Self-directed learning implies that learners take the initiative in making use of resources, rather than simply react to transmissions from the resources. They know what they want to get from are source, and they probe the resource until they get what they want. They are proactive rather than reactive learners. Students may find the Knowles book helpful for this assignment (see below), but this is not a required resource for this course. But most of us have developed the habit of using resources—especially books—reactively. We start reading a book on page one and read it through to the end, letting the author tell us the answers to the questions he or she thinks we ought to be asking. Of course, some books have to be read this way. Most works of fiction, creative essays, and philosophical essays develop plots or themes with sequential elements. But most books that we turn to for information, such as text books, reference books, manuals and anthologies, are organized according to content categories. Readers who know the questions to which they want answers can turn to the content category containing the answers to their questions. The book then takes on a different character; rather than being a one-way transmission of information, it is a resource for self-directed inquiry. Knowles, M. (1975).Self-directed learning: A guide for learners and teachers. Chicago, IL: Association Press. Proactive Book Reading Process: a. Select one current (2020) general higher education books but not course textbooks. (any book of your choice…it can be found by searching google) b. Turn to the front of the dust jacket and read what the publisher has to say about the purpose of the book. c. Turn to the rear of the dust jacket and read what the publisher has to say about the author and his or her qualifications to write such a book. d. Turn to the front matter (introduction, foreword, preface) and read the author’s or editor’s orientation to the book. e. Turn to the table of contents and see how the author has organized the information into chapters, subsections, or other content categories. f. Put the book aside and write down three questions about things you have become curious about as a result of this preliminary examination of the book. g. Now that you have composed three questions, review the first question and find in it a key word or phrase that you think might be in the book’s index. h. Turn to the index and look up that key word or phrase. If the word or phrase is not there, think of a synonym and see if the synonym is there. If it isn’t, then see if the table of contents can lead you to the page of the book where the question can be answered. i. Now turn to that part of the book that deals with your question and get the answer. If the author refers to material in other parts of the book, follow his/her leads until you have all the information relevant to your question. Please write out the answer completely in your own words (without “cutting and pasting” verbatim material or using “block” quotes).j. Follow the same procedure with the second and third questions. Proactive Reading Product: A paper of 3-4 pages in length (typed, double-spaced) which includes (a) a title, (b) a general introduction/overview, (c) three questions and responses to each, (d) a reflection, analysis, synthesis, (e) a conclusion/summary, and (f) citation of reference (see Publication Manual of the American Psychological Association). Reports of Proactive Readings are more than book reviews or reports. The product is intended to reflect your ability to research and report on only those sections of the book with relevance to your proactively posed questions. Furthermore, the Reflection/Analysis/Synthesis is critical in that it provides you an opportunity to reflect on what you have learned and provide appropriate analysis and synthesis. ASSIGNMENT 3 –Proactive Readings of Current” general higher education book (15 points) Content: 10 points Introduction with a purpose statement Three Questions & Responses #1 Q & A #2 Q & A #3 Q & A Reflection, Analysis, Synthesis Conclusion that summarizes Written Expression & Presentation of Ideas 3 points Including sentence and paragraph structure; pronoun-antecedent agreement; subject-verb agreement; verb tense; 1st and 2nd person; punctuation (apostrophes, semi-colon, etc.); generalizations; clichés; transitions; quotations; usage; general introductions with a purpose statement; conclusion that summarizes, etc.).
