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|\n| Winter 12-31-2024\u003Cbr>Supporting Graduate Students’ Critical Reading: Enacting a Relational Approach Through the Development of Digital Resources\u003Cbr>Ronna Mosher\u003Cbr>University of Calgary, rhmosher@ucalgary.ca Alison Van Rosendaal\u003Cbr>University of Calgary, alison.vanrosendaal@ucalgary.ca\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.3.18249](https://doi.org/10.5206/cjsotlrcacea.2024.3.18249) |  |\n\nRecommended Citation  \nMosher, R. & Van Rosendaal, A. (2024). Supporting graduate students’ critical reading: Enacting a relational approach through the development of digital resources. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3) .  \n[https://doi.org/10.5206/cjsotlrcacea.2024.3.18249](https://doi.org/10.5206/cjsotlrcacea.2024.3.18249)  \nSupporting Graduate Students’ Critical Reading: Enacting a Relational Approach Through the Development of Digital Resources  \nAbstract  \nCritical reading and discussion are intellectual practices both expected within and developed through graduate education. Maturing these practices requires pedagogical support, guidance, and authentic contexts in which critical thinking and language can be negotiated with others. This article documents a relational approach to developing digital resources to support novice graduate students’ critical engagement with scholarly literature in a context requiring the navigation of complex, interconnected dimensions of theory, practice, and professional identity. The article contributes to considerations of how graduate students develop critical reading capacities through a focus on the distinctive situated, relational, and intergenerational practices of educating attention. It conceptualizes critical reading as relational and provides a heuristic framework through which a relational intergenerational approach to supporting critical reading might be envisioned and enacted across disciplinary contexts.  \nLa lecture critique et la discussion sont des pratiques intellectuelles attendues et développées dans le cadre des études supérieures. Le développement de ces pratiques nécessite un soutien pédagogique, des conseils et des contextes authentiques dans lesquels la pensée critique et le langage peuvent êtrenégociés avec d'autres. Cet article présente une approche relationnelle du développement deressources numériquesvisant à soutenirl'engagement critique des étudiants et des étudiantes novicesen matière de littérature scientifique dans un contexte nécessitant la navigation dans des dimensions complexes et interconnectées de la théorie, de la pratique et de l'identité professionnelle. L'article contribue aux réflexions sur la manière dont les étudiants et les étudiantes des cycles supérieursdéveloppent des capacités de lecture critique en se concentrant sur les pratiques distinctives, situées, relationnelles et intergénérationnelles de l'éducation de l'attention. Il conceptualise la lecture critique comme étant relationnelle et fournit un cadre heuristique à travers lequel une approche relationnelle intergénérationnelle pour soutenir la lecture critique pourrait être envisagée et mise en œuvre dans des contextes disciplinaires.  \nKeywords  \ncritical reading, relational reading, education of attention, peer mentorship, graduate education; lecture critique, lecture relationnelle, éducation de l'attention, mentorat par les pairs, enseignementsupérieur  \nCover Page Footnote  \nThis project described in this study was funded by a Werklund School of Education Teaching and Learning Support Grant.  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2024.3.18249](https://doi.org/10.5206/cjsotlrcacea.2024.3.18249)  \nCritical read","cbCaiuZd0D4UP4gN","https://ap.wps.com/l/cbCaiuZd0D4UP4gN","pdf",401038,"English","# Abstract\n## Keywords\n## Recommended Citation\n## Main Content","[{\"question\":\"What instructional challenge does the article address for graduate students?\",\"answer\":\"It focuses on how novice graduate students engage critically with scholarly literature and how educators can provide support for critical reading and discussion.\"},{\"question\":\"What approach does the article propose for developing digital resources?\",\"answer\":\"It proposes a relational approach that supports critical engagement through resources developed in ways that enact situated, intergenerational relational practices.\"},{\"question\":\"How does the article frame critical reading?\",\"answer\":\"It conceptualizes critical reading as relational and provides a heuristic framework to help envision and enact relational intergenerational support across disciplinary contexts.\"}]","Supporting Graduate Students’ Critical Reading - Enacting a Relational Approach Through the Development of Digital Resources | PDF",1792083018,48]