April 23rd, A Global Commemoration of Books and Copyright: April 23rd each year is a meaningful day, endowed with significant cultural importance by the international community. Formally titled “World Book and Copyright Day,” this day serves not only to commemorate great literary figures in history, such as England’s William Shakespeare and Spain’s Miguel de Cervantes, who coincidentally both died on this date, but also to advocate for the encouragement of book publishing and the promotion of reading worldwide.
Established by UNESCO: Since 1995, UNESCO has designated this day as a global commemoration to pay tribute to books and authors worldwide, and to motivate people to acquire and read books. Many countries and regions have responded by organizing a variety of activities to celebrate the unique role that books play—they are the bridge for the communication between history and the future, culture and the people.
The Tradition of Reading Experience – Reading Week at Ivy League Schools in the U.S.: In the United States, it’s not only on “World Book Day” that reading is celebrated in a grand manner. Particularly in the Ivy League, a widely adopted tradition exists— “Reading Week.” On campus, this period is also known as “Reading Period,” “Reading Days,” “Study Period,” or “Study Days.” It is designed to provide students with a dedicated time frame before final exams to review courses, complete academic papers, and prepare projects.
Reading Period at Harvard University: Within the Ivy League schools, Harvard University has a one-week “Reading Period.” This year’s spring term reading period will run from May 1st to May 7th, followed by an exam period that starts on May 8th and continues until May 17th. During this time, most formal classes are suspended to give students enough time to flexibly prepare for their final exams, complete their required writing assignments, and engage in personal in-depth study.
Contrasts Between Yale University and Princeton University: Yale University’s reading period is shorter, typically five days, with this year’s planned from April 26th to May 1st. Princeton University offers a longer reading period of nine days, to provide students with more time and opportunities to interact with tutors and to become more deeply involved in their academic research.
These special arrangements for reading and study periods are not only reflective of unique campus cultural traditions, but they also demonstrate the high value placed on academic rigor and student academic achievement by these institutions.
Brown University offers a reading period that provides students a generous span of time to focus on preparing for final exams and finishing end-of-term assignments from April 26th to May 7th in the spring of 2024. This 12-day period is not mandatory; no formal exams are scheduled during this time, and most courses do not meet.
On the other end, Dartmouth College’s reading period is much shorter, lasting only 2 days, specifically starting on June 4th and ending on June 5th, 2024. Following this, final exams will commence on June 6th and conclude on June 10th. This break and preparation period is seen as providing invaluable time for students to focus on reviewing for their final exams without disrupting the normal class schedule, making it possible for students to concentrate fully on their studies.
The Reading Day provided by the University of Pennsylvania and the study day at Cornell University also significantly support students’ academic achievements. At the University of Pennsylvania, the reading period, also known as “Reading Day,” typically spans 3 to 4 days, with the spring of 2024 running from May 2nd to May 5th, after which final exams will take place from May 6th to 14th. Columbia University, on the other hand, sets aside just one day for a reading day at the end of each semester to give students time to review and prepare for exams. Meanwhile, Cornell University refers to this period as a study day, lasting from May 8th to May 10th, a total of 3 days.
Despite these variations in the duration of time set aside, the reading weeks, reading days or study days that these outstanding universities have established for students are rooted in an academic tradition that originated in the early 20th century. The fundamental purpose of this system is to create a valuable buffer between regular instruction and final exams, with underlying educational theories emphasizing the importance of independent learning and review in deepening knowledge comprehension and enhancing learning outcomes.
Constructivist learning theory posits that learners build new knowledge based on what they already know. Through such autonomous study and contemplation of various concepts, students can achieve a more personalized and meaningful understanding of the material they have learned. It is during this reading week that students can deeply explore and consolidate subject knowledge at their own pace and style.
Spaced repetition as a learning strategy, is a technique that uses timing intervals to review information to strengthen memory retention. This strategy is derived from the “spacing effect” theory, indicating that when learning is spread over a longer period rather than concentrated in a short time frame, learners can remember information more effectively. By providing students with structured review times, known as reading weeks, students can review several times before exams, thus enhancing long-term memory retention.
The importance of metacognition in the learning process is reflected in the self-awareness and understanding of one’s own thinking process. It focuses on self-management, assessing one’s own level of understanding, and judging learning needs. During reading weeks, students can use this opportunity to reflect on the content learned, identify areas that require further in-depth study, optimize learning strategies, and improve learning outcomes.
Furthermore, cognitive load theory illustrates the capacity limits of working memory, recognizing that when people are not overwhelmed by excessive information during learning, their efficiency can improve. Reading weeks allow students to focus on reviewing materials already learned, avoiding the burden of new knowledge, thereby reducing cognitive load and increasing learning efficiency.
The concept of the Zone of Proximal Development (ZPD) analyzes the difference between what students can do without outside help and what they can achieve with the guidance of others. Reading weeks enable students to learn based on their ZPD by participating in study groups or seeking help from teachers, thereby extending their capabilities and surpassing their original levels of competence.
The importance of these educational theories lies in that they provide valuable insights for teaching practices and students’ learning plans, further encouraging the optimization of student participation, understanding, and memory processes. Universities, by designing academic calendars including reading periods, reading days, study periods, or study days, can effectively meet students’ cognitive and psychological needs, committing to creating a healthier and more efficient learning environment. These practices not only support academic success but also motivate students to develop independent learning skills crucial for their long-term future.
While the exact duration and arrangement of reading periods, reading days, study periods, or study days vary from university to university, their ultimate goal is the same—to provide students with enough preparation time and space to optimize exam performance and alleviate end-of-semester stress. Here, it is worth emphasizing that although Chinese universities also have similar review weeks, these are often used to prepare for non-specialist course assessments and students often lack adequate time for in-depth review due to being busy with various errands during this period. Therefore, drawing on the concept of reading weeks can better recognize the tremendous pressure students face during final exams, creating genuine learning periods for them to step away from busyness, engage in effective reviewing, reflection, and self-learning, to lighten the end-of-term burden and seriously prepare for the upcoming exams.
In the field of higher education, supporting students’ academic success and mental health has become a vital issue. This involves not only improving classroom teaching methods but also encompasses extracurricular tutoring, psychological counseling, and establishing a comprehensive learning environment conducive to students’ overall development.
In today’s society, students face a variety of pressures, such as academic burdens, uncertainty about future employment, and managing interpersonal relationships, all of which can impact their mental health. Therefore, schools need to take steps to optimize learning resources and support systems to help students cope with challenges, promoting both their academic and personal development.
Universities can assist students in better understanding and managing their emotions and stress by providing mental health education, conducting stress management workshops, and setting up professional student counseling services. Additionally, adopting more flexible and personalized teaching methods can also enable students to maintain good mental health while pursuing academic achievements.