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ERIC Number: EJ1156058
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1079-0195
Constructing an Understanding of Undergraduate Disciplinary Reading: An Analysis of Contemporary Scholarship
Porter, Heather D.
Journal of College Reading and Learning, v48 n1 p25-46 2018
This article presents a summation of the field's past contributions to understanding the nature of undergraduate reading practices and meaning making processes in relation to contemporary perspectives of disciplinary literacies. In presenting a synthesis of over 40 studies across interdisciplinary journals, the goal was to construct a generalized understanding of the field's conversations about undergraduate reading and the extent to which disciplinary literacy approaches foreground them. Analysis revealed that while the past work of postsecondary scholars has considerably influenced the field's knowledge base of postsecondary reading issues, attempts to understand reading within authentic disciplinary contexts remains generally obscured from modern prospects of disciplinary literacies, offering opportunities for advancing the next 50 years of reading scholarship.
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:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A