This chapter considers why reading at university is an essential tool in becoming a critical thinker, what it means to read actively, and how to become an effective active reader. Reading at university moves you beyond reading-to-know and into reading-to-think, which is known as active reading. Active reading comprises seeing, comprehending, analysing, interpreting, and evaluating to make meaning from text. Your own interpretation is necessary because a text has three different authors: the human author, the imagined author, and the reader as an author. Reading is an essential part of university in part because texts allow authors the time and space to develop complex, carefully constructed arguments and ideas which are well reasoned. The chapter then looks at selective reading; the CBD active reading strategy, which focuses on Context–Breadth–Depth; and note-taking. Obstacles to active reading include time and focus, reading ability and accuracy, and the style and difficulty of texts.
This chapter begins with exploring how to read effectively for academic study and then looks at some of the typical sources of information available to business and management students and how to locate them. Locating information for research and assignments is an essential requirement for business and management students. Finally, the chapter covers referencing and the importance of avoiding accidentally (or deliberately) attributing the work of others as their own—the practice of ‘plagiarism’.
Essential Study and Employment Skills for Business and Management Students starts with an examination of graduate employability and developing skills for business and management. It argues that a student needs to understand how learning takes place and this will help them hone in on organization and communication skills. It is essential, the text argues, that the successful student understands how to locate information and improve their search skills. The text covers a number of other essential skills for business and management students and those include reading skills, writing skills, presentation skills, and teamwork skills. Next, the text examines creativity in addition to discussing the importance of well-being and managing stress. Finally, it looks at experience and CV development.
Sarah Birrell Ivory
Becoming a Critical Thinker starts by considering what it is that makes someone a critical thinker and why critical thinking skills are worth developing. The text argues that there are many benefits to looking at the world through a critical lens. The book first defines critical thinking in direct relation to the university experience before proceeding to discuss the ways in which a learner can become more of a critical thinker. The second part of the book looks at the three aims of critical thinking: quality of argument, strength of evidence, and clarity of communication. The final part is about mastering the tools of critical thinking. There are five major tools that a good critical thinker should use: writing, reading, listening, speaking, and—perhaps obviously—thinking.