Ausgehend vom 2020/21 durchgeführten gemeinsamen Projekt „Digitale Texte und digitales Lesen in der Hochschullehre“ einiger Netzwerkmitglieder ist folgende Publikation (Open Access) erschienen:
Kuhn, Axel; Schwabe, Annika; Boomgarden, Hajo; Brandl, Lukas; Stocker, Günther; Lauer, Gerhard; Brendel-Kepser, Ina; Krause-Wolters, Marion (2022): Who gets lost? How digital academic reading impacts equal opportunity in higher education. In: New Media & Society, DOI: https://journals.sagepub.com/doi/10.1177/14614448211072306
Abstract
Even before the COVID-19 pandemic, providing digital texts as learning material had become a common practice in academia. But little is known about who profits from and who loses out when moving from print to digital reading in higher education. In this study, we connect digital reading to digital divides, and draw on a unique data set of university students digital reading practices obtained by a quantitative survey during the lockdown semester in three European countries. Based on the statistical results for digital reading access, attitudes, motivation, skills, behavior, and support, we argue that varying digital reading experiences of students are linked to inequalities in higher education opportunities. In conclusion, our results contrast current digital policies of merely improving access to digital texts in academia to democratize higher education.
Ausgehend vom 2020/21 durchgeführten gemeinsamen Projekt „Digitale Texte und digitales Lesen in der Hochschullehre“ einiger Netzwerkmitglieder ist folgende Publikation (Open Access) erschienen:
Kuhn, Axel; Schwabe, Annika; Boomgarden, Hajo; Brandl, Lukas; Stocker, Günther; Lauer, Gerhard; Brendel-Kepser, Ina; Krause-Wolters, Marion (2022): Who gets lost? How digital academic reading impacts equal opportunity in higher education. In: New Media & Society, DOI: https://journals.sagepub.com/doi/10.1177/14614448211072306
Abstract
Even before the COVID-19 pandemic, providing digital texts as learning material had become a common practice in academia. But little is known about who profits from and who loses out when moving from print to digital reading in higher education. In this study, we connect digital reading to digital divides, and draw on a unique data set of university students digital reading practices obtained by a quantitative survey during the lockdown semester in three European countries. Based on the statistical results for digital reading access, attitudes, motivation, skills, behavior, and support, we argue that varying digital reading experiences of students are linked to inequalities in higher education opportunities. In conclusion, our results contrast current digital policies of merely improving access to digital texts in academia to democratize higher education.