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argument that those born into a digital age have lost the ability as well as the desire to read or write long-form text. That anxiety haunts higher education, too. From rigorous research in the reading-heavy disciplines to conversations among colleagues after class, the internet is often held as responsible for the failure of too many of our students to be able to read enough disciplinary material in enough depth to allow them to take the next steps in the dialogic that constitutes a university education. We look to research that suggests that to blame changing technology is at best an oversimplification. While the capacity to deep read complex texts and to respond orally and in writing are foundational skills that are complicated by the rise of digital technologies, research on what has come to be termed reading non-compliance suggests the problem is of much longer standing. The ways in which we engage text may have changed, but the failure to read for class preceded digital technologies and their distractions (Hobson). We argue we can best serve our students now by encouraging biliteracy (Wolf and Barzillai) so they are able to shift between the reading-for-information that involves scanning, clicking, and linking, and the deep, immersive reading vital for the rich and productive engagement that enables critical, creative, and ethical learning.","publication_name":"Higher Education Research \u0026 Development","grobid_abstract_attachment_id":"73220784"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"New perspectives on reading and writing across the disciplines","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [109918464]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; 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data-landing_url="https://www.academia.edu/59146915/New_perspectives_on_reading_and_writing_across_the_disciplines" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="38156373" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38156373/Reading_Revolutions_Online_Digital_Text_and_Implications_for_Reading_in_Academe">Reading Revolutions: Online Digital Text and Implications for Reading in Academe</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="99282660" href="https://independent.academia.edu/BarryCull">Barry Cull</a></div><p class="ds-related-work--metadata ds2-5-body-xs">First Monday, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">While the Internet is a text–saturated world, reading online screens tends to be significantly different from reading printed text. This review essay examines literature from a variety of disciplines on the technological, social, behavioural, and neuroscientific impacts that the Internet is having on the practice of reading. A particular focus is given to the reading behaviour of emerging university students, especially within Canada and the United States. A brief overview is provided of the recent transformation of academic libraries into providers of online digital text in addition to printed books and other materials, before looking at research on college students’ preferences for print and digital text, and the cognitive neuroscience of reading on screen.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reading Revolutions: Online Digital Text and Implications for Reading in Academe","attachmentId":58353181,"attachmentType":"pdf","work_url":"https://www.academia.edu/38156373/Reading_Revolutions_Online_Digital_Text_and_Implications_for_Reading_in_Academe","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/38156373/Reading_Revolutions_Online_Digital_Text_and_Implications_for_Reading_in_Academe"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="112480784" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112480784/Students_perspectives_on_academic_writing_in_the_digital_age">Students’ perspectives on academic writing in the digital age</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="13871" href="https://edinburgh.academia.edu/ChristineSinclair">Christine Sinclair</a></div><p class="ds-related-work--metadata ds2-5-body-xs">TechTrends, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Students’ perspectives on academic writing in the digital age","attachmentId":109698163,"attachmentType":"pdf","work_url":"https://www.academia.edu/112480784/Students_perspectives_on_academic_writing_in_the_digital_age","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112480784/Students_perspectives_on_academic_writing_in_the_digital_age"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="106895822" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/106895822/Literacy_in_the_digital_university">Literacy in the digital university</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="258755680" href="https://independent.academia.edu/MariaLeedham">Maria Leedham</a></div><p class="ds-related-work--metadata ds2-5-body-xs">System, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Literacy in the digital 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href="https://www.academia.edu/31849934/Redefining_reading_and_the_role_of_the_teacher_librarian_in_the_age_of_online_text">Redefining reading and the role of the teacher-librarian in the age of online text</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5898167" href="https://ualberta.academia.edu/AlannaKing">Alanna King</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Every day as a teacher-librarian, I try to match resources to students and students to resources. In the stacks, it’s often quite easy to rely on Dewey and the alphabet for locating material, but when it comes to finding and reading online, the students get bogged down. Often I teach a whole class how to access material online for their assignments, and watch them struggle with the nuances of web material. Even when we open up a Learning Management System (LMS) that directs them to specific hypertext links, they have trouble navigating toolbars and columns. Fundamentally, this comes down to reading skills. As David Warlick (2009) said “Educators should seek to integrate literacy, rather than integrate technology … Computers and the Internet will be an essential part of teaching and learning because they are the tools of contemporary literacy” (p. xiii). As a teacher-librarian I set out in this paper to discover what progress, if any, has been made in implementing strategies for teaching reading online. What I discovered is the complexity of interpreting online text is much greater than I anticipated. Ranjana Das (2011) explains that the very nature of online text has blurred the previously predictable line between authors, readers, users and producers (p. 346). Being an online student myself, I am often reading while authoring, using while curating my library. The complexity of reading online has implications for all of us in the education system.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Redefining reading and the role of the teacher-librarian in the age of online text","attachmentId":52141047,"attachmentType":"pdf","work_url":"https://www.academia.edu/31849934/Redefining_reading_and_the_role_of_the_teacher_librarian_in_the_age_of_online_text","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/31849934/Redefining_reading_and_the_role_of_the_teacher_librarian_in_the_age_of_online_text"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="19101239" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/19101239/Reading_to_Learn_Reading_to_Learn_From_Print_to_New_Digital_Media_and_New_Literacies_Evidence_for_the_use_of_digital_media_for_traditional_academic_competencies">Reading to Learn -- Reading-to-Learn: From Print to New Digital Media and New Literacies Evidence for the use of digital media for traditional academic competencies</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1331828" href="https://mcmaster.academia.edu/BrockDubbels">Brock Dubbels</a></div><p class="ds-related-work--abstract ds2-5-body-sm">With the current emphasis on accountability and high stakes testing at the elementary level, districts all over the US have an increased awareness of the immediate need to raise reading achievement at all levels. The No Child Left Behind law of 2001 has formally defined the expectations for students and teachers of students in grades K-3 in raising achievement and provided financial assistance in carrying out the provisions of the law (e.g. Reading First provision; see the law at (http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf). However, secondary teachers work daily with adolescents who have already &quot;been left behind&quot;--students who are unmotivated, disengaged, and lack the skills and strategies needed in dealing with increasingly difficult content area texts. Secondary teachers, unlike their elementary counterparts, have few resources for dealing with these students, even though this need has been well documented (Alvermann, 2001; Moore, Bean, Birdyshaw, & Rycik, 1...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reading to Learn -- Reading-to-Learn: From Print to New Digital Media and New Literacies Evidence for the use of digital media for traditional academic competencies","attachmentId":40432035,"attachmentType":"pdf","work_url":"https://www.academia.edu/19101239/Reading_to_Learn_Reading_to_Learn_From_Print_to_New_Digital_Media_and_New_Literacies_Evidence_for_the_use_of_digital_media_for_traditional_academic_competencies","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/19101239/Reading_to_Learn_Reading_to_Learn_From_Print_to_New_Digital_Media_and_New_Literacies_Evidence_for_the_use_of_digital_media_for_traditional_academic_competencies"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="110215330" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/110215330/Uncovering_print_and_digital_literacies_what_matters_to_undergraduates_Zuriani_Yaacob_et_al_">Uncovering print and digital literacies: what matters to undergraduates / Zuriani Yaacob... [et al.]</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33481927" href="https://uitm.academia.edu/SuriyatiUjang">Suriyati Ujang</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><p class="ds-related-work--abstract ds2-5-body-sm">Reading has always been considered a crucial contributing factor in human advancement which is at the same time affecting one’s intellectual and emotional growth. However in Malaysia, reading culture has seemingly not significantly changed as it was observed in the study of Pandian (2000) that only 20% are ‘regular readers’ and the rest of Malaysian populations are ‘reluctant readers’. It was also found that when they were preparing for examinations, only then they spent time reading various materials. Nevertheless, with rapid development in Information and Communication Technology (ICT) taking place, it has impacted education system centred particularly on reading exercise. This is established by Hooper & Herath (2014) that reading habit has been affected by the technology which has changed the pattern of brain absorption of information. However, adolescents are reported devoting much more time reading digital resources and spending extra time to skim, download and browse informati...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Uncovering print and digital literacies: what matters to undergraduates / Zuriani Yaacob... [et al.]","attachmentId":108100741,"attachmentType":"pdf","work_url":"https://www.academia.edu/110215330/Uncovering_print_and_digital_literacies_what_matters_to_undergraduates_Zuriani_Yaacob_et_al_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/110215330/Uncovering_print_and_digital_literacies_what_matters_to_undergraduates_Zuriani_Yaacob_et_al_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="7621994" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/7621994/Onlooking_or_Engaged_Negotiating_Basic_Writing_Needs_at_the_Crossroads_of_Technology_Culture_and_Class_nlooking_or_Engaged">Onlooking or Engaged? 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Negotiating Basic Writing Needs at the Crossroads of Technology, Culture \u0026 Class nlooking or Engaged","attachmentId":34167154,"attachmentType":"doc","work_url":"https://www.academia.edu/7621994/Onlooking_or_Engaged_Negotiating_Basic_Writing_Needs_at_the_Crossroads_of_Technology_Culture_and_Class_nlooking_or_Engaged","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/7621994/Onlooking_or_Engaged_Negotiating_Basic_Writing_Needs_at_the_Crossroads_of_Technology_Culture_and_Class_nlooking_or_Engaged"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="47668633" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47668633/The_Role_of_Online_Reading_and_Writing_in_the_Literacy_Practices_of_First_Year_Writing_Students">The Role of Online Reading and Writing in the Literacy Practices of First-Year Writing Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="96062534" href="https://independent.academia.edu/SotoCasey">Casey Soto</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2015</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Role of Online Reading and Writing in the Literacy Practices of First-Year Writing Students","attachmentId":66641978,"attachmentType":"pdf","work_url":"https://www.academia.edu/47668633/The_Role_of_Online_Reading_and_Writing_in_the_Literacy_Practices_of_First_Year_Writing_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47668633/The_Role_of_Online_Reading_and_Writing_in_the_Literacy_Practices_of_First_Year_Writing_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="86037858" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/86037858/Digital_Literacies_for_Disciplinary_Learning_A_Call_to_Action">Digital Literacies for Disciplinary Learning: A Call to Action</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="86883960" href="https://niu.academia.edu/MManderino">Michael Manderino</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Adolescent & Adult Literacy, 2016</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Digital Literacies for Disciplinary Learning: A Call to Action","attachmentId":90578730,"attachmentType":"pdf","work_url":"https://www.academia.edu/86037858/Digital_Literacies_for_Disciplinary_Learning_A_Call_to_Action","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/86037858/Digital_Literacies_for_Disciplinary_Learning_A_Call_to_Action"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="29633378" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/29633378/Digital_Literacy_Do_Undergraduates_Read_More_or_Less">Digital Literacy: Do Undergraduates Read More or Less?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="56047629" href="https://uitm.academia.edu/BMCRCUITMRAUB">BMCRC UITM RAUB</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6772162" href="https://uitm.academia.edu/CamaliaZainal">Camalia Zainal</a></div><p class="ds-related-work--abstract ds2-5-body-sm">It is without a doubt that reading is a twofold process which allows cognitive processing of information as well as aesthetic appreciation. However, due to the emergence of new media of information and communication technology (ICT) as well as the evolution of electronic devices, student's reading behaviour has changed. The use of ICT is considered as a recent catalyst to bring changes and new information in teaching and learning approaches [1]. Nevertheless, as claimed by some researchers, the introduction of ICT will enable its users particularly university students to get, communicate and manage information at their own pace. Therefore, this study attempted to investigate students' reading habit and engagement with digital contents as well as to ascertain their practices while using electronic media for reading exercise. Quantitative data were collected through valid survey questionnaires which were distributed to 61 respondents from Universiti Teknologi MARA (UiTM) Raub Campus, Malaysia. The results revealed students' preferences in using electronic media and how ICT has presented possibilities for students' reading habit to develop. This study has shed light on possible factors contributing to deficiencies in reading and reasoning. 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