Undergraduate students' reading and writing practices and habits in context. A comparative study

Abstract

How can we develop literacy in university students in diverse contexts? This article aims to demonstrate how reading and writing habits and practices are as diverse as the contexts they stem from. The theoretical bases rely on the contributions of the New Literacy Studies, suggesting that these practices are rooted in the society and the culture in which they are used. Therefore, the generalized reading and writing policies promoted by the national education system do not always achieve the intended impact. In this regard, a survey was conducted in two Higher Education institutions with diverse characteristics to know the reading and writing practices and habits of undergraduate students; the University of Guadalajara and the Intercultural University of the State of Tabasco. The gathered data was linked to various aspects, ranging from access to reading and writing based on individual, family, and institutional factors, to the socio-cultural elements influencing their reading and writing practices. The results point to the need to carry out institutional assessments to guide institutions in the design of initiatives to encourage the development of reading and writing practices among their students in order to contribute to their academic and personal development.