Inquiry-based Reading: Towards a conception of reading as a research method
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Inquiry-based Reading : Towards a conception of reading as a research method. / Katan, Lina Hauge; Baarts, Charlotte Andreas.
In: Arts and Humanities in Higher Education, Vol. 19, No. 1, 2020, p. 58-75.Research output: Contribution to journal › Journal article › Research › peer-review
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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