Not That Kind of Doctor - Efficient Reading Strategies for Academics
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10/30/2023
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In this episode of "Not That Kind of Doctor," Guy and Nick dive into the crucial topic of reading systems for academics. Whether you're juggling the demands of research, writing, or teaching, having an effective system in place for managing the overwhelming influx of information is key to success. Join us as we explore different approaches to reading that not only enhance productivity but also foster deeper learning and creativity.
đź“š What You'll Learn:
The importance of developing a personalized reading system to keep up with the flood of academic literature (2:00)
How to leverage people and networks as part of your reading strategy (5:00)
The role of citation management software in organizing and retrieving valuable research (7:00)
Practical tips for transitioning from reading to writing, ensuring your research informs and enriches your work (25:00)
How to critically engage with and evaluate sources to strengthen your arguments and contribute to your field (35:00)
Whether you're an academic veteran or just starting your journey, this episode offers valuable insights to help you streamline your reading habits and make the most of the knowledge you consume. Don't just read—read smarter.
If you found this episode helpful, be sure to like, comment, and subscribe for more discussions that tackle the challenges of academic life with practicality and humor. 📚✨
#AcademicReading #ResearchSkills #HigherEducation #CitationManagement #ProductivityTips
Reading - Not That Kind of Doctor with Nick Husbye and Guy Trainin
www.youtube.com/@tltenotthatkindofdoctor
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- [00:00:00.000](upbeat music)
- [00:00:10.590]All right.
- [00:00:11.423]So, today we're talking about reading.
- [00:00:14.640]Look at you just diving right in.
- [00:00:16.620]We gotta dive right in.
- [00:00:18.570]You're like, I'm gonna show up in this flashy shirt.
- [00:00:21.510]Yes.
- [00:00:23.160]Show Nick up
- [00:00:24.256](Guy laughing)
- [00:00:26.070]and then just dive right in.
- [00:00:27.660]I just needed something this morning to pick me up.
- [00:00:30.450]So here we go. That's why I got coffee.
- [00:00:32.850]Caffeine is our friend.
- [00:00:34.140]Color is your friend.
- [00:00:35.100]Color is not my friend. Color is my friend.
- [00:00:36.900]So, okay.
- [00:00:37.733]Yes, we are talking about reading today.
- [00:00:40.410]Yeah.
- [00:00:43.620]Reading in ways
- [00:00:45.660]that actually feed your work as an academic.
- [00:00:51.120]I think I've said it a couple of times in other episodes
- [00:00:53.880]that I did a lot of reading
- [00:00:55.320]around knowledge building this summer.
- [00:00:58.170]And one of the books
- [00:01:01.410]that I ended up reading was called "Ambient Findability"
- [00:01:04.680]by Peter Morville.
- [00:01:06.720]And there's a quote that's just,
- [00:01:09.150]it's lived kind of rent free in my head.
- [00:01:11.640]All right. Ever since I've ran
- [00:01:12.600]across it.
- [00:01:13.950]And it's this idea that knowledge workers are paid
- [00:01:17.250]for their ability to find, filter, analyze,
- [00:01:19.950]create, and otherwise manage information.
- [00:01:23.400]Those who lack these skills become lost
- [00:01:26.130]on the wrong side of the digital divide.
- [00:01:30.150]And that just struck me
- [00:01:33.390]as an essential skill
- [00:01:37.020]for any kind of work
- [00:01:40.260]that we do here in the academy,
- [00:01:42.450]particularly as we move from more print-based journals
- [00:01:48.270]into digital journals.
- [00:01:50.340]And now we have so many more journals
- [00:01:53.850]than there ever have been before.
- [00:01:54.930]Yeah. There's so many
- [00:01:55.763]different venues for publication,
- [00:01:58.650]whether it's podcasts or journal articles
- [00:02:02.040]or book chapters or...
- [00:02:04.140]So how do you manage all
- [00:02:08.730]of that information coming at you?
- [00:02:13.860]We're constantly encountering this new information
- [00:02:17.730]through new research
- [00:02:19.980]as we're trying to build up our repertoires
- [00:02:21.840]and our specializations.
- [00:02:23.760]And so I'm interested in how you manage this
- [00:02:29.040]and I'm interested in, like, how systems have changed
- [00:02:32.610]because newsflash, I'm old.
- [00:02:37.485](Guy laughing)
- [00:02:38.340]I realized... Yeah.
- [00:02:39.300]I realized two weeks ago
- [00:02:41.310]that I have been working in a university
- [00:02:46.110]for 17 years,
- [00:02:47.820]which just,
- [00:02:50.400]It's a while.
- [00:02:51.766]It's a while.
- [00:02:53.190]It's a while.
- [00:02:54.023]It's not a number that I expected.
- [00:02:55.770]And so I think that there are a few transitions
- [00:02:59.700]that happen as you are more in the system
- [00:03:02.550]because part of it is that as we get old,
- [00:03:05.550]we have less time or at least less fictional time.
- [00:03:09.360]We've talked about time in previous episodes.
- [00:03:12.420]AKA Nick's breakdown episodes.
- [00:03:13.991](Guy laughing)
- [00:03:15.510]But it is true that when you're younger,
- [00:03:19.920]you can pull an all-nighter or you can read into the night.
- [00:03:23.400]And I can tell you that at 10:00, I can do other things,
- [00:03:27.210]but reading seriously for research...
- [00:03:29.910]Wait. Is not one of that.
- [00:03:30.960]You last until 10?
- [00:03:32.280]Sometimes.
- [00:03:33.300]Sometimes. Like, by 8:30, man,
- [00:03:35.010]I am like, the brain is gone.
- [00:03:37.740]Yeah, so that's one thing.
- [00:03:40.740]But the other things are that we have more commitments,
- [00:03:45.660]professional and otherwise, and we have other ways
- [00:03:50.100]and other things we need to get over and read and process.
- [00:03:53.820]So there are a lot of other reading tasks,
- [00:03:55.710]like reports we have to write or read or student papers
- [00:03:59.820]and student dissertations right now.
- [00:04:02.400]We're reading dissertations because it's that time of year
- [00:04:05.070]or that time of the semester.
- [00:04:06.840]And so there's a lot of other reading
- [00:04:08.760]that is not necessarily reading in your area of research.
- [00:04:13.890]And so it's important to have a method.
- [00:04:17.160]You call it a system.
- [00:04:18.870]And I think we have very different approach to systems.
- [00:04:23.277]And this is why it's useful to have that conversation
- [00:04:26.280]'cause I was thinking, "Do I have a system?"
- [00:04:27.930]I guess I do.
- [00:04:29.550]Okay, what is that system?
- [00:04:30.450]Talk to me. My system is people.
- [00:04:32.340]My system has always been people.
- [00:04:34.650]So... Okay.
- [00:04:35.970]I use my interactions
- [00:04:40.470]with people to help me read through things.
- [00:04:42.690]So it's a few thing.
- [00:04:44.490]People are a commitment device.
- [00:04:46.680]So for example, if I teach a class about something I need
- [00:04:49.530]to refresh my knowledge on,
- [00:04:51.480]then I will build a reading list and I will read it.
- [00:04:54.510]So that's a really useful strategy.
- [00:04:56.970]And I have groups that do mini studies.
- [00:05:00.540]For example, computer science has a group
- [00:05:03.390]that gets together twice a week.
- [00:05:05.220]I can't make twice a week,
- [00:05:06.660]but if I make once every two weeks,
- [00:05:09.600]I get to read something about computer science education,
- [00:05:12.150]which I'm interested in right now,
- [00:05:14.070]and we get to discuss it.
- [00:05:15.480]And that creates this sense of I'm gonna show up.
- [00:05:19.800]I'd better do at least rudimentary reading of this article,
- [00:05:23.070]and while we're talking, I'll pick up a few more things.
- [00:05:25.470]So that's another way to use people.
- [00:05:27.480]The third way is, of course, to use conferences
- [00:05:32.370]where you are actually two years before publication,
- [00:05:34.860]you can hear from the people you're interested in
- [00:05:37.200]that you know are leading some interesting research.
- [00:05:40.080]You can hear about what they're doing right now.
- [00:05:42.270]In a year to two years, it'll show up in print.
- [00:05:44.880]So you're actually kind of hopping the line on
- [00:05:48.810]where you are gonna go with reading.
- [00:05:50.790]And then I use reviews.
- [00:05:55.410]So I review for a few journals.
- [00:05:57.060]I'm very selective about where I review,
- [00:06:00.630]but that allows me to see
- [00:06:02.580]what other people are doing in the literature review.
- [00:06:05.100]And of course, the paper itself.
- [00:06:06.600]But the literature review often leads me to some things
- [00:06:09.540]where I go, "Oh, I haven't read this.
- [00:06:11.370]I need to at least take a look."
- [00:06:12.960]Sometimes it's to see that it's the right interpretation
- [00:06:15.960]as part of the review process,
- [00:06:17.220]but sometimes it's just like, "This is curious.
- [00:06:19.410]I think it's worth at least taking a look at it."
- [00:06:23.190]And so that's another way.
- [00:06:26.100]And finally, working with students,
- [00:06:30.240]with graduate students going
- [00:06:31.590]through the dissertation process.
- [00:06:33.300]There's a back and forth
- [00:06:34.860]about creating the literature review
- [00:06:36.810]and everything around it.
- [00:06:37.680]That's another opportunity to have a window.
- [00:06:40.170]So I take advantage of it
- [00:06:41.820]because we all want to be totally caught up,
- [00:06:44.430]but there's too much coming at us
- [00:06:47.130]and too many other assignments that have clear deadlines
- [00:06:51.270]around them and clear steps that we need to take.
- [00:06:54.570]So that, naturally, comes first.
- [00:06:57.480]So I use people and opportunities to create these deadlines.
- [00:07:02.850]So I will actually show up and get done
- [00:07:05.910]and not push it into that
- [00:07:07.650]after 8:30 magic time where nothing happens really
- [00:07:11.670]with a clear way
- [00:07:16.770]to process.
- [00:07:18.330]Yeah, I feel like my own personal system
- [00:07:20.660]is a little disconnected perhaps.
- [00:07:24.359]Okay.
- [00:07:25.710]Okay, tell me more. From all of that.
- [00:07:27.420]So, whereas yours is very people oriented,
- [00:07:31.260]some of mine is people oriented,
- [00:07:33.180]but it's really about,
- [00:07:38.490]like, thinking through the flows of information
- [00:07:42.300]and how I kind of assess what's out there
- [00:07:45.960]and how I move that into my working resources
- [00:07:50.490]for my thinking, my teaching, my writing, my research.
- [00:07:55.170]I always start with have you ever played with BrowZine?
- [00:07:59.040]I have not.
- [00:08:00.150]So BrowZine is not sponsored,
- [00:08:03.390]but if you want to, I don't know how that works.
- [00:08:07.080]Anyway, so BrowZine is this really interesting app
- [00:08:13.050]that connects with,
- [00:08:15.540]so for us, it connects with our UNL library account.
- [00:08:18.600]Yeah.
- [00:08:19.433]And you can load up journals
- [00:08:24.240]that you follow within BrowZine
- [00:08:26.187]and it automatically updates.
- [00:08:28.260]So instead of having to go to, say, Google Scholar
- [00:08:33.090]and searching for a particular article,
- [00:08:34.386]Yep.
- [00:08:35.219]You can load up these shelves,
- [00:08:38.310]they call them, with the journals
- [00:08:40.050]that typically publish the kinds of stuff
- [00:08:42.360]that you're following and you can have different shelves
- [00:08:44.730]for different purposes.
- [00:08:45.870]So I have a reading instruction,
- [00:08:48.720]writing instruction shelf.
- [00:08:50.040]I have a teacher education shelf.
- [00:08:51.900]I have a children's literature shelf.
- [00:08:54.360]And what I really like about
- [00:08:57.480]that particular app is it collects all
- [00:09:02.465]of my, like, core resources in one spot.
- [00:09:08.220]And I get an announcement
- [00:09:09.480]when a new issue has been uploaded,
- [00:09:12.210]I go, I check the table of contents,
- [00:09:14.580]I think through which ones based upon the titles.
- [00:09:19.080]And sometimes I go check the abstract
- [00:09:22.320]to think through what's the usability
- [00:09:25.260]Yeah. Of that
- [00:09:26.093]in terms of it's all usable,
- [00:09:27.930]but is it usable to...
- [00:09:30.519]To the work you're doing.
- [00:09:31.352]To the work that I am doing, either again in my teaching,
- [00:09:34.190]in my writing, or in my thinking.
- [00:09:36.630]And then I export it out if it's useful
- [00:09:39.780]and throw it into my annotation software,
- [00:09:43.170]Because then I can annotate there, cite it as I'm writing.
- [00:09:48.810]And then I have this like buildup of,
- [00:09:52.350]within my annotation software, my citation software,
- [00:09:55.230]I have a folder where everything lives
- [00:09:57.810]until I've processed it.
- [00:09:59.370]Yeah. And then I start sorting it
- [00:10:02.070]and foldering it in other ways,
- [00:10:05.700]which should be no surprise to anyone.
- [00:10:08.850]No. That there's lots
- [00:10:09.990]of folders.
- [00:10:11.580]But lots of folders actually make a lot of sense
- [00:10:14.400]because if you put it in a large vat,
- [00:10:16.590]it's not any different than having it just in a library.
- [00:10:19.800]Right. If you don't,
- [00:10:20.760]I mean, the magic here is the organizational system
- [00:10:23.760]because everything is searchable.
- [00:10:26.130]But if you are putting a big vat,
- [00:10:27.720]then you still have to search.
- [00:10:29.370]The minute there's a file system or a folder system,
- [00:10:32.700]then you have a systematic way
- [00:10:35.820]to identify what you need instead of frantically searching,
- [00:10:38.880]which you can do anyway on Google
- [00:10:40.770]or wherever, library resources.
- [00:10:43.650]Right, and what I've tried to do,
- [00:10:47.790]particularly as I've been,
- [00:10:48.623]like, doing all this reading around knowledge,
- [00:10:52.350]is thinking about how I'm mobilizing those systems
- [00:10:55.290]for action.
- [00:10:56.123]And I'm not sure Yeah.
- [00:10:56.956]That I've always been good at that.
- [00:10:58.350]So it's something that I'm really trying to be,
- [00:11:00.270]trying to be better at
- [00:11:02.400]in terms of I'm doing all of this work,
- [00:11:06.750]but am I doing this work in ways that are usable
- [00:11:11.580]for the work that it's supposed to support?
- [00:11:13.230]Does that make sense?
- [00:11:14.130]Yes.
- [00:11:15.660]And so that's kind of where I'm at,
- [00:11:17.490]but I'm also kind of
- [00:11:18.750]in a conference hibernation period.
- [00:11:24.243]Mm, yeah.
- [00:11:25.729]So, yeah. That changes things.
- [00:11:28.560]That's gonna stop
- [00:11:29.393]at some point. Yeah.
- [00:11:30.384]Right, like, I will get back into conferences.
- [00:11:35.220]I will do that.
- [00:11:36.210]Yeah. It'll be fine.
- [00:11:37.043]And one of the things that emerges both conferences,
- [00:11:40.080]but writing and research is now,
- [00:11:44.370]for the most part, a collaborative effort.
- [00:11:47.040]And where I learn a lot is from colleagues.
- [00:11:50.850]When we go into a new area
- [00:11:52.410]where they bring in a certain amount of expertise,
- [00:11:55.410]my first question is what are the two
- [00:11:57.210]or three pieces I need to read to understand this better?
- [00:12:01.500]So for example, recently we've been writing
- [00:12:04.290]about empowerment and teacher engagement
- [00:12:08.100]and teacher identity.
- [00:12:09.510]So I went to the people who are co-writing with me
- [00:12:13.050]and I said, "What are the pieces that I need to read
- [00:12:15.720]to understand this topic better?"
- [00:12:17.880]A foundation and then kind of a cutting edge piece.
- [00:12:21.540]And so I do use my colleagues that have a lot of expertise,
- [00:12:25.350]whether they're colleagues in this building
- [00:12:27.150]or colleagues somewhere else where we collaborate
- [00:12:29.640]or they're people I meet at a conference.
- [00:12:33.510]So that's where the conference, again,
- [00:12:35.430]that informal interaction after presentations
- [00:12:38.730]or just during a get-together
- [00:12:40.410]is usually helpful if you use it that way.
- [00:12:43.560]So introvert system, extrovert system.
- [00:12:46.470]Absolutely.
- [00:12:47.303]I see how this works now.
- [00:12:48.136]Okay.
- [00:12:49.014]Okay, I can separate these two things out.
- [00:12:51.300]This makes sense.
- [00:12:53.430]So those are kind of the systems that we're each utilizing.
- [00:12:58.350]Yeah.
- [00:13:03.870]So one of the things that I also came across this summer
- [00:13:06.960]as I'm cleaning out, like, you know,
- [00:13:10.620]Swedish death clean of my basement.
- [00:13:14.654]It's a thing.
- [00:13:15.787]Yeah, yeah, yeah. It's a thing.
- [00:13:16.620]I know.
- [00:13:17.453]I know it's a thing.
- [00:13:18.286]It's a thing I respect.
- [00:13:19.119]And so one of the things
- [00:13:19.952]that I came across was this huge binder
- [00:13:26.100]that I utilized for my dissertation
- [00:13:28.770]in order to... Oh, wow.
- [00:13:29.603]Build up Yeah.
- [00:13:30.436]My literature review.
- [00:13:32.280]And I was just thinking about,
- [00:13:35.220]like, 12 years out,
- [00:13:41.310]like, what was the function of that binder, right?
- [00:13:43.860]And it was really to help me think
- [00:13:45.990]through that particular literature review
- [00:13:49.200]without really thinking
- [00:13:52.050]about how future me would use that, if that makes any sense.
- [00:13:59.700]And so again, I've been trying to really shift
- [00:14:03.150]and have been trying to engage in this shift
- [00:14:05.490]for a while now in terms of, like, when I read,
- [00:14:09.570]how am I sending some love letters
- [00:14:13.230]to my future self
- [00:14:14.640]in terms of the durability of the ideas within this article,
- [00:14:18.780]so that when I sit down
- [00:14:20.580]to get ready to write a literature review
- [00:14:22.710]or pull upon some of this research,
- [00:14:24.840]that I'm not having to rewrite or reread
- [00:14:30.570]Yeah. The article
- [00:14:31.403]'cause again, that's time.
- [00:14:32.670]Yeah.
- [00:14:34.200]And that's time you seldom have.
- [00:14:36.000]Right.
- [00:14:36.870]So I'm curious about,
- [00:14:39.870]the thing that struck me particularly
- [00:14:41.490]about that binder was I just kept thinking, like,
- [00:14:43.627]"What was all this highlighting for?"
- [00:14:46.759](Guy laughing)
- [00:14:47.970]Also before the advent of mild liners, man,
- [00:14:50.970]all we had were neon color options.
- [00:14:52.950]Yes. It was a very sad.
- [00:14:54.930]How far we have come, technology,
- [00:14:56.670]technological advances.
- [00:14:58.170]Like, give me a good olive green highlighter
- [00:15:00.960]these days,
- [00:15:01.939](Nick's lips smacking) chef's kiss.
- [00:15:03.630]But I would love to know a little bit more
- [00:15:06.660]about how do you,
- [00:15:11.999]after leaving an article
- [00:15:13.740]or after leaving
- [00:15:14.573]a book chapter... Yeah.
- [00:15:15.406]Or what have you, how do you leave yourself
- [00:15:17.370]with some durable goods to support your future writing
- [00:15:19.830]so that when you get into that writing, you're not like,
- [00:15:21.607]"Oh my gosh, I have to reread this whole thing
- [00:15:22.950]'cause I don't remember what was what it was about."
- [00:15:24.310]Yeah. And talk me through.
- [00:15:25.980]So I usually use notes.
- [00:15:29.610]I don't like highlighting.
- [00:15:30.990]I liked highlighting in graduate school,
- [00:15:34.508]as you were saying,
- [00:15:35.460]the highlighting works in very short term.
- [00:15:38.370]So if you just need to write the paper now
- [00:15:40.620]and you're reading a piece for now,
- [00:15:43.770]the highlighting would probably work.
- [00:15:45.390]I don't believe highlighting works long term
- [00:15:47.850]because of two things I thin.
- [00:15:50.520]One is that you forget what was your methodology
- [00:15:54.240]or your thinking behind the highlighting
- [00:15:56.250]and what prompted it.
- [00:15:57.990]And so you look at it just like in looking at it
- [00:16:01.650]from a distance of more than in years,
- [00:16:03.240]like looking at somebody else's highlighting.
- [00:16:05.430]It's like, "What were they thinking?
- [00:16:06.810]This is not where it is."
- [00:16:08.130]So that's part of it.
- [00:16:10.380]So I stopped highlighting a long time ago actually,
- [00:16:13.830]but I write short notes and summaries.
- [00:16:16.740]My summaries are not linear summaries.
- [00:16:19.710]They're more like here are the concepts that are here
- [00:16:23.610]and this is how it connects to the work I'm doing right now.
- [00:16:26.310]So there's a short series of notes.
- [00:16:29.370]I usually email them to myself.
- [00:16:30.960]And so that's my folder system is I have folders based
- [00:16:35.190]on the projects I'm doing
- [00:16:36.360]and it fits within one of my writing projects.
- [00:16:39.060]So it sits there, but I know it exists.
- [00:16:41.880]I often find that I seldom have to go back to them
- [00:16:46.080]because after I wrote them, if I wrote them well,
- [00:16:48.450]'Cause I'm Guy Trainin
- [00:16:49.350]and I'm amazing. No.
- [00:16:51.420]That was not the point.
- [00:16:52.499]It's when you do make the notes,
- [00:16:54.870]you tend to remember the highlights.
- [00:16:56.970]And so for me, that is a system,
- [00:17:02.700]but I do write notes
- [00:17:03.960]because I think that if I just read it,
- [00:17:05.790]there's a vague memory, there's a shadow of memory
- [00:17:08.610]that is totally useless.
- [00:17:10.200]If I do a summary,
- [00:17:13.172]I have a very good chance of remembering a lot more
- [00:17:16.650]and something to go back to
- [00:17:18.270]and say, "Oh, this is how it connects."
- [00:17:19.950]And then I can reread a section or just take it.
- [00:17:24.690]I often find that when I go back to those pieces,
- [00:17:27.630]I actually find a different nugget that is somehow relevant
- [00:17:31.050]to something fairly different.
- [00:17:33.180]So that's something you do need to keep in mind
- [00:17:35.310]that within that system,
- [00:17:37.800]the idea behind notes is there might be nuggets there
- [00:17:40.560]that will inform later writing
- [00:17:42.480]without being highly relevant right now.
- [00:17:45.390]Right.
- [00:17:46.223]And as I'm thinking about,
- [00:17:49.770]so I'm doing something new
- [00:17:53.760]as I'm engaging in my reading right now.
- [00:17:56.370]But I used to have this dual system where I would keep,
- [00:18:00.960]I was using papers for a while
- [00:18:01.838]as my annotation system. Yep.
- [00:18:05.580]And then I started using,
- [00:18:09.690]I just discontinued it, what is its name?
- [00:18:12.120]But it integrated with Google Docs better
- [00:18:15.420]and with my iPad better and I could switch everything over.
- [00:18:18.810]I think I'm gonna make a move to EndNote...
- [00:18:20.470]Okay. Next just because it seems
- [00:18:22.140]to be the most...
- [00:18:23.370]It's stable.
- [00:18:24.720]It's endured, right? Yes.
- [00:18:25.860]And I'm also tired of paying subscriptions.
- [00:18:29.670]Very true. (Nick sighing)
- [00:18:30.503]Find out what your institution has...
- [00:18:31.419]Yes. Through the library.
- [00:18:34.470]And it's at that point it's freely available to you
- [00:18:38.490]and use that. 'cause it is really easy.
- [00:18:41.580]And if you're a graduate student
- [00:18:42.900]or a beginning assistant professor,
- [00:18:46.200]you have a lot on your plate.
- [00:18:47.730]A, B, you don't get paid enough
- [00:18:50.760]to start paying lots of subscriptions.
- [00:18:52.950]Some of them are necessary.
- [00:18:54.360]But if you can start with something
- [00:18:56.070]that the university supplies
- [00:18:57.780]and there are ways to transfer them between systems.
- [00:19:00.540]Yeah.
- [00:19:01.768]And to a really pragmatic point, like,
- [00:19:03.251]Yeah.
- [00:19:06.517]This is probably my seventh citation manager...
- [00:19:09.090]Oh wow.
- [00:19:09.923]That I've used in the course of my,
- [00:19:11.490]you know, 12 years. Yeah.
- [00:19:14.040]And I mean, I haven't ever had a problem with PDF loss
- [00:19:19.770]or file loss or information loss.
- [00:19:22.980]Like, sometimes I will have to,
- [00:19:24.840]there's always that, like, getting to know you moment.
- [00:19:28.860]Yeah. Where, okay,
- [00:19:31.020]how does this work now
- [00:19:33.090]if I'm working in Microsoft Word versus Microsoft Docs
- [00:19:36.870]versus, you know, other places where you might be writing.
- [00:19:42.300]But I have found that citation management system to be,
- [00:19:47.040]or that citation tech to be really, really helpful.
- [00:19:51.750]And normally, I would have that on one end
- [00:19:55.530]to, like, track my annotations.
- [00:19:57.540]Like, it was a game changer once these apps started syncing
- [00:20:01.770]with my iPad and my iPhone.
- [00:20:04.590]And I could be reading and annotating wherever,
- [00:20:07.170]more on the iPad
- [00:20:08.160]than on my iPhone. Yeah.
- [00:20:09.060]I'm not a big iPhone reader. Reader.
- [00:20:12.030]I'm not of that generation.
- [00:20:15.570]And then I would start keeping kind
- [00:20:20.130]of a separate notebook of,
- [00:20:23.550]oh, these are the quotes
- [00:20:24.870]that I either want to understand what made them so impactful
- [00:20:29.850]or quotes that I could see myself using
- [00:20:33.660]in further pieces and how I could see myself building upon
- [00:20:38.280]what they've kind of asserted thinking
- [00:20:40.800]about, like, what the big ideas are.
- [00:20:42.807]And so I'm trying to shift
- [00:20:45.990]from that dual resource system
- [00:20:49.830]to having... One?
- [00:20:51.690]One system where I'm just working
- [00:20:54.390]within my citation software as much as possible.
- [00:20:58.170]One, because the world is burning
- [00:21:00.960]and like, we can recycle paper,
- [00:21:03.300]but Yeah.
- [00:21:04.470]It still takes energy to do that.
- [00:21:05.960]So there's this ecological imperative there.
- [00:21:09.000]But also just the ability to have it all in one place
- [00:21:13.260]instead of, oh, which notebook are the notes for
- [00:21:16.680]that article in,
- [00:21:17.820]'cause, like, the bare basic stuff is
- [00:21:20.760]within my citation...
- [00:21:21.975]Yeah. Management work,
- [00:21:23.310]but the, like, meatier stuff
- [00:21:26.820]that helps actually spark thinking are in my notebooks.
- [00:21:31.800]And so I'm trying to bridge those two systems.
- [00:21:35.400]And here's what I always think
- [00:21:37.680]and I talk to, especially graduate students,
- [00:21:40.260]but if you're starting a career in a new place,
- [00:21:42.930]that might work as well.
- [00:21:44.610]And that is this is the time to start on a citation manager,
- [00:21:50.070]is start early.
- [00:21:51.240]I find that the habits
- [00:21:53.520]and the technology we start using in graduate school
- [00:21:56.550]or right after are the most durable.
- [00:21:59.400]Changing in the way,
- [00:22:00.570]like you've changed seven,
- [00:22:02.160]these are sometimes necessary steps,
- [00:22:06.540]but they can lead to that procrastination that feels useful
- [00:22:10.230]but is actually procrastination.
- [00:22:11.760]And that is I'm getting to try a new software.
- [00:22:15.840]So essentially, Guy is telling me
- [00:22:17.100]that I'm procrastinating.
- [00:22:19.050]Well, that you have procrastinated.
- [00:22:21.780]But organizing can be a way to procrastinate.
- [00:22:26.250]And that is I'm now dedicating a few weeks
- [00:22:30.810]to reorganizing everything.
- [00:22:31.880]Whoa, whoa, whoa.
- [00:22:33.240]Who's doing a few weeks?
- [00:22:35.340]No, that's what I'm saying.
- [00:22:36.780]This is the warning.
- [00:22:37.950]If this is starting to take over your time,
- [00:22:43.440]and especially when you are starting on a piece
- [00:22:46.350]of software,
- [00:22:47.220]in the beginning, there's gonna be that learning curve
- [00:22:49.350]and it's going to take a while
- [00:22:50.760]and you need to take the time to do it well
- [00:22:52.650]because if you are switching
- [00:22:53.910]or if you are creating, it is worth the time to do it well.
- [00:22:57.000]So it is useful,
- [00:22:58.710]but if six months in, you are still working really,
- [00:23:01.830]really hard to make it work
- [00:23:03.480]and it's a lot of work every time you do something with it,
- [00:23:06.630]then maybe it's the wrong emphasis
- [00:23:09.300]or the wrong piece of software.
- [00:23:10.680]So that's the other thing is you need to be aware
- [00:23:13.530]that this is not stealing your time.
- [00:23:15.150]It's stealing time from being actually productive
- [00:23:18.180]on your area of research.
- [00:23:20.280]Well, and keeping in mind
- [00:23:21.450]that the use of a citation manager is
- [00:23:25.860]to help you be able to find the information
- [00:23:29.760]that you need at the time that you need it, right?
- [00:23:32.100]So part of that,
- [00:23:34.470]part of how you use that software,
- [00:23:36.720]no software is gonna just necessarily do
- [00:23:38.460]that for you, right?
- [00:23:39.293]Like, we create... Yeah.
- [00:23:40.980]The user experience as we use it.
- [00:23:44.520]And I myself typically
- [00:23:47.580]have a fairly loose frame
- [00:23:50.400]for how I organize stuff in my citation software.
- [00:23:53.160]Like Yeah.
- [00:23:55.890]I have kind of some key words that I leverage
- [00:24:00.390]and organize based on that just coming out of,
- [00:24:04.050]oh, this is a really good teaching idea,
- [00:24:06.510]this is something that I want to be keeping
- [00:24:09.030]in the back of my head as I'm writing about some stuff.
- [00:24:12.690]But yeah, I think it's really important to,
- [00:24:17.430]so yes, I've gone through multiple different citation pieces
- [00:24:21.690]and I would say that each iteration,
- [00:24:24.210]as I've moved from citation manager
- [00:24:26.250]to citation manager, has been an improvement.
- [00:24:28.230]Yeah. It's allowed me
- [00:24:29.250]to do certain things differently
- [00:24:31.080]that I really appreciate,
- [00:24:34.050]but I also don't fetishize the software.
- [00:24:39.840]That's important. Right?
- [00:24:40.855]Like... Yeah.
- [00:24:41.688]If things don't transfer in,
- [00:24:43.860]if certain things don't transfer in,
- [00:24:45.120]like, when I went from EndNote to Papers,
- [00:24:50.910]I lost certain information.
- [00:24:53.190]I was like, "Eh, if I need it, I need it.
- [00:24:54.810]I'm just gonna keep moving on."
- [00:24:56.670]Like, this is one of the unfortunate pieces
- [00:25:01.170]that sometimes happens when you shift things like that.
- [00:25:05.640]And so as I'm thinking about these systems,
- [00:25:07.920]I'm really trying to think through,
- [00:25:09.060]it's not the system itself,
- [00:25:10.500]it's what the system allows me to do and buys me some time.
- [00:25:15.240]It's really the affordances of that system.
- [00:25:17.790]And where I find that affordance important is
- [00:25:21.180]at the beginning
- [00:25:22.350]when you are formulating ideas
- [00:25:24.510]and creating a literature review,
- [00:25:28.140]it is a huge time server at the end
- [00:25:30.600]where you actually need to create your reference list
- [00:25:33.870]and the accuracy there.
- [00:25:35.310]It can take hours if you're not organized right there.
- [00:25:40.233]And so that is time well spent
- [00:25:44.820]when you actually create that
- [00:25:47.850]and it can update and do whatever is new on the APA, MLA,
- [00:25:52.290]or whatever format, Chicago, whatever format you're using,
- [00:25:55.380]it can just produce it and move on.
- [00:25:58.020]That's highly effective and will save you a lot of time
- [00:26:01.410]and heartache at the point where it becomes really technical
- [00:26:05.580]and it's all about the details
- [00:26:07.170]and if the software can do the details you want.
- [00:26:10.350]Right.
- [00:26:11.610]And I think when we think about citation software,
- [00:26:13.470]that's the reference page is where we,
- [00:26:15.990]Yep. Like, boom,
- [00:26:17.370]that's what we want.
- [00:26:18.660]But there's work at the front end that it does.
- [00:26:21.300]And also trying to think through is that the best?
- [00:26:24.360]Are we expanding...
- [00:26:25.530]Yep. Our best use of that?
- [00:26:27.390]And so I've been thinking about this a lot
- [00:26:29.760]because I'm teaching a course in writing in the academy
- [00:26:33.510]for our doc students and our EdD students in the spring.
- [00:26:36.990]So I've been thinking a lot
- [00:26:38.010]about how
- [00:26:41.610]I build up some systems
- [00:26:44.370]and how I can make that clear
- [00:26:45.600]and apparent to our students
- [00:26:48.540]who may not be as familiar writing...
- [00:26:51.810]Yeah. For academic journals
- [00:26:53.430]or practitioner journals
- [00:26:54.420]or wherever they're writing.
- [00:26:57.360]And I love your your email idea.
- [00:27:02.310]Like, I can't imagine sending myself more email
- [00:27:05.670]to compound the fact that there's...
- [00:27:07.290]They go directly into a... Yeah.
- [00:27:10.560]But I have been thinking
- [00:27:12.630]about summaries a lot more
- [00:27:16.260]in terms of, like, executive summaries
- [00:27:18.990]where I read "Building a Second Brain"
- [00:27:24.090]and "The Para Method"...
- [00:27:25.301]Yeah. This summer.
- [00:27:26.970]And one of the things that Forte does in there
- [00:27:30.600]is he helped me think
- [00:27:34.410]about ways
- [00:27:37.650]to process things that I've read.
- [00:27:40.770]So like, okay, you've read it, you've made all
- [00:27:42.800]of these notes, Yeah.
- [00:27:44.550]Now it's time to process those notes.
- [00:27:47.310]Which is so interesting because I ask my students to do that
- [00:27:50.250]and I don't always do
- [00:27:51.420]that myself. Yeah.
- [00:27:53.430]And so I've started doing that
- [00:27:54.357]and that has made something of a difference
- [00:27:58.380]in terms of the kinds of stuff
- [00:28:02.670]that I'm capturing
- [00:28:04.080]and how that's translating
- [00:28:05.820]into writing around those things.
- [00:28:09.540]Like, it's felt
- [00:28:13.260]like these connections are more concrete
- [00:28:16.290]and really helping me, like, delineate
- [00:28:19.800]and create nuance within the concepts
- [00:28:22.080]that I'm writing about at the moment,
- [00:28:23.670]like knowledge construction
- [00:28:25.980]as a result of reading, et cetera, et cetera.
- [00:28:27.900]So I would love to know about,
- [00:28:31.650]so we've talked about your shifts as you're reading
- [00:28:34.500]and you hinted at the end about that shift
- [00:28:36.570]from when you are reading,
- [00:28:39.960]what happens as you're writing.
- [00:28:42.210]So you've got all these emails,
- [00:28:43.800]you've got all these things that you've read.
- [00:28:46.230]What kind of shifts do you see yourself engaging in?
- [00:28:48.960]How do you engage with that reading when you're writing,
- [00:28:52.770]when you're moving from consumption to production?
- [00:28:57.360]So this goes back to literature reviews,
- [00:29:01.830]which we've talked about a little bit before,
- [00:29:03.960]and strategies around those.
- [00:29:05.490]These are not my favorite kinds of things to do.
- [00:29:08.820]I love the experimentation, I love the describing
- [00:29:11.610]what I've done... Do tell.
- [00:29:12.443]And all of that. Do tell, Guy.
- [00:29:14.537]But you have to really set the stage both
- [00:29:18.180]from a framework perspective or theoretical perspective
- [00:29:20.580]and then what does empirical,
- [00:29:22.590]if there is any empirical data, say about this.
- [00:29:26.010]And so I find that it's an interplay.
- [00:29:29.370]I chart it out,
- [00:29:30.990]I chart how the introduction is gonna go,
- [00:29:35.220]here are the topics that we need to hit,
- [00:29:37.740]here's the theoretical background we need,
- [00:29:39.840]here are the empirical evidence, usually funneled to say,
- [00:29:44.280]and this is where we are
- [00:29:45.180]and this is where my research question is.
- [00:29:47.130]So it's a fairly structured thing that I do in advance.
- [00:29:50.160]And that's when I find the holes where I'm like,
- [00:29:55.267]"I am not sure what I know about X.
- [00:29:58.530]Let's go back to the notes
- [00:29:59.820]and see if I've got enough to work on.
- [00:30:02.280]Or do I need to actually beef up my literature review."
- [00:30:05.190]So it's a conversation between what I already know
- [00:30:08.820]and what I need to go back
- [00:30:10.050]and make sure I have the most up to date.
- [00:30:12.300]Because sometimes as you went back to, you know,
- [00:30:14.730]you look at your dissertation
- [00:30:16.230]and that's 12 years old.
- [00:30:18.240]And the fact that it was in a binder,
- [00:30:20.730]Some of the theory,
- [00:30:22.950]some of the theory may very well be the same,
- [00:30:26.760]but the empirical results, I mean, it's been 12 years.
- [00:30:29.370]The theory might have shifted a little bit.
- [00:30:31.230]Empirical results are considerably newer.
- [00:30:33.810]Oh, it's Aladdin.
- [00:30:35.190]We're in a whole new world.
- [00:30:36.060]Yeah.
- [00:30:37.050]And so from that perspective,
- [00:30:40.680]you have to go back and say,
- [00:30:42.727]"Okay, I had this, but this is really old."
- [00:30:46.290]And I've gotten this review.
- [00:30:47.880]Often, you are citing things that are too old.
- [00:30:51.090]And sometimes I accept that,
- [00:30:52.560]especially with empirical results,
- [00:30:54.090]you want something closer.
- [00:30:55.320]But when I talk about theory
- [00:30:56.820]or kind of foundational readings,
- [00:30:58.980]they are going to be a little bit older.
- [00:31:00.720]That's why we call them foundational.
- [00:31:03.450]I don't like the idea of an instant classic.
- [00:31:05.820]Sometimes there is, but that's often overhyped.
- [00:31:08.880]I also have to say I appreciate your use
- [00:31:10.500]of foundational versus seminal.
- [00:31:14.070]Yeah. Which always strikes me
- [00:31:15.240]as patriarchal and somewhat misogynistic.
- [00:31:18.600]So thank you.
- [00:31:20.241]All right. I appreciate that.
- [00:31:21.600]All right. That drives me crazy.
- [00:31:24.960]Particularly when it's in
- [00:31:27.870]like a we'll talk about diversity statements
- [00:31:30.720]as part of the job market. Yep.
- [00:31:32.520]But they'll be like,
- [00:31:34.237]"What's your seminal thinking...
- [00:31:35.890]Yeah. About diversity?"
- [00:31:37.140]I'm always like, "Oh, buddy."
- [00:31:41.231]Oh.
- [00:31:42.660]And that does bring an important point
- [00:31:45.510]and that is that you need to look at your sources
- [00:31:49.620]and make sure that they represent a diverse,
- [00:31:54.090]diverse points of view
- [00:31:55.500]and not just one seminal point of view,
- [00:31:58.830]but really you want a diversity of point of views.
- [00:32:00.570]I literally just cringed a little inside.
- [00:32:02.550]Yeah. Cringed.
- [00:32:05.550]And really think through,
- [00:32:08.100]making sure that they represent different histories
- [00:32:12.900]and different perspectives,
- [00:32:18.300]potentially even, and maybe even advisedly so international
- [00:32:22.530]when it makes sense and local
- [00:32:25.740]but diverse when it makes sense.
- [00:32:28.230]Because we have a tendency to look just at a few things
- [00:32:31.740]like what's the frequency count
- [00:32:33.750]of the times this paper was cited?
- [00:32:36.570]And it's like this was cited many, many times.
- [00:32:39.510]Therefore, I should cite it.
- [00:32:40.683]Must be foundational.
- [00:32:42.330]Yes, and so you really want to make sure
- [00:32:45.900]that you're giving light to all of these other perspectives
- [00:32:50.010]to make sure that first of all it's rounded,
- [00:32:51.840]it's well thought out
- [00:32:53.760]because we do live in a different world
- [00:32:55.470]where we are actually considering all of that
- [00:32:58.080]and we do need to branch out from that very narrow view.
- [00:33:02.160]So make sure that as you're thinking about through
- [00:33:05.910]what are you writing, what are other perspectives you need
- [00:33:09.180]to write before you go forward.
- [00:33:11.760]And I think that's one of the reasons
- [00:33:14.910]that BrowZine has been important is
- [00:33:17.250]because I make sure I put journals on there
- [00:33:20.880]that I might not normally read
- [00:33:23.700]and it forces me to do that work
- [00:33:26.460]versus it's really easy to stay very, very sheltered.
- [00:33:29.820]Yes. And so I try,
- [00:33:31.380]particularly in reading education right now,
- [00:33:32.910]I can't do that.
- [00:33:34.650]I don't have the affordance to do that, right?
- [00:33:38.280]So based upon my field,
- [00:33:39.840]I need to be reading the "Journal of Dyslexia".
- [00:33:43.740]Yeah. I need to be reading,
- [00:33:44.790]I need to be reading these other things
- [00:33:46.140]where stuff that impacts my everyday job,
- [00:33:50.010]stuff that impacts my research is being discussed
- [00:33:52.440]and it's not in venues
- [00:33:53.820]that I would normally think through.
- [00:33:58.800]But like you, I tend to tend to think about
- [00:34:02.280]within my citation system,
- [00:34:04.230]pulling all of those articles within that larger topic
- [00:34:07.590]and then thinking through what the connections are,
- [00:34:09.840]what are the big ideas between them,
- [00:34:12.600]how do all the quotes that I've pulled out link up?
- [00:34:16.470]What are the executive summaries that I've developed
- [00:34:19.830]for each of these articles?
- [00:34:21.810]And that's what I kind of use as my backbone
- [00:34:26.400]as I'm thinking through what the argument I want to make is.
- [00:34:29.760]And how I'm going to build upon
- [00:34:31.530]what others have argued in the past.
- [00:34:36.120]And the one extra piece in any summary of article
- [00:34:40.410]that we haven't mentioned,
- [00:34:42.060]and maybe it's because it's obvious for us,
- [00:34:44.610]but is really important
- [00:34:46.560]and that is write down the critique as well.
- [00:34:50.970]Every paper, no matter how good,
- [00:34:53.310]has some area where they are weaker,
- [00:34:56.520]whether it is they are not considering diverse perspectives
- [00:35:02.490]or they they have potentially
- [00:35:08.100]some methodological problems
- [00:35:09.600]if it's an empirical study and there's no such thing
- [00:35:12.240]as a study without methodological concerns.
- [00:35:15.210]It's just impossible to make the perfect thing,
- [00:35:18.120]at least in our area.
- [00:35:19.830]And so we have to constantly be aware of the critique
- [00:35:24.900]and think is that critique really making it problematic?
- [00:35:30.420]Or how do we counter that critique?
- [00:35:33.360]Or how do we account for it?
- [00:35:34.860]Don't ignore it.
- [00:35:35.760]Other people know as well.
- [00:35:37.710]And so that allows you to think about
- [00:35:40.350]where do I put it in the hierarchy
- [00:35:41.730]and what other evidence do I need to bring to compliment
- [00:35:45.120]that that would make a better argument
- [00:35:48.900]than just that one piece.
- [00:35:51.180]And I think when you're reading for,
- [00:35:53.760]right, we've been talking a lot about reading for writing.
- [00:35:55.477]Yeah. But when we're thinking
- [00:35:57.060]also about reading
- [00:35:58.140]for kind of establishing the boundaries
- [00:36:00.450]of what's in your field,
- [00:36:01.440]those limitations are helpful
- [00:36:05.730]in terms of what work still needs to be done.
- [00:36:08.880]Right? Yeah.
- [00:36:09.713]Like, what are the limitations effectively accounted for
- [00:36:13.740]and what doesn't that particular piece of work do?
- [00:36:18.330]And that's really helpful for thinking about,
- [00:36:20.280]oh, this is an area of need.
- [00:36:22.980]Like, if I'm seeing enough,
- [00:36:25.740]the same kinds of limitations
- [00:36:27.420]or particular kinds of work,
- [00:36:29.970]that gives me an idea for a research question
- [00:36:33.840]that I can pursue then, right?
- [00:36:36.540]But also, yeah, thinking through
- [00:36:41.250]what are both the strengths, the assertions
- [00:36:43.830]as well as what are those limitations and tracking those
- [00:36:47.460]'cause that may help you think through further ideas.
- [00:36:51.220]Yeah, and how maybe your paper is the one
- [00:36:54.150]that addresses some of those limitations.
- [00:36:56.370]It's one of the ways to find the next step.
- [00:36:59.760]The other thing that I was thinking about
- [00:37:01.500]as we were talking about this is
- [00:37:03.780]that in thinking about research,
- [00:37:07.890]especially early on,
- [00:37:10.170]while we're saying define the boundaries of your discipline
- [00:37:14.250]or your specific area, especially early on,
- [00:37:17.490]you want to read outside of that,
- [00:37:18.810]you want to find those boundaries,
- [00:37:22.050]and those boundaries are found when you try to go into areas
- [00:37:25.710]where it seem like there might be something relevant there,
- [00:37:28.710]reading there and then realizing,
- [00:37:30.517]"Yeah, I've gone too far into that area.
- [00:37:32.880]I need to go back."
- [00:37:34.320]For example, for a while,
- [00:37:37.244]I was reading, on a regular basis,
- [00:37:40.260]the "Journal of the American Statistical Society".
- [00:37:44.250]For fun?
- [00:37:45.083]For fun.
- [00:37:45.916]This is what I read for fun
- [00:37:47.400]Guy in a bathtub, bubbles, journal of statistics.
- [00:37:52.140]Yes. I do want to say
- [00:37:53.700]that that's what my kids thought was a bathroom reading
- [00:37:56.521](Guy laughing)
- [00:37:57.453]when I was in graduate school.
- [00:37:58.317]Oh.
- [00:37:59.242]Anyway, but there was a point in time
- [00:38:02.820]when I started thinking through it
- [00:38:04.410]and I realized that while it's interesting
- [00:38:08.310]and sometimes even captivating, it is not enough in my area
- [00:38:12.060]to spend the very little time I have to read
- [00:38:14.700]on these articles.
- [00:38:16.200]And so I have decided this is too much,
- [00:38:20.070]I'm condensing
- [00:38:22.380]and I am always topping a little bit, peeking over fences,
- [00:38:26.430]seeing if it's relevant,
- [00:38:27.480]and if it's not relevant, retreating.
- [00:38:29.700]You get better at it with time, at that decision.
- [00:38:32.760]Is this relevant or not?
- [00:38:34.020]But it is important to experiment
- [00:38:35.790]and to go outside your area
- [00:38:37.470]and read in journals you wouldn't necessarily read in
- [00:38:40.530]just to make sure that you know what's there
- [00:38:43.110]and you see if it's relevant
- [00:38:45.060]and sometimes you find a whole new area
- [00:38:46.950]and something you really want to delve into.
- [00:38:50.280]And sometimes you go, "Well, yeah, that's nice to know,
- [00:38:53.880]but it's not gonna end up in my writing."
- [00:38:59.001](Guy and Nick laughing)
- [00:39:01.620]I had a thought and then it left me.
- [00:39:04.140]It's a problem, not caffeinated enough.
- [00:39:07.110]Okay.
- [00:39:07.943]So to wrap this up,
- [00:39:08.776]one, also, this is not that kind of doctor,
- [00:39:11.580]I'm Nick Husbye, an a associate professor
- [00:39:13.860]of elementary literacy education.
- [00:39:15.771]And I'm Guy Trainin, a professor of education here at UNL.
- [00:39:19.320]Better late than never, right?
- [00:39:22.140]So academics,
- [00:39:23.790]like, do an incredible amount of knowledge work.
- [00:39:25.680]Yeah. Both in manipulating,
- [00:39:28.200]not manipulating,
- [00:39:29.033]that's not the word I want to use,
- [00:39:30.180]but, like, synthesizing existing knowledge
- [00:39:33.690]but also creating new knowledge.
- [00:39:35.820]And given just the information streams
- [00:39:39.900]that are coming at us now, it's really essential for us
- [00:39:42.570]to design systems that work for us.
- [00:39:45.540]Yeah. Like, as researchers
- [00:39:47.670]and as writers
- [00:39:50.430]and part of what I feel makes those systems
- [00:39:55.170]so useful is it frees up space to think,
- [00:39:59.610]space to,
- [00:40:02.670]as David Allen in "Getting Things Done",
- [00:40:05.700]another weird classic talks about,
- [00:40:09.540]like, use your mind to think about things rather
- [00:40:13.170]than think of things, right?
- [00:40:16.500]And having a system that feeds
- [00:40:20.250]that process of thinking about things is really,
- [00:40:23.910]really important.
- [00:40:25.410]Also, thanks for helping me film a resource
- [00:40:29.370]for my writing class.
- [00:40:30.780]Excellent. I appreciate that.
- [00:40:31.767]All right, So hopefully
- [00:40:34.980]you have gotten some insights into systems
- [00:40:37.230]that you can use in order to bring in
- [00:40:41.280]and make reading both more efficient
- [00:40:45.150]as well as more useful to you as you move
- [00:40:47.250]from that consumption stage into that writing stage.
- [00:40:52.680]And teaching.
- [00:40:53.550]And teaching. And teaching.
- [00:40:54.501]Yes, I do have a folder for teaching.
- [00:40:56.670]Like, ooh, I wanna try that out.
- [00:40:59.550]I had a lot of that this summer.
- [00:41:01.020]Lots of that.
- [00:41:02.430]I gotta say though, my students are kicking rump...
- [00:41:06.660]All right This semester.
- [00:41:08.400]Like, they are building some knowledge
- [00:41:12.570]when they're like, "So talk to me about gradable antonyms
- [00:41:16.500]and relational antonyms
- [00:41:18.990]and how do I help students... Excellent.
- [00:41:20.550]In elementary understand the differences
- [00:41:22.230]between those two things.
- [00:41:23.100]So like, I love the knowledge building that they are doing
- [00:41:28.140]and also, like, it feels a bit like,
- [00:41:30.210]okay, so those are some dividends
- [00:41:32.010]Yeah. That are paying off
- [00:41:32.850]from the reading that I did this summer
- [00:41:34.260]and the changes I made...
- [00:41:36.035]All right. In my teaching.
- [00:41:36.868]So we'll see how that goes.
- [00:41:38.610]All right.
- [00:41:39.840]And so I'm Guy Trainin
- [00:41:41.340]and I am not that kind of doctor.
- [00:41:43.890]And I'm not that kind of doctor either.
- [00:41:45.720]We'll see you in the next episode.
- [00:41:47.550]Thanks for watching.
- [00:41:48.971](upbeat music)
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