Andy Northedge - The Good Study Guide
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The Good Study Guide
Author: Andrew Northedge
Project Managers: Penny Bennett, Susan Lowe
Course Manager: Corinne De Souza
Course Co-ordinator: Maureen Richards
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Composition: Diane Hopwood
Editor: Kathleen Calder
Design: Vicki McCulloch, Glen Darby
Graphics: Jon Owen
Production Assistants: Elizabeth Rowell-Tinsley, Kathryn Smith, Linda Cambourne-Paynter
Open University Worldwide
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First published 2005. Reprinted 2005
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This second edition of The Good Study Guide is much more than an update of the original. The whole book has been rethought and substantially rewritten. Piecemeal updating was never an option, given the book's use of integrated examples and the critical importance of coherence in the advice. Since nothing less than a complete overhaul was feasible, I have taken the opportunity not only to bring the book up to date, fifteen years on, but to strengthen it and widen its relevance.
The Good Study Guide retains its primary purpose as a guide for students with a serious interest in long-term development of their learning and study skills. It is not a source of quick fixes and instant remedies. It assumes a willingness to invest time in working on exercises and reflecting on them. It is a thoughtful, theoretically grounded, exploration of the nature of studying and, at the same time, a practical guide to reflective experimentation with techniques, drawing as it does on many years of exploring skills with students.
The first edition of The Good Study Guide reached an audience far broader than the part-time, adult, distance-learning students for whom it was written. Consequently, this new edition has been recast to address the needs of all students aspiring to study beyond school-level. It has also been restructured to reflect the sweeping changes in university study over a decade and a half. Thus it now has five more chapters than before and has been organised into two parts. So, with the updating of case material and consequent reworking of all the study exercises, this is a long way towards being a new book. However, the basic strategy and underlying assumptions about the nature of learning remain.
The first part of The Good Study Guide addresses the broad strategic aspects of successful study and consists of four new chapters. Three of these address one of the key changes of the past decade, the relocating of study skills from their former status on the periphery as 'remedial' activities for beginners, to the mainstream under the new marque 'learning skills'. Developing skills as a learner is now recognised as essential preparation for life in the twenty-first century. This is reflected in the title of Chapter 1: 'Investing in yourself'. These skills are not simply practical, but also strategic, requiring a capacity for self-management; hence Chapter 2: 'Taking control of your studies'. They are also 'reflective' skills, which depend on self-knowledge, self-analysis and an understanding of the learning process; thus Chapter 4: 'Understanding how you learn'. This chapter includes an introduction to the principles of critical-analytical reading and writing, reflecting growing recognition of the importance of supported entry into academic discourse for an increasingly diverse student body.
The other key change of recent times is the revolution in study practices brought about by computing and the internet. This is addressed in Chapter 3: 'Using a computer to study'. Students are often aware of only a few of the many ways they could use a computer to support their studies. This chapter, influenced by my own experiences of designing and teaching online courses, encourages students to explore and experiment. Meanwhile, the rest of the book has been reworked to reflect changes to basic study activities brought about by word-processing, global access to online information, electronic information storage, and the like. And The Good Study Guide is now accompanied by a website to which students are directed for resources.
The second part gets down to the practical business of developing skills in the core activities of studying. As in the original edition, readers are asked to undertake genuine study activities, most of them based around a single text. Though the former article on the growth of shopping centres remains remarkably relevant, it has been replaced by a new one: 'The Secrets of Happiness' by Richard Layard (2003). Generally the content of the original chapters remains, however, 'Making notes' has been separated off from 'Reading', to give it wider relevance and to allow exploration of electronic note making. Also, the chapter formerly titled 'Other modes of learning' has been recast under the title 'Learning through talk', with extensive new material on group discussions and making presentations. In 'Working with numbers and charts', as well as updating the data, students are introduced to online data sources. Then there is a new chapter, 'Researching online', introducing the basics of searching for online resources.
The two chapters on writing remain the longest and perhaps the most important, since the acquisition of an academic writing voice and the ability to assemble material and present it in the form of an argument is in many ways the culmination of the transition into competent academic practice. Retitled, as 'Writing the way 'they' want' and 'Managing the writing process', they retain the same broad division into the 'what' and 'how' of academic writing. However, the first has been completely reorganised to make the treatment more transparent and accessible. Both take advantage of resources on the Good Study Guide website (www.goodstudyguide.co.uk), to simplify exercises that were previously rather cumbersome. The final chapter, 'Preparing for an exam', is the least changed, though again there is reworking.
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