Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23999
Title: 
Authors: 
Keywords: 
Independent reading
Reading habits
Adolescent
Access to education
Critical spatial perspectives
Geographic information systems
Twenty-frst-century literacies
Issue Date: 
2022
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
Journal: 
Harvard Educational Review
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.
Description: 
The open access publication is available at: https://doi.org/10.17763/1943-5045-92.1.55
URI: 
ISSN: 
0017-8055 (print)
1943-5045 (online)
DOI: 
Project number: 
OER 5/16 LCE
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
None
File Availability: 
No file
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