as a research method. / Katan, Lina Hauge; Baarts, Charlotte Andreas.

I: Arts and Humanities in Higher Education, Bind 19, Nr. 1, 2020, s. 58-75.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Katan, LH & Baarts, CA 2020, 'Inquiry-based Reading: Towards a conception of reading as a research method', Arts and Humanities in Higher Education, bind 19, nr. 1, s. 58-75. https://doi.org/10.1177/1474022218760261

APA

Katan, L. H., & Baarts, C. A. (2020). Inquiry-based Reading: Towards a conception of reading as a research method. Arts and Humanities in Higher Education, 19(1), 58-75. https://doi.org/10.1177/1474022218760261

Vancouver

Katan LH, Baarts CA. Inquiry-based Reading: Towards a conception of reading as a research method. Arts and Humanities in Higher Education. 2020;19(1):58-75. https://doi.org/10.1177/1474022218760261

Author

Katan, Lina Hauge ; Baarts, Charlotte Andreas. / Inquiry-based Reading : Towards a conception of reading as a research method. I: Arts and Humanities in Higher Education. 2020 ; Bind 19, Nr. 1. s. 58-75.

Bibtex

@article{38ea8bc81b4047778afbaccae505b83a,
title = "Inquiry-based Reading: Towards a conception of reading as a research method",
abstract = "Reading is an activity in which both researchers and students invest immense time and energy. However, reading is disregarded as a research method and generally assigned a marginal position as a mere supplement to empirical hands-on methods. In this article we argue that reading should be recognized as a method of inquiry. Based on qualitative interviews with 20 researchers from a humanities department, we explore how researchers read, and we show how reading contributes significantly to their knowledge production. We argue that the concepts of ‘close reading’ and ‘surface reading’ in addition to ‘deep approach’ and ‘surface approach’ insufficiently convey how researchers read. Instead we propose the concept 'Inquiry-Based Reading' for designating the specific orientation towards texts that characterizes how researchers practise reading to further their research. Finally, we suggest that the conceptualization of inquiry-based reading could open up new discussions about the current position of reading in methods curriculum.",
keywords = "Faculty of Social Sciences, Higher education, inquiry-based reading, reading, research methods, student learning",
author = "Katan, {Lina Hauge} and Baarts, {Charlotte Andreas}",
year = "2020",
doi = "10.1177/1474022218760261",
language = "English",
volume = "19",
pages = "58--75",
journal = "Arts and Humanities in Higher Education",
issn = "1474-0222",
publisher = "SAGE Publications",
number = "1",

}

RIS

TY - JOUR

T1 - Inquiry-based Reading

T2 - Towards a conception of reading as a research method

AU - Katan, Lina Hauge

AU - Baarts, Charlotte Andreas

PY - 2020

Y1 - 2020

N2 - Reading is an activity in which both researchers and students invest immense time and energy. However, reading is disregarded as a research method and generally assigned a marginal position as a mere supplement to empirical hands-on methods. In this article we argue that reading should be recognized as a method of inquiry. Based on qualitative interviews with 20 researchers from a humanities department, we explore how researchers read, and we show how reading contributes significantly to their knowledge production. We argue that the concepts of ‘close reading’ and ‘surface reading’ in addition to ‘deep approach’ and ‘surface approach’ insufficiently convey how researchers read. Instead we propose the concept 'Inquiry-Based Reading' for designating the specific orientation towards texts that characterizes how researchers practise reading to further their research. Finally, we suggest that the conceptualization of inquiry-based reading could open up new discussions about the current position of reading in methods curriculum.

AB - Reading is an activity in which both researchers and students invest immense time and energy. However, reading is disregarded as a research method and generally assigned a marginal position as a mere supplement to empirical hands-on methods. In this article we argue that reading should be recognized as a method of inquiry. Based on qualitative interviews with 20 researchers from a humanities department, we explore how researchers read, and we show how reading contributes significantly to their knowledge production. We argue that the concepts of ‘close reading’ and ‘surface reading’ in addition to ‘deep approach’ and ‘surface approach’ insufficiently convey how researchers read. Instead we propose the concept 'Inquiry-Based Reading' for designating the specific orientation towards texts that characterizes how researchers practise reading to further their research. Finally, we suggest that the conceptualization of inquiry-based reading could open up new discussions about the current position of reading in methods curriculum.

KW - Faculty of Social Sciences

KW - Higher education

KW - inquiry-based reading

KW - reading

KW - research methods

KW - student learning

U2 - 10.1177/1474022218760261

DO - 10.1177/1474022218760261

M3 - Journal article

VL - 19

SP - 58

EP - 75

JO - Arts and Humanities in Higher Education

JF - Arts and Humanities in Higher Education

SN - 1474-0222

IS - 1

ER -

ID: 188878412