Volume 17, Issue 2 (2020) Becoming Well Read: Charting the complexities of academic reading and navigating the reading journeys of undergraduate and postgraduate students
Articles
Editorial 17.2: Becoming well read: Charting the complexities of academic reading and navigating the reading journeys of undergraduate and postgraduate students
Angela Rhead and Christopher Little
Framing the text: understanding emotional barriers to academic reading
Emma Kimberley and Mark Thursby
“It’s not a waste of time!” Academics’ views on the role and function of academic reading: A thematic analysis
Kirsty Miller and Hannah Merdian
Reading to Be: The role of academic reading in emergent academic and professional student identities
Moira Maguire, Ann Everitt Reynolds, and Brid Delahunt
Can the reading load be engaging? Connecting the instrumental, critical and aesthetic in academic reading for student learning
Ha Thi Thu Nguyen and Ariana Henderson
Outsiders looking in? Challenging reading through creative practice
Sandra Abegglen, Tom Burns, David Middlebrook, and Sandra Sinfield
Building knowledge to ease troublesomeness: Affording theory knowledgeability through academic reading circles
Susie Cowley-Haselden
Co-constructing a Liberated / Decolonised Arts Curriculum
Jess Crilly, Lucy Panesar, and Zey Suka-Bill
