College Students' Conceptualizations of Academic Reading: What Metaphors Suggest About the Important Role of Purpose in College Reading and Learning

Abstract

An important part of college learning is the ability to comprehend complex texts. Research indicates that epistemic beliefs—views about what knowledge is like and how people come to know—may guide readers' goals and behaviors. Metaphor is a tool for uncovering individual's beliefs. This article reports on a study examining 90 beginning university students' conceptualizations—broad‐based understandings and views—of academic reading through collecting metaphors and explanations. Through metaphor analysis, collective patterns of three themes emerged: consumption, obligation, and destination. Threaded across themes was the notion of compliance. Implications center on how college faculty who teach beginning college students might support students' learning in college through (re)examining intentionality of reading in their courses, providing purposeful, specific assignments to accompany reading, and using metaphors to communicate the purposes of reading. Findings from this study, overlayed with previous research, present a need to emphasize the purpose of academic reading tasks in college reading and learning.

Dr. Seuss, police reports, and lamb recipes: Examining text reformulation as a literacy strategy

“…When students began the prewriting process of rereading the story, identifying key ideas and details, and brainstorming text structures, they did so to fulfill the goal of completing the assignment. While reading for the purpose of compliance mirrors previous research regarding postsecondary students' reading habits (Brost & Bradley, 2006; Theriault, 2022), the text reformulation assignment ensured that the goal‐directed reading was not passive. Students actively worked through the text with a clear purpose to seek and process the information to be reformulated for consumption.…”

“…Classroom application of this requires designing academic tasks to help students understand a clear purpose for their reading, which can be in opposition to how many students have been programmed to approach reading. For example, in one study of 90 beginning college students, Theriault (2022) found that most students perceive reading as “reaching a destination, consuming for survival, [or] fulfilling an obligation” (p. 21). Helping students move beyond reading to passively comply can help facilitate meaning construction (Schraw, 2000).…”

UDL and reading to learn in college courses: Strategies and tips to reduce barriers in reading

“…Several studies, many using surveys and questionnaires, shed light on what college students report as their reasons for not completing assigned texts. Common across studies are the following general categories: lack of time, lack of funds, lack of interest, and lack of perceived motivation (Berry et al, 2011;Kerr & Frese, 2017;Oliver, 2022;Theriault, 2022). Some students are working to finance their college tuition or are caregivers for family members.…”