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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 0000-0001-9143-5816), Bangeni, Bongi, Burke, Rachel, Hunma, Aditi
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
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  Data: The Invisibility of Academic Reading as Social Practice and Its Implications for Equity in Higher Education: A Scoping Study
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  Data: <searchLink fieldCode="AR" term="%22Baker%2C+Sally%22">Baker, Sally</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9143-5816">0000-0001-9143-5816</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bangeni%2C+Bongi%22">Bangeni, Bongi</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Rachel%22">Burke, Rachel</searchLink><br /><searchLink fieldCode="AR" term="%22Hunma%2C+Aditi%22">Hunma, Aditi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2019 38(1):142-156.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/07294360.2018.1540554
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  Data: 0729-4360
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  Data: 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.
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      – SubjectFull: Equal Education
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