Purpose

This study aims to explore how graduate students in the social sciences develop reading and note-taking routines.

Design/methodology/approach

Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques.

Findings

This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors.

Research limitations/implications

The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions.

Practical implications

Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students.

Originality/value

This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

中文翻译：

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阅读习惯：研究生教育中的回忆策略

目的

本研究旨在探讨社会科学专业的研究生如何培养阅读和记笔记的习惯。

设计/方法/方法

本研究使用基于扎根理论的专业社会化框架，以美国大学社会科学专业的 36 名研究生为滚雪球样本。进行定性访谈以了解研究生的阅读和笔记技巧。

发现

这项研究揭示了博士生如何经历从本科到研究生培训的转变。研究生院要求学生采用新的阅读和笔记模式。然而，学生在这些技能方面缺乏明确的指导。一旦他们意识到目标是进入学术对话以产生知识，他们通过征求和实施高级博士生和教师导师的建议，开发了新的阅读和笔记程序。

研究限制/影响

个别研究生课程的具体要求塑造了学生阅读和记笔记的目标。进一步研究研究生阅读和记笔记与机构要求之间的关系需要更大样本的大学，包括非美国机构。

实际影响

研究生受益于博士教师和高级研究生在阅读和笔记技巧方面的明确指导。

原创性/价值

本研究揭示了社会科学研究生从本科课程转入博士课程学习的观点。这项基于访谈的实证研究强调了阅读和做笔记在博士研究中的中心地位。