Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment
Introduction. This study aims to contribute to a better understanding of the learning that reading by listening requires from readers with print disabilities. Method. Sixteen semi-structured interviews were conducted with university students with blindness or vision impairment in Australia. Anal...
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University of Borås
2024-06-01
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| Series: | Information Research: An International Electronic Journal |
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| Online Access: | https://informationr.net/infres/article/view/522 |
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| author | Anna Lundh |
| author_facet | Anna Lundh |
| author_sort | Anna Lundh |
| collection | DOAJ |
| description | Introduction. This study aims to contribute to a better understanding of the learning that reading by listening requires from readers with print disabilities.
Method. Sixteen semi-structured interviews were conducted with university students with blindness or vision impairment in Australia.
Analysis. A theoretical reading of the interview material was conducted, with a basis in sociocultural learning theory.
Results. The responsibility for learning to use audio-based reading tools was often left to the participants themselves. The process of appropriating audio-based reading tools included two important aspects: digital literacy and learning to manage the sequentiality of audio text. This process was related to trajectories of participation in academic communities of practice, English-speaking communities of practice, and blindness and visual impairments communities of practice. It also included learning to participate in practices where vision and reading by seeing is the norm.
Conclusion. Three conclusions are drawn: 1) reading by listening is not a passive and effortless activity, it requires specific expertise, 2) socio-economic and socio-political circumstances influence how reading by listening is practiced and the learning that this form of reading requires, and 3) reading by listening requires learning how to navigate and manage the effects of institutions and systems that are disabling. |
| format | Article |
| id | doaj-art-38043dfb57d7455a9d560dd296041919 |
| institution | Kabale University |
| issn | 1368-1613 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | University of Borås |
| record_format | Article |
| series | Information Research: An International Electronic Journal |
| spelling | doaj-art-38043dfb57d7455a9d560dd2960419192025-02-03T10:10:34ZengUniversity of BoråsInformation Research: An International Electronic Journal1368-16132024-06-012929210810.47989/ir292522519Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairmentAnna Lundh0Curtin UniversityIntroduction. This study aims to contribute to a better understanding of the learning that reading by listening requires from readers with print disabilities. Method. Sixteen semi-structured interviews were conducted with university students with blindness or vision impairment in Australia. Analysis. A theoretical reading of the interview material was conducted, with a basis in sociocultural learning theory. Results. The responsibility for learning to use audio-based reading tools was often left to the participants themselves. The process of appropriating audio-based reading tools included two important aspects: digital literacy and learning to manage the sequentiality of audio text. This process was related to trajectories of participation in academic communities of practice, English-speaking communities of practice, and blindness and visual impairments communities of practice. It also included learning to participate in practices where vision and reading by seeing is the norm. Conclusion. Three conclusions are drawn: 1) reading by listening is not a passive and effortless activity, it requires specific expertise, 2) socio-economic and socio-political circumstances influence how reading by listening is practiced and the learning that this form of reading requires, and 3) reading by listening requires learning how to navigate and manage the effects of institutions and systems that are disabling.https://informationr.net/infres/article/view/522reading practicesblind and visual impaired usersstudentsstudents with disabilitiesreading by listening |
| spellingShingle | Anna Lundh Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment Information Research: An International Electronic Journal reading practices blind and visual impaired users students students with disabilities reading by listening |
| title | Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment |
| title_full | Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment |
| title_fullStr | Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment |
| title_full_unstemmed | Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment |
| title_short | Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment |
| title_sort | developing expertise and managing inaccessibility a study of reading by listening practices among students with blindness or vision impairment |
| topic | reading practices blind and visual impaired users students students with disabilities reading by listening |
| url | https://informationr.net/infres/article/view/522 |
| work_keys_str_mv | AT annalundh developingexpertiseandmanaginginaccessibilityastudyofreadingbylisteningpracticesamongstudentswithblindnessorvisionimpairment |