Vol. 17 No. 2 (2020)

Articles

• Editorial 17.2: Becoming well read: Charting the complexities of academic reading and navigating the reading journeys of undergraduate and postgraduate students

  Angela Rhead, Christopher Little

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• Framing the text: understanding emotional barriers to academic reading

  Emma Kimberley, Mark Thursby

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• “It’s not a waste of time!” Academics’ views on the role and function of academic reading: A thematic analysis

  Kirsty Miller, Hannah Merdian

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• Towards the co-identification of threshold concepts in academic reading

  Craig Morley

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• Reading to Be: The role of academic reading in emergent academic and professional student identities

  Moira Maguire, Ann Everitt Reynolds, Brid Delahunt

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• Can the reading load be engaging? Connecting the instrumental, critical and aesthetic in academic reading for student learning

  Ha Thi Thu Nguyen, Ariana Henderson

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• Outsiders looking in? Challenging reading through creative practice

  Sandra Abegglen, Tom Burns, David Middlebrook, Sandra Sinfield

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• Building knowledge to ease troublesomeness: Affording theory knowledgeability through academic reading circles

  Susie Cowley-Haselden

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• Co-constructing a Liberated / Decolonised Arts Curriculum

  Jess Crilly, Lucy Panesar, Zey Suka-Bill

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• Book Review: Reading at University: How to Improve Your Focus and Be More Critical. Jamie Q Roberts and Caitlin Hamilton

  Georgina Spencer

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