Academic Reading: Comparing Students’ and Faculty Perceptions of Its Value, Practice, and Pedagogy

Howard, Pamela; Gorzycki, Meg; Desa, Geoffrey; Allen, Diane D.

doi:10.1080/10790195.2018.1472942

Cited by 30 publications

(16 citation statements)

References 29 publications

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“…Surveys of undergraduates have shown that they expect to get Cs or better even if they do not read assignments (Baier, Hendricks, Gorden, Hendricks, & Cochran, ; Berry et al., ). Responses on questionnaires illustrate that undergraduates appraise their academic reading proficiency at high levels, whereas faculty rate students’ proficiency at a lower level (Howard et al., ; St Clair‐Thompson et al., ).…”

Section: Academic Readingmentioning

confidence: 99%

“…Research also has indicated a general lack of reading instruction in undergraduate studies (Bosley, ). Some undergraduates recognize the benefits of explicit academic reading instruction and want it to be part of their college experience (Baier et al., ; Howard et al., ). However, many undergraduates regard reading instruction as little more than an instructor's list of declarative facts that they should glean from their textbook (Baier et al., ; Marek & Christopher, ).…”

Section: Academic Readingmentioning

confidence: 99%

“…The 10‐item Perceptions of Reading Education and Proficiency (PREP) questionnaire of the larger academic reading investigation was derived from the academic reading literature (Howard et al., ). As discussed by Lockhart and Soliday (), the academic reading literature is mostly derived from faculty‐driven hypotheses that examined questions of student practice and perceptions of college‐level academic reading.…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…This article is part of a larger undergraduate academic reading investigation (Gorzycki, Howard, Allen, Desa, & Rosegard, ; Howard, Gorzycki, Desa, & Allen, ). Student comments are analyzed in the context of the literature on undergraduate academic reading.…”

mentioning

confidence: 99%

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“Reading Is Important,” but “I Don't Read”: Undergraduates’ Experiences With Academic Reading

Gorzycki¹,

Desa²,

Howard³

et al. 2019

J Adolescent & Adult Lit

Self Cite

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Qualitative data analysis from open‐ended comments written by 206 undergraduates illustrates student attitudes, beliefs, and practices that reveal an academic reading paradox. Consistently, undergraduates report that reading is valuable, yet their noncompliance with reading assignments suggests otherwise. Undergraduates report that they achieve their academic goals with little reading and that they perceive reading as too voluminous and irrelevant to class outcomes. The data highlight a misalignment between conventional academic expectations that undergraduates will read in scholarly ways and their actual academic reading practice. Qualitative analysis illustrates that students do not experience academic reading as a venue for scholarly engagement in disciplinary discourse. Whereas the academic reading literature proposes that students develop along a continuum from novice to expert reader, findings suggest that the undergraduate experience of academic reading is not representative of that continuum.

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Section: Academic Readingmentioning

confidence: 99%

Section: Academic Readingmentioning

confidence: 99%

Section: Purpose Of the Studymentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

“Reading Is Important,” but “I Don't Read”: Undergraduates’ Experiences With Academic Reading

Gorzycki¹,

Desa²,

Howard³

et al. 2019

J Adolescent & Adult Lit

Self Cite

View full text Add to dashboard Cite

show abstract

“…In an academic context, understanding specific literacy practice patterns in a discipline is a major factor in students' ability to face academic and professional obligations in the disciplines successfully they work on (Klinger & Murray, 2012). Reading comprehension included in literacy will mature with appropriate and continuous training that goes hand in hand with the growth of knowledge, experience, and motivation (Howard, Gorzycki, Desa, & Allen, 2018). Moreover, literacy skills will increase students' success rate in college (Wyatt, Kobrin, Wiley, Camara, & Proestler, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Learning Experience on the Information Literacy of Students in the Ri-Png Border During Covid-19 Period

Fredy

Prihandoko

Anggawirya

2020

IJMMU

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The spread of the COVID-19 pandemic presents challenges for higher education institutions, especially in Indonesia's border areas. The transformation of face-to-face learning models to distance learning models impacts the learning experience of students, especially those who are completing writing research proposals and theses that require adequate information literacy skills. This study aims to explore the effect of student learning experiences on information literacy skills. The research data were obtained from respondents from four universities in Merauke. Purposive sampling technique is used with the criteria of students who have taken research methodology courses and are taking or have taken proposal seminar courses. One hundred respondents have filled out a questionnaire distributed online. Based on the data analysis, learning experiences contributed 17.60% to students' information literacy skills. Furthermore, each increase in student learning experiences will contribute to 0.40% of information literacy skills. These research findings can be valuable information to be developed to the next stage in making modules and learning media that can provide a good quality learning experience to improve student literacy skills, especially in writing research proposals/theses. With this module or learning media, it is hoped that it can prepare students to write research proposals and theses.

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Reading Online during Lockdown: Insights from History and Heritage

East¹,

Warriner-Wood²,

Wood³

2022

Agile Learning Environments Amid Disruption

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Academic Reading: Comparing Students’ and Faculty Perceptions of Its Value, Practice, and Pedagogy

Cited by 30 publications

References 29 publications

“Reading Is Important,” but “I Don't Read”: Undergraduates’ Experiences With Academic Reading

“Reading Is Important,” but “I Don't Read”: Undergraduates’ Experiences With Academic Reading

The Effect of Learning Experience on the Information Literacy of Students in the Ri-Png Border During Covid-19 Period

Reading Online during Lockdown: Insights from History and Heritage

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