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‘THROUGH
THE READING WEB’ – ACADEMIC READING IN DOCTORAL STUDIES
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Britt Marie Apelgren |
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Department of Education and Special Education, University of
Gothenburg, Sweden
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Abstract
Research into doctoral supervision in
constructivist research has increased over the last decades, yet studies on
academic reading and how doctoral students understand and make sense of their
reading are fewer in the area. This paper explores the role of academic reading
during one PhD student’s doctoral studies and it highlights the learning
process and transformation from being a student reader to becoming a critical
researcher reader. Using the specific interview technique within personal construct
psychology, known as the river interview, in connection with document analysis
of supervision notes and email conversations, it shows the processes during the
PhD journey when changes occur in the way the student understands, explores and
reviews his/her reading of the literature. Three particular areas of
development and change are found in relation to academic reading: independence,
iteration and foci. These changes suggest that reading processes challenge a
person’s current constructs and stimulate new ways of construing the world.
Keywords:
academic reading; doctoral supervision;
personal construct psychology; transformative learning
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About the author
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 Dr. Britt Marie
Apelgren is Associate Professor in Language Education at the Faculty of
Education, Gothenburg University in Sweden. Her primary research field is
within personal construct psychology and concerns teachers' and students'
perceptions and experiences of language teaching and learning.
Contact: Brittmarie.Apelgren@ped.gu.se |
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Apelgren, B. M. (2016). ‘Through
the reading web’ – Academic reading in doctoral studies.
Personal Construct Theory & Practice, 13, 66-77, 2016
(Retrieved from http://www.pcp-net.org/journal/pctp16/apelgren16.pdf)
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