Reading Resilience Toolkit

Rosanne Kennedy, Janine Douglas, Anna Poletti, Judith Seaboyer, Tully Barnett

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    The ability to read and comprehend a range of complex texts is recognised as a foundation skill and required outcome for students in literary studies, and this is commonly expressed in learning objectives. It also has wide applicability outside the university, in the worlds of business, education, government and politics. Many academics have noted, however, that it is increasingly difficult to engage students in the task of reading demanding texts in the tertiary literary studies classroom (Clausson, Chance, Gallop, Scholes). Students often come to class without having completed the required reading, which impacts on their ability to develop advanced skills of literary comprehension and analysis. Moreover, the failure to complete assigned reading impacts on curriculum development and teaching quality in ways that are not clearly articulated, and are commonly dealt with in ad-hoc ways by individuals or small groups of staff. Robert Scholes, recent President of the Modern Language Association and a leader in the field of literary pedagogy, contends that the decline in reading skills has slipped under the radar. The challenges associated with reading literary texts today, in an environment in which students have many demands on their time – ranging from outside work and family commitments to new digital technologies – are not well understood. This is a resource emanating from a project that explored these issues. The Reading Resilience Toolkit introduces a new approach to teaching reading skills and provides resources to address problems in delivering undergraduate literature curricula.
    Original languageEnglish
    Place of PublicationSydney
    PublisherOffice for Learning and Teaching
    ISBN (Electronic)9781743612071, 9781743612088
    ISBN (Print)9781743612064
    Publication statusPublished - 2012

    Bibliographical note

    With the exception of the Commonwealth Coat of Arms, and where otherwise noted, all material presented in this document is provided under Creative Commons Attribution-ShareAlike 3.0 Unported License (


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