Journal of University Teaching and Learning Practice

By David Andrew -

Volume 17, Issue 2 (2020) Becoming Well Read: Charting the complexities of academic reading and navigating the reading journeys of undergraduate and postgraduate students

Editorial - Becoming Well Read: Charting the complexities of academic reading and navigating the reading journeys of undergraduate and postgraduate students
Angela Rhead and Christopher Little

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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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Framing the text: understanding emotional barriers to academic reading
Emma Kimberley and 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 and 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, and 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 and Ariana Henderson

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Outsiders looking in? Challenging reading through creative practice
Sandra Abegglen, Tom Burns, David Middlebrook, and 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, and Zey Suka-Bill

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