|Doesn't it sound simple, even self-evident? If you want to learn by your reading,
you are asking the activity to change you. You are not just giving space in your brain
temporarily to somebody else's words: you want to get knowledge from them, to form
understanding, and to hang on to what you gain. But wanting is only aspiration. You need
to put yourself into your aspiration so as to give your reading the traction it needs
in order to make its return to you. But how?
Many university Learning-Support Services recommend versions of something called SQ3R. Francis Pleasant Robinson formulated these practical steps of enacting a commitment to learning through reading, in a series of books and revised editions from 1941 (Diagnostic and Remedial Techniques for Effective Study) to 1970 (Effective Study, 4th edn.). Robinson's steps of SQ3R were Survey, Question, Read, Recite, and Review. Some variants insert a W for Write, or alter the old-fashioned verb "recite" to Recall or (with odious contrivance) wRite: Robinson included writing within his step Recite. Another variant gets called SQ4R as it adds an R for Relate - more significantly than the variants that add wRite or Record to the orignial SQ3R as a separate step. But these recommendations are generally described in terms of reading in a textbook that pre-digests a fixed lesson. Original learning, by contrast, can be pursued by reading productively in primary sources, analyzing, developing, and testing ideas, and forming new understandings when you put your sources into different connections.
The following schema adapts SQ3R to this more creative, rigorous, engaging challenge:
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