Exposing Hidden Curriculum: Instructional Strategies for Critical Reading of the Primary Literature in Graduate Education

• In Event: I-Presentation Gallery

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=D5-19-62-FA-2B-D1-A4-1C-0B-01-7F-15-1F-54-3A-31

Abstract

Critical reading of the primary literature (CRPL) is part of a hidden curriculum in doctoral education because it is essential for degree progress yet often assumed and unaided by formal instruction. Framed by sociocultural theory, this mixed-methods study examined how participation in a four-week online intervention using the CERIC method and social collaborative annotation changed CRPL skills. Significant improvement occurred in reading comprehension as critical reading, research self-efficacy, and reading apprehension. Self-reports indicated significantly improved feelings of confidence and ease of reading in a new field. The main implication is that doctoral students benefit from explicit CRPL instruction. The main recommendation is that graduate education programs explicitly teach reading comprehension as critical reading wherever students encounter PL.

Author

• Genevive Bjorn, Johns Hopkins University