This scholarly article integrates deep reading and book reviewing as a framework for practising summarisation, critical analysis, reflection, communication, information literacy and self-directed learning in higher education.
Key findings
- Self-evaluation indicated the highest perceived benefit for the course and a high overall benefit for twenty-first-century skills. These are positive perceptions, not externally measured skill gains.
Why this matters globally
The framework could be adapted in courses linking reading, writing and AI literacy, particularly with source verification, AI-output checking and transparent disclosure of tool use.
Thai researcher contribution
Sitthirat Rungmee of Yala Rajabhat University authored the article, while the classroom illustration comes from a programme at Thaksin University, grounding the discussion in Thai higher education.
Limitations to consider
This is a conceptual article without a fully reported systematic search, sample, instrument or statistical analysis. Self-report is vulnerable to bias and there is no comparator, so causal skill improvement from the activity or generative AI cannot be inferred.