Framing the Text: Understanding Emotional Barriers to Academic Reading

Autor/inn/en	Kimberley, Emma; Thursby, Mark
Titel	Framing the Text: Understanding Emotional Barriers to Academic Reading
Quelle	In: Journal of University Teaching and Learning Practice, 17 (2020) 2, Artikel 2 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Barriers; Emotional Response; Academic Language; Reading Skills; College Freshmen; Self Efficacy; Art Education; Reading Habits; Reading Attitudes; Difficulty Level; Foreign Countries; Reader Text Relationship; Workshops; Critical Thinking; United Kingdom + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Reading skill; Lesefertigkeit; Studienanfänger; Self-efficacy; Selbstwirksamkeit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Reading habit; Lesegewohnheit; Reading behavior; Rading behaviour; Leseverhalten; Schwierigkeitsgrad; Ausland; Lernwerkstatt; Schulung; Kritisches Denken; Großbritannien
Abstract	When students arrive at university there is an expectation that they come already equipped with the skills they need to read academic texts. In contrast, many students have low confidence in their ability to read challenging texts, often experiencing this as a barrier to engaging with academic practices. Recent research has identified the importance of affect in the university context, exploring the impact of emotions around academic practices such as critical thinking and interpreting feedback, but has not looked specifically at reading as one such key practice. This paper draws on this research and reads it alongside data gathered from questionnaires and focus groups conducted with one group of first-year undergraduates. We found that students have a complex relationship with reading for academic study, and that many experience significant negative affects and self-perceptions in relation to their academic reading tasks. We explore some of these encounters, engaging the student voice and using affect theory to unpack some first experiences of reading in higher education. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01