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

Abstract

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.

College Students' Conceptualizations of Academic Reading: What Metaphors Suggest About the Important Role of Purpose in College Reading and Learning

“…I propose that this contradiction may be connected to students' uncertainty with how to pursue and engage purposefully with academic reading in college. Gorzycki et al (2019) pointed out an academic reading paradox: college students who believe reading is important but do not do the reading. Although my study did not explore reading compliance, these students' metaphorical themes demonstrate a common understanding of academic reading in college as something that must be done.…”

Ideas for Active Learning

“…In academia, we see academic reading as purposeful and critical for our students, but we also understand it is challenging (Gorzycki et al, 2019). One obstacle is that students can believe they are better at it than they really are (Gorzycki et al 2019).…”

Penataan Perpustakaan Desa untuk Meningkatkan Literasi Membaca

“…Para ahli mendukung anggapan bahwa membaca merupakan salah satu sarana pendidikan informal individu serta memberikan pengalaman kepada masyarakat secara luas (Gorzycki et al, 2020). Dalam ranah akademis, membaca merupakan strategi untuk mengintegrasikan berbagai disiplin ilmu dalam pengetahuan pembaca sehingga meningkatkan keahlian dan ketrampilan pembaca (Berry et al, 2010;Moi, 2011).…”