The Invisibility of Academic Reading as Social Practice and Its Implications for Equity in Higher Education: A Scoping Study
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| Title: | The Invisibility of Academic Reading as Social Practice and Its Implications for Equity in Higher Education: A Scoping Study |
|---|---|
| Language: | English |
| Authors: | Baker, Sally (ORCID |
| Source: | Higher Education Research and Development. 2019 38(1):142-156. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reading, Higher Education, Literacy, Reading Research, Equal Education, Foreign Countries, Disadvantaged Youth, Access to Education, Language Usage, Language Minorities, Language of Instruction, Reading Skills, College Students, At Risk Students |
| Geographic Terms: | South Africa, Australia |
| DOI: | 10.1080/07294360.2018.1540554 |
| ISSN: | 0729-4360 |
| Abstract: | While the importance of academic language and literacies in students' meaningful participation in higher education has been well-explored, studies have focused on writing rather than reading. There has been a significant silence in the literature around what constitutes reading in higher education, the sociocultural complexities of reader engagement with text, and contemporary understandings of situated experiences regarding reading practices in the disciplines, especially for traditionally under-represented student groups. Scholarly interest in academic literacies, and reading in particular, has significant implications for the equity and widening participation agenda. To this end this article critically engages with research examining reading in tertiary education and describes a scoping study of scholarly work at the intersection of three domains: academic literacies, reading studies, and widening participation and equity in higher education. In asking questions of these three overlapping fields of inquiry, we map trends in existing academic literature, and argue for a research agenda that examines the experiences, perceptions and enactments of academic reading in the context of South African and Australian efforts to widen participation to higher education. |
| Abstractor: | As Provided |
| Number of References: | 62 |
| Entry Date: | 2018 |
| Accession Number: | EJ1200423 |
| Database: | ERIC |
| Abstract: | While the importance of academic language and literacies in students' meaningful participation in higher education has been well-explored, studies have focused on writing rather than reading. There has been a significant silence in the literature around what constitutes reading in higher education, the sociocultural complexities of reader engagement with text, and contemporary understandings of situated experiences regarding reading practices in the disciplines, especially for traditionally under-represented student groups. Scholarly interest in academic literacies, and reading in particular, has significant implications for the equity and widening participation agenda. To this end this article critically engages with research examining reading in tertiary education and describes a scoping study of scholarly work at the intersection of three domains: academic literacies, reading studies, and widening participation and equity in higher education. In asking questions of these three overlapping fields of inquiry, we map trends in existing academic literature, and argue for a research agenda that examines the experiences, perceptions and enactments of academic reading in the context of South African and Australian efforts to widen participation to higher education. |
|---|---|
| ISSN: | 0729-4360 |
| DOI: | 10.1080/07294360.2018.1540554 |
