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Reading identities, mobilities, and reading futures: Critical spatial perspectives on adolescent access to literacy resources
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Type
Article
Citation
Loh, C. E., Sun, B., & Leong, C.-H. (2022). Reading identities, mobilities, and reading futures: Critical spatial perspectives on adolescent access to literacy resources. Harvard Educational Review, 92(1), 55-85. https://doi.org/10.17763/1943-5045-92.1.55
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.
Publisher
Harvard Education Press
Journal
Harvard Educational Review
Description
The open access publication is available at: https://doi.org/10.17763/1943-5045-92.1.55
Project
OER 05/16 LCE
Funding Agency
Ministry of Education, Singapore