Katarina Hagberg and Karin Lund discussing their research on Neurodivergent Reading Practices скачать в хорошем качестве

Katarina Hagberg and Karin Lund discussing their research on Neurodivergent Reading Practices

This is a webinar hosted by NLISN where two doctoral candidates Katarina Hagberg and Karin Lund discussed their research on Neurodivergent Reading Practices in Swedish Educational Contexts. While digital technologies for reading such as audiobooks are popular among neurodivergent readers, there is also a current debate in Sweden about children and young people’s reading with frequent calls to return to print. Neurodivergent perspectives often go unheard in this debate, and little research focuses on the lived experiences of neurodivergent readers. The two upcoming dissertations presented at this seminar seek to fill this gap by exploring reading practices among neurodivergent students in secondary school and higher education. Reading to learn: Exploring reading practices among adolescents with dyslexia Katarina Hagberg, The Swedish School of Library and Information Science, University of Borås My doctoral project explores how adolescents with dyslexia describe their school-related reading, focusing on the tools and strategies they use. By centering the adolescents’ own perspectives and experiences and adopting a norm-critical and rights-based lens, the project aims to increase knowledge, deepen understanding and highlight the needs, conditions, and reading practices of this large and diverse group. Reading by listening in academia: Students with ADHD’s experiences of audio-based technologies in higher education Karin Lundin, Department of Arts and Cultural Sciences, Lund University My research project seeks to create knowledge about how students with ADHD in Swedish higher education make use of audiobooks and text-to-speech in their studies, conceptualized as academic reading by listening. Another aim is to explore what notions of (academic) reading that the students meet, and how these discourses influence students’ perceptions of their own reading practices.