The Importance of ‘Significant Others’ in Bridging the Gaps Between Different Reading Contexts

Abstract

The current research is an in-depth study of four pre-service teachers’ own experience of reading in various contexts and for different reasons. The aim is to analyse what has been significant regarding reading in a life history perspective by the use of narratives. A socio-cultural perspective on reading is used as analysis tool. The over-arching result from analysing pre-service teachers’ narratives is that reading is a relational process regardless of the context reading takes place in. The emerging themes allow a deeper understanding on critical aspects for developing reading in various contexts and at different levels. Significant others seem important in every reading practice, from new readers in primary school to pre-service teachers’ reading at university level. The narratives reveal a need for bridging the gaps that arise between the reading practices in the various contexts that students meet in school and university. Key words: pre-service teachers’ narratives, reading contexts, reading trajectories, significant others.

Students’ Challenges and Support Needed in Reaching Academic Literacies in Higher Education: In-Depth Interviews with Swedish Students

“…The stories reveal students conforming to the prevailing culture to achieve approved results and at the same time their critique of this culture. Importantly, the education should bridge gaps between different educational contexts (Svensson, 2011(Svensson, , 2018, show respect for different abilities, understand the importance of context, to be able to adapt teaching to different student groups. It is also important that the students' needs to ask themselves why they have chosen a particular education, in what context the knowledge should be used and why.…”

“…The students' stories are in line with what Leach (2006, 2007) and Leach (2016) discuss regarding what is needed for students from different cultural and linguistic backgrounds to remain and succeed in higher education. Their reflections on their reading comprehension and production of texts indicate that there is a gap needed to be bridged to reach the level of study requirements in academic literacy (Ask, 2005(Ask, , 2007Bergman, 2014Bergman, , 2016Lea & Street, 2006;Svensson, 2011Svensson, , 2018.…”

“…However, in higher education today there are clear intentions to broaden recruitment and offer higher education to student groups that do not come from traditionally study-familiar environments. This in turn means both new and other requirements for university teachers (Ask, 2005(Ask, , 2007Svensson, 2011Svensson, , 2018. It is not about lowering the requirements of the education, but creating teaching situations that invite, confirm, support and at the same time challenge the student to new ways of learning.…”