A Simple Activity to Enhance the Learning Experience of Reading Primary Literature

Abstract

Countless studies have demonstrated the benefits and the importance of incorporating primary literature into undergraduate curriculum. However, even with regular exposures to primary literature, students still find the reading task confusing and frustrating. Most educators are conscientious about choosing realistically challenging research articles that match students’ abilities and knowledge, so the negative experiences students have had are more likely due to fear-based emotions than skills. To help students overcome the initial fear of reading a research article, I first presented to them just the title of the paper, with 3 guiding questions, and encouraged them to get into the journey of the researchers by prompting them to speculate “What must they have done to write a paper with such a title?” I gave students 10-15 minutes to reflect upon the title and to jot down the answers to the 3 guiding questions. Depending on the students, time and the paper, we did not always have a class discussion after the reflection, but we always had one after students read the paper. While reading the paper, students were reminded to compare the paper with the notes they jotted down before reading it. Students responded positively to this simple activity. Facing just the title of the paper is certainly less intimidating than combating the entire paper at once. Once the initial fear has overcome, the reading task becomes less daunting. This activity is simple, flexible, and easily implemented and surveys showed that it effectively enhanced students’ experience in reading primary literature.