To Read or Not to Read? Exploring the Reading Habits of Hospitality Management Students

References

• August, A. (2000). The reader’s journal in lower-division history courses: A strategy to improve reading, writing and discussion. The History Teacher, 33(3), 343–348. https://doi.org/10.2307/495031
   Google Scholar
• Berg, B. L. (2004). Qualitative research methods. Parson Education.
   Google Scholar
• Berg, M. (2011). On the cusp of cyberspace: Adolescent’s online text use in conversation. Journal of Adolescent & Adult Literacy, 54(7), 485–493. https://doi.org/10.1598/JAAL.54.7.2
   Web of Science ®Google Scholar
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Association for Supervision and Curriculum Development.
   Google Scholar
• Berrett, D. (2012, February 12). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle for Higher Education. Retrieved May 30, 2020, from http://chronicle.com/article/How-Flipping-the-Classroom/130857
   Google Scholar
• Berry, T., Cook, L., Hill, N., & Stevens, K. (2011). An exploratory analysis of textbook usage and study habits: Misperceptions and barriers to success. College Teaching, 59(1), 31–39. https://doi.org/10.1080/87567555.2010.509376
   Google Scholar
• Bhavsar, V. M. (2020). A transparent assignment to encourage reading for a flipped course. College Teaching, 68(1), 33–44. https://doi.org/10.1080/87567555.2019.1696740
   Google Scholar
• Braun, K. W., & Sellers, R. D. (2012). Using a “daily motivational quiz” to increase student preparation, attendance, and participation. Issues in Accounting Education, 27(1), 267–279. https://doi.org/10.2308/iace–10219
   Google Scholar
• Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Brost, B. D., & Bradley, K. A. (2006). Student compliance with assigned reading: A case study. Journal of Scholarship of Teaching and Learning, 6(2), 101–111.
   Google Scholar
• Brown, C. A., Danvers, K., & Goran, D. T. (2016). Student perceptions on using guided reading questions to motivate student reading in the flipped classroom. Accounting Education, 25(3), 256–271. https://doi.org/10.1080/09639284.2016.1165124
   Web of Science ®Google Scholar
• Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Belknap Press.
   Google Scholar
• Burchfield, C. M., & Sappington, J. (2000). Compliance with required reading assignments. Teaching of Psychology, 27(1), 58–60. https://psycnet.apa.org/record/2000-07173-017
   Web of Science ®Google Scholar
• Carkenord, D. M. (1994). Motivating students to read journal articles. Teaching of Psychology, 21(1), 162–164. https://doi.org/10.1177/009862839402100309
   Google Scholar
• Chiang, Y. C., Arendt, S. W., Sapp, S. G., & Zheng, T. (2019). Why should we study sleep health in hospitality and tourism education? A theoretical perspective. Journal of Hosptiality & Tourism Education, 31(4), 235–245. https://doi.org/10.1080/10963758.2019.1575746
   Web of Science ®Google Scholar
• Clump, M. A., Bauer, H., & Bradley, C. (2004). The extent to which psychology students read textbooks: A multiple class analysis of reading across the psychology curriculum. Journal of Instructional Psychology, 31(3), 227–232.
   Google Scholar
• Coiro, J. (2009). Rethinking online reading assessment. Educational Leadership, 66(1), 59–63.
   Google Scholar
• Connor-Greene, P. A. (2000). Assessing and promoting student learning: Blurring the line between teaching and testing. Teaching of Psychology, 27(1), 84–88. https://doi.org/10.1207/S15328023TOP2702_01
   Google Scholar
• Deale, C. S. (2004). Relevant reading: Incorporating book clubs in hospitality education. Journal of Hospitality & Tourism Education, 16(3), 40–47. https://doi.org/10.1080/10963758.2004.10696800
   Google Scholar
• Deshazo, L. (2018, February 21). How to get students to read more. Book Riot. https://bookriot.com/2018/02/21/how-to-get-students-to-read-more/
   Google Scholar
• Dolisso, S., & Cochran, L. (2017, November 16). Why students don’t read anymore. The Web. https://www.ameshighweb.com/showcase/2017/11/16/why-students-dont-read-anymore/
   Google Scholar
• Facing History and Ourselves. (n.d.). Journals in a facing history classroom. Rationale. https://www.facinghistory.org/resource-library/teaching-strategies/journals-facing-history-classroom
   Google Scholar
• Farrar, T. (2018, December 20). German startup raises 35 million to transform the way we read. Blinkist Magazine. https://www.blinkist.com/magazine/posts/us-investors-berlin-startup?utm_source=cpp
   Google Scholar
• Fatiloro, O. F., Oyekola, A. A., Hameed, B. A., & Oseni, M. A. (2017). A survey on the reading habits among colleges of education students in the information age. Journal of Education and Practice, 8(8), 106-110. https://iiste.org/Journals/index.php/JEP/article/view/36038
   Google Scholar
• Gallik, J. D. (1999). Do they read for pleasure? Recreational reading habits of college students. Journal of Adolescent & Adult Literacy, 42(6), 480–488.
   Web of Science ®Google Scholar
• Goodblar, D. (2014, September 24). They haven’t done the reading. Again The Chronicle of Higher Education. https://chroniclevitae.com/news/719-they-haven-t-done-the-reading-again
   Google Scholar
• Hatteberg, S. J., & Steffy, K. (2013). Increasing reading compliance of undergraduates: An evaluation of compliance methods. Teaching Sociology, 41(4), 346–352. https://doi.org/10.1177/0092055X13490752
   Web of Science ®Google Scholar
• Hoeft, M. E. (2012). Why university students don’t read: What professors can do to increase compliance. International Journal for the Scholarship of Teaching and Learning, 6(2), Article 12, 1–19. https://doi.org/10.20429/ijsotl.2012.060212
   Google Scholar
• Hsu, C. H. C., & Li, M. (2017). Effectiveness and usage frequency of learning methods and tools: Perceptions of hospitality students in Hong Kong. Journal of Hospitality & Tourism Education, 29(3), 101–115. https://doi.org/10.1080/10963758.2017.1336098
   Web of Science ®Google Scholar
• Huang, S., Capps, M., Blacklock, J., & Garza, M. (2014). Reading habits of college students in the United States. Reading Psychology, 35(5), 437–467. https://doi.org/10.1080/02702711.2012.739593
   Google Scholar
• Hutchings, P., Huber, M., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered. Jossey-Bass.
   Google Scholar
• Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change, 31(5), 10–15. https://doi.org/10.1080/00091389909604218
   Google Scholar
• Hyman, J. A., Moser, M. T., & Segala, L. N. (2014). Electronic reading and digital library technologies: Understanding learner expectation and usage intent for mobile learning. Educational Technology Research and Development, 62(1), 35–52. https://doi.org/10.007/sl1423-013-9330–5
   Web of Science ®Google Scholar
• Kaminski, J. (2011). Talking circles. First Nations Pedagogy. Retrieved May 30, 2020, from http://firstnationspedagogy.com/talkingcircles.html
   Google Scholar
• Kerr, M. M., & Frese, K. M. (2017). Reading to learn or learning to read? Engaging college students in course readings. College Teaching, 65(1), 28–31. https://doi.org/10.1080/87567555.2016.1222577
   Google Scholar
• Leamson, R. N. (1999). Thinking about teaching: Developing habits of learning with first year college and university students. Stylus.
   Google Scholar
• Lei, S. A., Bartlett, K. A., Gorney, S. E., & Herschbach, T. R. (2010). Resistance to reading compliance among college students: Instructors’ perspectives. College Student Journal, 44(2), 219–229.
   Google Scholar
• Lieberman, M. (2019, March 27). Discussion boards: Valuable? Overused? Discuss. Inside Higher Ed. Retrieved November 1, 2019, from https://www.insidehighered.com/digital-learning/article/2019/03/27/new-approaches-discussion-boards-aim-dynamic-online-learning
   Google Scholar
• Liu, X., & Brown, G. T. L. (2019). Investigating students’ perceived cognitive needs in university academic reading: A latent variable approach. Journal of Research in Reading, 42(2), 411–431. https://doi.org/10.1111/1467-9817.12275
   Web of Science ®Google Scholar
• Malterud, K. (2012). Systematic text condensation: A strategy for qualitative analysis. Scandinavian Journal of Public Health, 40(8), 795–805. https://doi.org/10.1177/1403494812465030
   PubMed Web of Science ®Google Scholar
• Marchant, G. (2002). Student reading of assigned articles: Will this be on the test? Teaching of Psychology, 29(1), 49–51.https://psycnet.apa.org/record/2002-04101-003
   Web of Science ®Google Scholar
• Murden, T., & Gillespie, C. S. (1997). The role of textbooks and reading in content area classrooms: What are teachers and students saying. In W. Linek & E. Sturtevant (Eds.), Exploring literacy (pp. 85–96). College Reading Association.
   Google Scholar
• Nathan, R. (2006). What a professor learned from becoming a student. Penguin Books.
   Google Scholar
• National Center for Education Statistics. (2016). The nation’s report card: 2015 mathematics and reading at grade 12. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016108
   Google Scholar
• National Endowment for the Arts (NEA). (2007). To read or not to read: A question of national consequence. Author.
   Google Scholar
• Neuendorf, K. A. (2017). The content analysis guidebook (2nd ed.). Sage Publishing. https://doi.org/10.4135/9781071802878.n1
   Google Scholar
• Nilson, L. B. (2013). Creating self-regulated learners: Strategies to strengthen students’ self-awareness and learning skills. Stylus Publishing.
   Google Scholar
• Nilson, L. B. (2019). Getting students to do the reading. National Education Association. Retrieved November 10, 2019, from http://www.nea.org/home/34689.htm
   Google Scholar
• O’Loughlin, V. D. (2006). A ‘how-to’ guide for developing a publishable scholarship of teaching project. Advances in Physiological Education, 30(1), 83–88. https://doi.org/10.1152/advan.00027.2005
   PubMedGoogle Scholar
• Organisation for Economic Co-operation and Development (OECD). (2013). OECD skills outlook 2013: First results from the survey of adult skills. OCED Publishing. Retrieved May 29, 2020, from https://www.oecd.org/skills/piaac/Skills%20volume%201%20(eng)–full%20v12–eBook%20(04%2011%202013).pdf
   Google Scholar
• Paulson, E. J. (2006). Self-selected reading for enjoyment as a college developmental reading approach. Journal of College Reading and Learning, 36(2), 51–58. https://doi.org/10.1080/10790195.2006.10850187
   Google Scholar
• Perna, L. W. (2010). Understanding the working college student. Academe, 96(4), 30–33.
   Google Scholar
• Phillips, B. J., & Phillips, F. (2007). Sink or skim: Textbook reading behaviors of introductory accounting students. Issues in Accounting Education, 22(1), 21–44. https://doi.org/10.2308/iace.2007.22.1.21
   Google Scholar
• Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass.
   Google Scholar
• Roberts, J. C., & Roberts, K. A. (2008). Deep reading, cost/benefit, and the construction of meaning. Teaching Sociology, 36(2), 125–140. https://doi.org/10.1177/0092055X0803600203
   Web of Science ®Google Scholar
• Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development.
   Google Scholar
• Ryan, T. E. (2006). Motivating novice students to read their textbooks. Journal of Instructional Psychology, 33(2), 136–140.
   Google Scholar
• Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.
   Google Scholar
• Sappington, J., Kinsey, K., & Munsayac, K. (2002). Two studies of reading compliance among college students. Teaching of Psychology, 29(4), 272–274. https://doi.org/10.1207/S15328023TOP2904_02
   Web of Science ®Google Scholar
• Sheorey, R., & Mokhtari, K. (1994). The reading habits of developmental college students at different levels of reading proficiency. Reading Improvement, 31(1), 156–166. https://doi.org/10.1111/j.1467-9817.1994.tb00051.x
   Google Scholar
• Sylvan, L. J. (2018). Bringing book club to class: Engaging college students in reading content specific books written for popular audiences. College Teaching, 66(4), 225–234. https://doi.org/10.1080/87567555.2018.1518892
   Google Scholar
• Tuma, L. A., & Sisson, L. G. (2019). Becoming an engaged department: Scaffolding community-based learning into the hospitality and tourism management curriculum. Journal of Hospitality & Tourism Education, 31(3), 173–182. https://doi.org/10.1080/10963758.2018.1487783
   Web of Science ®Google Scholar
• Wandersee, J. H. (1988). Ways students read texts. Journal of Research in Science Teaching, 25(1), 69–84. https://doi.org/10.1002/tea.3660250107
   Web of Science ®Google Scholar
• Watts-Taffe, S. W., & Gwinn, C. B. (2007). Integrating literacy and technology: Effective practice for grades 1-6. The Guilford Press.
   Google Scholar
• Wittaveen, A. (2019, July 22). Millennials are social readers. Library Journal.Association for Supervision and Curriculum Development. Retrieved May 30, 2020, from https://www.libraryjournal.com/?detailStory=Millennials-Are-Social-Readers-Generational-Reading-Survey#16–19
   Google Scholar
• Zizka, L. L. (2017). From campfire to classroom: An application of talking circles and storytelling in hospitality management education. Journal of Hospitality & Tourism Education, 29(1), 44–50. https://doi.org/10.1080/10963758.2016.1266944
   Web of Science ®Google Scholar