Reading Culture in the 21st Century Education: Exploring Epistemological and Technological Dimensions

Abstract

This study has explored the ways of developing a reading culture in the 21st century educational setting, employing a qualitative research design. The information was gathered from 28 purposively selected participants comprising students, teachers, librarians, parents, and local government officials from the Far Western Province. Semi-structured interviews were conducted to gain an in-depth understanding of reading practices and reading supports. Thematic analysis was used to capture the salient patterns in the data. The results showed a mixed reading culture; print and digital resources both existed, but print resources had epistemic dominance, especially related to assessment practices. Academic libraries were the core instruments of developing learner autonomy, information literacy, and continued interest in reading. Teachers' strategies also contributed to the development of reading culture through structured assignments, reading acts, and mutual activities. Parents' role and digital technologies made a significant impact on the ways in which students read, increasing access to and flexibility in reading, but also fostering superficial reading and broken reading habits. Locally, the governments were aware of the importance of promoting reading, but programmes were not well implemented. The study suggests that reading culture in the 21st century is best seen as a negotiated hybrid culture that is influenced by institutional, pedagogical, technological and socio-cultural factors.