Effective reading strategies Claudine Provencher and Maria Bell
with thanks to Helen Green Slide 2 Doing the reading takes too
long. I can spend hours and hours on one single article... and even
then, I still don't know if I understand it! Slide 3 I know I
should be noting and highlighting the important bits, but I don't
know how to tell what is important. Slide 4 I don't know what many
of the words mean. I need to use my dictionary constantly. Slide 5
The language is so fuzzy, specific, strange. It's not like real
English. Slide 6 Often I have to read the same sentence three or
four times before I get an idea of what it means. Slide 7
Sometimes, I notice that Ive been reading for five or ten minutes,
and I have no idea what I just read. Slide 8 When I sit in the
library to do my reading for the week, I fall asleep. Slide 9 giant
shop Slide 10 empty basket Slide 11 1.Know what you want from the
text before you begin reading. 2.Reading as much as you can is not
the point! 3.Share. 4.Manage your readings. Slide 12 Academic
reading is purposeful, selective, and active. Slide 13 1. Know what
you want from the reading before you turn the first page. Slide 14
A specific formulation of the relevant bits of information that you
want to find in the text. Reading goals Slide 15 Lecture 5Identity,
brand and reputation Aim: To provide students with an overview of
the psychological concepts around branding, corporate identity and
reputation. Learning outcomes: After attending this lecture,
participating in the associated seminar and reading the appropriate
references from the course guide, students should be able to:
Understand the significance of and relationships between brands,
corporate identity and reputation Identify and critically assess
the economic, social and psychological forces that underpin the
meaning and value of brands and branding. Outline: This lecture
will examine representational practices and the construction of
meaning as applied to specific aspects of corporate communications.
In particular, it will contrast organisational identity, branding
and reputation. To this end, it will introduce and critically
discuss case studies and instruments of communication, branding
practices, media effects and communication messages. Slide 16
Lecture 5Identity, brand and reputation Aim: To provide students
with an overview of the psychological concepts around branding,
corporate identity and reputation. Learning outcomes: After
attending this lecture, participating in the associated seminar and
reading the appropriate references from the course guide, students
should be able to: Understand the significance of and relationships
between brands, corporate identity and reputation Identify and
critically assess the economic, social and psychological forces
that underpin the meaning and value of brands and branding.
Outline: This lecture will examine representational practices and
the construction of meaning as applied to specific aspects of
corporate communications. In particular, it will contrast
organisational identity, branding and reputation. To this end, it
will introduce and critically discuss case studies and instruments
of communication, branding practices, media effects and
communication messages. ? Slide 17 Some possible reading goals What
are three key, defining features of a brand? and corporate
identity? What exactly is reputation in terms of social psychology
? How are the 3 intertwined? How are they distinct? Give some
examples of interaction of the 3. Slide 18 Slide 19 Slide 20 Some
possible reading goals Is corporate reputation a foundation for PR?
(or is something else?) How do reputation, identity, and image work
together? Is corporate identity really the quintessence of an
organisation? Whats more important: strong corporate culture or
strong corporate identity? Why? What are three key, defining
features of a brand? and corporate identity? What exactly is
reputation in terms of social psychology? How are the 3
intertwined? How are they distinct? Give some examples of
interaction of the 3. Slide 21 1. Know what you want from the
reading before you turn the first page. Have a clear idea of what
information is important and relevant to your lecture / essay /
dissertation, and make a list of exactly what you going to search
for in your readings. Slide 22 2. Reading as much as you can is not
the point! Slide 23 Fombrun, C. and Pan, M. (2006) Corporate
reputations in China: how do consumers feel about companies?,
Corporate Reputation Review, 9 (3): 165-170. ** Fombrun, C. (2005)
Building corporate reputation through CSR initiatives: evolving
standards, Corporate Reputation Review, 8 (1): 7-11. Gardberg, N.A.
and Fombrun, C.J. (2002) The global reputation quotient project:
first steps towards a cross- nationally valid measure of corporate
reputation, Corporate Reputation Review, 4 (4): 303-307. Hall, S.
(1993) Encoding and decoding, in S. During (ed.), The Cultural
Studies Reader. London: Routledge. Kitchen, P. (2004) Corporate
reputation, in S. Oliver (ed.), A Handbook of Corporate
Communications. London: Routledge. Kitchen, P. and Lawrence, A.
(2003) Corporate reputation: an eight-country analysis, Corporate
Reputation Review, 6 (2): 103-117. Jones, G.H., Jones, B.H. and
Little, P. (2000) Reputation as reservoir: buffering against loss
in times of economic crisis, Corporate Reputation Review, 3 (1):
21-29. Murray, K. and White, J., (2005) CEOs views on reputation
management, Journal of Communication Management, 9 (3): 348-358.
Readings: Balmer, J.M.T. and Stephen A. (eds) (2002) Revealing the
Corporation: Perspectives on Identity, Image, Reputation and
Corporate Branding. London: Routledge. (Especially Chapter 2 and
Chapter 6) Blyth, J. (2001) Creating shared meaning in marketing
communications, in D. Pickton, and A. Broderick (eds), Integrated
Marketing Communications. Harlow: Prentice Hall. ** Cornelissen, J.
(2008) Corporate Communications: A Guide to Theory and Practice.
London: Sage. (Chapter on Corporate Identity, Corporate Image and
Corporate Reputation) Davies, G., Chun, R., da Silva, R.V. and
Roper, S. (2001) The personification metaphor as a measurement
approach to corporate reputation, Corporate Reputation Review, 4
(2): 113-127. Eccles, R.G., Newquist, S.C. and Schatz, R. (2007)
Reputation and its risks, Harvard Business Review, 85 (2): 104-114.
Eco, U. (1976) A Theory of Semiotics. Bloomington: Indiana
University Press. ** Fombrun, C. and Shanley, M. (1990) Whats in a
name? Reputation building and corporate strategy, Academy of
Management Journal, 33 (2): 233-258. Slide 24 Fombrun, C. and Pan,
M. (2006) Corporate reputations in China: how do consumers feel
about companies?, Corporate Reputation Review, 9 (3): 165-170. **
Fombrun, C. (2005) Building corporate reputation through CSR
initiatives: evolving standards, Corporate Reputation Review, 8
(1): 7-11. Gardberg, N.A. and Fombrun, C.J. (2002) The global
reputation quotient project: first steps towards a cross-
nationally valid measure of corporate reputation, Corporate
Reputation Review, 4 (4): 303-307. Hall, S. (1993) Encoding and
decoding, in S. During (ed.), The Cultural Studies Reader. London:
Routledge. Kitchen, P. (2004) Corporate reputation, in S. Oliver
(ed.), A Handbook of Corporate Communications. London: Routledge.
Kitchen, P. and Lawrence, A. (2003) Corporate reputation: an
eight-country analysis, Corporate Reputation Review, 6 (2):
103-117. Jones, G.H., Jones, B.H. and Little, P. (2000) Reputation
as reservoir: buffering against loss in times of economic crisis,
Corporate Reputation Review, 3 (1): 21-29. Murray, K. and White,
J., (2005) CEOs views on reputation management, Journal of
Communication Management, 9 (3): 348-358. Readings: Balmer, J.M.T.
and Stephen A. (eds) (2002) Revealing the Corporation: Perspectives
on Identity, Image, Reputation and Corporate Branding. London:
Routledge. (Especially Chapter 2 and Chapter 6) Blyth, J. (2001)
Creating shared meaning in marketing communications, in D. Pickton,
and A. Broderick (eds), Integrated Marketing Communications.
Harlow: Prentice Hall. ** Cornelissen, J. (2008) Corporate
Communications: A Guide to Theory and Practice. London: Sage.
(Chapter on Corporate Identity, Corporate Image and Corporate
Reputation) Davies, G., Chun, R., da Silva, R.V. and Roper, S.
(2001) The personification metaphor as a measurement approach to
corporate reputation, Corporate Reputation Review, 4 (2): 113-127.
Eccles, R.G., Newquist, S.C. and Schatz, R. (2007) Reputation and
its risks, Harvard Business Review, 85 (2): 104-114. Eco, U. (1976)
A Theory of Semiotics. Bloomington: Indiana University Press. **
Fombrun, C. and Shanley, M. (1990) Whats in a name? Reputation
building and corporate strategy, Academy of Management Journal, 33
(2): 233-258. Slide 25 Searching Summon to locate readings Slide 26
Slide 27 Slide 28 2. Reading as much as you can is not the point!
Make strategic choices about which readings you will explore. There
is no need to read everything on your reading list. Slide 29
Exploratory reading Slide 30 Get acquainted with the type and
structure of the text. Detect the author's approach. Investigate
the author's conclusions. Summarise. Slide 31 Exploratory reading
abstract, conclusion, introduction headings, subheadings preface,
foreword, inside flap, reviews, table of contents, prcis titles of
tables, graphs, figures first sentence of every paragraph The
butler did it. Slide 32 Dedicated reading Slide 33 explore the text
first prioritise the various parts of the text then, (and only
then) begin to read Slide 34 Dedicated reading generates
exploration summary, the answers to your reading goals, notes on
the priority sections, new questions that arose, your reflections
on the text. Slide 35 What is the bottom line of the authors
argument? How effectively are the authors ideas evidenced? What
would I like to ask the author? What are the limitations or flaws
in the evidence? What examples would prove the contrary? Can the
theory be disproved or is it too general? Is this convincing? Why /
why not? What are the implications? What are the alternatives?
Slide 36 Which bits of the authors argument do I want to use/
reflect on in my essay? How does this fit in with my own
theory/beliefs? How does it fit with the opposite theory/beliefs?
How does it fit with other relevant theory/beliefs I've come
across? Is my own theory/belief still valid? If so, why? Am I
surprised? If so, why? Do I agree? If so, why? Slide 37 2. Reading
as much as you can is not the point! Explore some / several
readings. Read, in more depth, the critical few that seem likely to
help you meet your reading goals. Slide 38 3. Share your reading
with others. Slide 39 Why not try to formulate reading goals
together, select readings in a group and share your notes, teach
someone what you learned from a reading, discuss your reading with
your classmates, or a teacher? Slide 40 4. Manage your readings.
Slide 41 Managing information Get organised early on! Choose your
tool many options: EndNote / EndNote Web Zotero / Mendeley free to
set up personal accounts References in word / paper format?
References in an email folder Delicious / Diigo - social
bookmarking tools Your Academic Support Librarian can assist
[email protected] Slide 42 giant shop 1.Know what you
want from the text before you begin reading. 2.Reading everything
is not the point! 3.Share. 4.Manage your readings. Slide 43 Other
resources Learning World, Moodle (Library Companion to Students)
Teaching and Learning Centre one to one study advice, Royal
Literary Fund Fellow [email protected]
[email protected] Language Centre [email protected]
[email protected] Student Counselling Service
[email protected] [email protected]
Dyslexia/disability assessment and support
[email protected] [email protected] Levin,
P. (2004) Write great essays! Reading and essay writing for
undergraduates and taught postgraduates
