Teaching master’s degree students to read research literature : Experience in a programming languages course 2002-2017
Kaijanaho, A.-J. (2017). Teaching master’s degree students to read research literature : Experience in a programming languages course 2002-2017. In Proceedings of the 17th Koli Calling Conference on Computing Education Research (pp. 143-147). New York: ACM. doi:10.1145/3141880.3141893
© 2017 Copyright held by the owner/author(s). Publication rights licensed to the Association for Computing Machinery. This is a final draft version of an article whose final and definitive form has been published by ACM. Published in this repository with the kind permission of the publisher.
The skill to read research literature critically belongs in every university graduate’s toolbox. I have attempted to teach this skill in a master’s degree level course in programming languages over 15 years using, at various times, simulated conferences, voluntary reading exercises, evidence-based practice training, and a flipped classroom with mandatory reading assignments. I discuss my experience and analyze preliminary qualitative data on the use of evidence-based practice and a flipped classroom for this purpose. I present no firm conclusions, but expect that future work (by me or others) will be able to use my experience as a baseline for better teaching of research literature reading.