Book Reviews
A Guide to Learning Independently (4th edn)
Marshall L and Rowland F
ISBN: 1-741033-72-1 2006 294 pages pages Pearson Education Australia, Frenchs Forest
Janet Pillay
Researcher, School of Management, Queensland University of Technology, Brisbane QLD
For those new to tertiary study, A Guide to Learning Independently provides strategies and techniques to assist students excel in their learning. In this fourth edition, Marshall and Rowland provide 16 chapters to assist students develop the practical skills essential for success in tertiary institutions. The first five chapters of the book provide a general background to independent learning and maintain a focus on the reader’s personal traits and how these affect study habits. By including thought provoking reflective questions that require the reader to carefully evaluate their physical, emotional, cultural and social self and surroundings, chapter one encourages readers to assess the effectiveness of their existing study patterns.
Chapter two continues this self-evaluative approach to learning by examining the importance of time management to study and provides advice to aid the planning and use of time for students. Chapter three demonstrates how personal characteristics and time management are linked to academic progress and provides practical tools for students to develop appropriate skills, attitudes and relationships for independent study. The chapter also explores the choices, decisions and tradeoffs students must make as they adjust to the independent nature of tertiary study. Study motivations and expected outcomes are considered in chapter four whilst chapter five is devoted to reader self-analysis. The self-analysis assists students evaluate their learning and retention capacity and consider the authors’ propositions about how and why students retain knowledge.
The next five chapters focus on locating, reading and evaluating information. Chapter six explores the purposes of assignments and outlines general requirements expected at a tertiary level, along with the different assignment genres. It outlines how to dissect topics and develop research questions to ensure assignments maintain an appropriate balance of fact and evaluation components whilst thoroughly and succinctly responding to a question or issue. The research component of writing assignments is explained in chapter seven and a step by step process outlined for students to follow when gathering, organising and evaluating data. Chapter eight focuses on research techniques and differentiates between primary and secondary sources. It provides information about the role of libraries in data collection and details the diverse range of sources available and when the use of each source is most advantageous. The process of reading and organising information is explored in chapter nine and readers are provided with examples and strategies for effective reading and note-taking. Chapter ten concludes the section on information retrieval, organisation and evaluation by outlining the purpose of lectures and offers strategies to maximise learning through this outlet.
The last six chapters of A Guide to Learning Independently centre on communication, both interpersonal and written. Chapter eleven highlights the importance of participating in discussion groups and outlines the different types of groups. It informs readers of the mechanics of group work and suggests methods for maximising learning outcomes in these settings. Chapter twelve extends this communication focus to the writing arena and details the writing process, different writing methods and genres. This emphasis on academic writing is continued in chapter thirteen where the concept of essay writing is explored in terms of essay structure, editing, draft writing and evaluation. The next chapter outlines the components of scientific reports and the writing process involved for this writing piece. Chapter fifteen examines the use of conventions in formal writing such as referencing and plagiarism. Chapter sixteen concludes the book with a summary of the importance of evaluation in independent learning and provides a self-evaluation checklist. Appendices outlining the reality of discrimination and how to best manage it are also included, along with a list of further resources to aid independent student learning.
Overall, A Guide to Learning Independently is a useful and practical resource for students new to tertiary study. The book provides a range of strategies and tips to assist students excel in university or TAFE study. The topics covered are relevant and useful to students in the 21st century and the structure and layout of the book is easy to read. Chapters are linked logically together. However, it would have been useful to divide the book into three parts to easily observe the different focuses of each section. The tone of the book and reflective questions included throughout make the reader question their existing learning strategies and actively think of alternatives. The further reading lists provided at the end of each chapter is also useful for students.
The book provides a unique holistic approach to study that considers physical, emotional, cultural, social and technological aspects of learning that are both intrinsic and external student learning and requires students to evaluate all aspects of their learning. The practical approach to learning and the examples provided are particularly beneficial to students. The detail in which the different writing genres are outlined and writing process explained is commendable. The only criticism is the lack of reference to academic literature and theory evident in a book seeking to educate students about success in tertiary study. For example, chapter eleven explored the concept of discussion groups and teams and made no reference to a well-known theory that would have enhanced the reader’s understanding of learning in groups: Tuckman’s model of group development. A chapter on academic literature and the importance of relating theory to practice would have enhanced the quality of the book in addition to this concept being consistently demonstrated throughout the book content.
The reflective and informative style of the book provides students with a practically applicable approach to study, particularly those who have been accustomed to route learning. Although not intended for use as a textbook, A Guide to Learning Independently should be included in the recommended reading list for first year TAFE and University students and may also be beneficial for students in their senior years of high school.
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