Abstract
ABSTRACT Considering the particular and situated relationship between college readiness and college barriers in the context of college transitions amongst Latinx students, this article uses an academic literacies framework to analyze the transition stories of two Latinx, first-generation freshmen enrolled in a four-year university. The findings suggest that institutionally mediated digital learning tools can limit students’ progress as they start college, even in the case of students who are otherwise college-ready.
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