Transitions between academic cultures

Transitions between academic cultures: developing culture specific understandings of critical reading among higher degree students

Team members: Mairin Hennebry, Cathy Benson, Chris Doye


Given the significance of the development of critical reading among students engaged in higher degrees, this project draws on the literature in the field and proposes a systematic instructional approach, combining critical reading skills with domain knowledge.

The project seeks to evaluate the effects of an intervention currently in process that offers students enrolled on the MSc in Language Teaching the opportunity to engage with a principled and theory-based approach to critical reading.

The diverse cultural background of the student body in question allows for the exploration of culture specific approaches to criticality. The project seeks to further understand pedagogies for the development of critical reading, thus making a contribution to the wider student body.

Final Report

Final Report of this project may be downloaded here.