Who gets lost? How digital academic reading impacts equal opportunity in higher education

Autor(en)

Axel Kuhn, Annika Schwabe, Hajo Boomgaarden, Lukas Brandl, Günther Stocker, Gerhard Lauer, Ina Brendel-Kepser, Marion Krause-Wolters

Abstrakt

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(en)

Institut für Germanistik, Institut für Publizistik- und Kommunikationswissenschaft

Externe Organisation(en)

Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), Johannes Gutenberg-Universität Mainz, Pädagogische Hochschule Karlsruhe, Universität Paderborn

Journal

New Media & Society

Band

26

Seiten

1034-1055

Anzahl der Seiten

22

ISSN

1461-4448

DOI

https://doi.org/10.1177/14614448211072306

Publikationsdatum

01-2022

Peer-reviewed

Ja

ÖFOS 2012

508007 Kommunikationswissenschaft, 509026 Digitalisierungsforschung, 503018 Hochschuldidaktik, 602014 Germanistik

Schlagwörter

Link zum Portal

https://ucris.univie.ac.at/portal/de/publications/who-gets-lost-how-digital-academic-reading-impacts-equal-opportunity-in-higher-education(0a26576d-807b-4a31-8239-6ab6be186523).html