The Invisibility of Academic Reading as Social Practice and Its Implications for Equity in Higher Education: A Scoping Study

Autor/inn/en	Baker, Sally; Bangeni, Bongi; Burke, Rachel; Hunma, Aditi
Titel	The Invisibility of Academic Reading as Social Practice and Its Implications for Equity in Higher Education: A Scoping Study
Quelle	In: Higher Education Research and Development, 38 (2019) 1, S.142-156 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1540554
Schlagwörter	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; South Africa; Australia + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Alphabetisierung; Schreib- und Lesefähigkeit; Leseforschung; Ausland; Benachteiligter Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; Sprachgebrauch; Sprachminderheit; Teaching language; Unterrichtssprache; Reading skill; Lesefertigkeit; Collegestudent; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01