Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources

Autor/inn/en	Loh, Chi Ee; Sun, Baoqi; Leong, Chan-Hoong
Titel	Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources
Quelle	In: Harvard Educational Review, 92 (2022) 1, S.55-85 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loh, Chi Ee) ORCID (Sun, Baoqi) ORCID (Leong, Chan-Hoong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Socioeconomic Status; Geographic Location; Foreign Countries; Libraries; Books; Retailing; Resources; Secondary School Students; Family Characteristics; Reading; 21st Century Skills; Literacy; Socioeconomic Influences; Student Attitudes; Reading Attitudes; Singapore + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Ausland; Library; Bibliothek; Book; Buch; Monographie; Monografie; Warenwirtschaft; Betriebsmittel; Hilfsmittel; Sekundarschüler; Leseprozess; Lesen; Alphabetisierung; Schreib- und Lesefähigkeit; Sozioökonomischer Faktor; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Singapur
Abstract	In this article, Chin Ee Loh, Baoqi Sun, and Chan-Hoong Leong utilize a critical spatial perspective to examine how students from different socioeconomic statuses access reading resources at home, in school, and in the community. Using Geographic Information System (GIS) data, they evaluate the distribution of reading resources in Singapore by mapping out students' physical distances to libraries and bookstores. They juxtapose the data against case studies of students and survey data from more than six thousand participants from six secondary schools in Singapore to understand their use of resources for reading. Findings show that while students may have equal access to reading resources in terms of access to public resources for books, home backgrounds significantly affect students' actual access. The critical spatial approach of this study provides a new way to evaluate the efficacy and equity of resource distribution and access for twenty-first-century learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01