Who gets lost? How digital academic reading impacts equal opportunity in higher education
- Author(s)
- Axel Kuhn, Annika Schwabe, Hajo Boomgaarden, Lukas Brandl, Günther Stocker, Gerhard Lauer, Ina Brendel-Kepser, Marion Krause-Wolters
- 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.
- Organisation(s)
- Department of German Studies, Department of Communication
- External organisation(s)
- Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), Johannes Gutenberg-Universität Mainz, Pädagogische Hochschule Karlsruhe, Universität Paderborn
- Journal
- New Media & Society
- Volume
- 26
- Pages
- 1034-1055
- No. of pages
- 22
- ISSN
- 1461-4448
- DOI
- https://doi.org/10.1177/14614448211072306
- Publication date
- 01-2022
- Peer reviewed
- Yes
- Austrian Fields of Science 2012
- 508007 Communication science, 509026 Digitalisation research, 503018 University didactics, 602014 German studies
- Keywords
- Portal url
- https://ucris.univie.ac.at/portal/en/publications/who-gets-lost-how-digital-academic-reading-impacts-equal-opportunity-in-higher-education(0a26576d-807b-4a31-8239-6ab6be186523).html