Probably a bad idea to start a thread right before I go to sleep, but here it goes:
on my website, I offer some strategies I use (and I teach my students) to facilitate my reading. raulpacheco.org/resources/read…
I read A LOT. I've improved my reading the usual way: PRACTICING.
If you think that skimming hundreds of articles or books will make you competent at READING, you're fooling yourself. As I have emphasized in my blog posts: there is no substitute for DEEP reading.
Obviously we need to triage, prioritize, and frequently, we DO skim A LOT.
But there are points where you need to stop & engage with the material in more depth. This is something I've said all the time, even in my blog posts on how to do #AICCSEDraulpacheco.org/2017/12/carvin…
You need to be systematic, diligent and accept that we all read at various speeds.
Even though my parents sent me to speed-reading courses (which I'll admit, helped a lot), there are articles and books that REALLY require me to sit down, read, re-read, digest the material, and read again. Others, I can speed-read and absorb the general gist. There's VARIATION.
I've been reading through the responses to @eveewing 's question (many are excellent), but a couple of books that were linked make it sound as though you should cut corners ALL THE TIME.
Unfortunately, whether you're in STEM or humanities or social sciences, cutting corners...
... can potentially have deleterious impacts. I highlight and scribble with different colour highlighters and fineliners because that's how I learn better. raulpacheco.org/2019/02/readin…
You do you, of course.
But I maintain that one needs to spend time developing reading skills.
Learning how to read is a bit like learning how to write (or how to ride a bike): you learn mostly by doing, following advice here and there, refining your skills and repeating ad nauseam.
In the same way you only learn how to write by writing, you can only learn how to read...
... by reading. It takes time. Trust me, I'm revising two papers and it's taken me FOUR TIMES LONGER than I ever expected, and that's just on the revised literature review (this delay is also due to the fact that I don't want to screw up the revision and get a rejection!)
I read the same way I did when I was in grade school, through high school, undergrad, Masters, PhD and now as a professor.
You can read online. You can skim a lot. You can do whatever. But at some point you’ll need to read in DEPTH. </end thread>
• • •
Missing some Tweet in this thread? You can try to
force a refresh
Every time I bring up the discussion that we need MANY MORE methods courses, particularly qualitative and mixed methods, I get some pushback (because of length of program, costs, etc.)
But I don't think you can REALLY learn qualitative methods with ONE course. You need a MENU.
Over the past two years, I've taught several methods courses: Research Design, Mixed Methods, Historical Methods, Analysis and Interpretation of Qualitative Data, Comparative Methods.
And I still think my students need more (on ethnography, on fieldwork, etc.)
I also know I'm a broken record, but ... We lack serious training in research methods choice and selection. Why did you choose that specific method to answer your research question, and why didn't you use this other one?
THREAD: How do you "map the debates in the literature"?
This question has been haunting me since a piece I wrote on "debates around water privatization" got rejected. One of the reviewers said, plainly: "where are the debates mapped out? I can't see them".
Reviewer was right.
I recently asked one of my research assistants to "map the debates surrounding water privatization", yet again, and I explained to her the main two ones (those who are pro-privatization, those who are against), that I've been able to map over the years of doing this research.
The thing is, I think we have to teach students (or ourselves, as researchers) how to find those debates. They (we) need heuristics that help them find multiple positions about a topic or an issue in their reading, and then help them structure their notes to help them contrast.
I've been reflecting on the #BigHomieTips series that @RapPortraits created through an interview with the incomparably brilliant @tressiemcphd and this particular insight, Create An Experience, has been hovering in my head for so long that even though I'm past my bed time,...
... I wanted to write about it (and I suspect this thread will be come a blog post on my blog).
I think what I get from Tressie's insight is the following: I have finally figured out the EXPERIENCE that I want readers of my blog and followers of my Twitter account to have.
To that end, I needed to figure out how people who read my blog use it. And ask myself whether those readers were having the experience I wanted them to have.
My blog is not a repository of tips, per se.
It's a showcase. I show how *I* work. But I don't do it to set rules.
Después de mi presentación, continuamos con la Dra. Ana Paola Gutiérrez Garza @anapggarza dialogando sobre "Etnografía del trabajo de cuidado y la producción de intimidad en tiempos de neoliberalismo"
Mi presentación fue sobre etnografía comparativa multisitiada de reciclaje informal de basura en varios países. Hablé sobre los asuntos éticos de hacer estudios con poblaciones muy vulnerables, el hacer crecer el número de casos, etc. #TallerDeAplicacionesDeLaEtnografía
Ahora la Dra. Tiana Bakic Hayden @TianaBHayden nos habla sobre su investigación etnográfica de la alimentación callejera en Ciudad de México. Nos habla sobre cómo en antropología "todo puede ser un dato" y el reto de capturar las notas de campo #TallerDeAplicacionesDeLaEtnografía
Inicia la Dra. Marcela Torres-Wong @matorrew hablándonos de su experiencia como abogada entrando al campo antropológico y etnográfico. #TallerDeAplicacionesDeLaEtnografía estudiando resistencias a la industria extractivista, como protesta. Como demanda, lucha de fuerzas.
Comenta @matorrew sobre cómo el aprendizaje de la técnica antropológica, de los modelos etnográficos, le permitió desarrollar sus propias resistencias al extractivismo, la amplitud de la actividad extractiva, y su propia posicionalidad y ética #TallerDeAplicacionesEtnográficas
La segunda presentación del primer bloque de #TallerDeAplicacionesEtnográficas es del Dr. Manuel Triano Enríquez @manueltriano_ hablando de análisis etnográficos de embarazo durante adolescencia y trayectorias educativas de jóvenes. Una evaluación cualitativa.
THREAD: On reading, note-taking, synthesizing and writing.
It's the beginning of a new semester and year, and folks are looking for multiple sources to help their students with reading strategies, note-taking techniques, synthesizing-and-literature-reviewing, and writing.
I was in a meeting today discussing a potential professional development workshop for graduate students, where I indicated my approach to teaching academic writing (and everything else re: #AcWri) hinges on 3 building blocks:
1) How to read 2) How to synthesize 3) How to write
You may notice that I have shrunk my Reading-Annotating-Synthesizing-Writing (RASW) structure to a RSW framework. It's not really compressed, but I summarized Reading-and-Annotating as solely Reading. In my view, reading needs to be active, requires coordination and NOTE-TAKING.