Twenty-First-Century Second Language Literacy Development in Universities

Abstract

The literacy skills of reading and writing are important foundation skills for learning. The two skills of reading and writing have often been connected in the exploration of literacy development. A great deal of research has been undertaken on instructional strategies and other means of supporting the development of reading skills, both for young learners and for learners at higher educational levels. Literacy has become a complex issue in the twenty-first century because of the development of technology. Reading and writing today involve multimodal materials, multifarious genres and multiple communicative demands brought by the development of technology and the use of the internet. This requires highly sophisticated skills and abilities, as well as a good understanding of context. In universities in Hong Kong where English is often used as a second language and a medium of instruction, it has become increasingly challenging for students to develop literacy skills both for work and study, and to fulfil the various curriculum targets such as the development of critical thinking skills, creativity, independent and lifelong learning. A number of studies have been conducted in universities in Hong Kong on supporting or facilitating the development of literacy skills (particularly reading skills). This chapter discusses research efforts exploring the benefits of self-directed language learning (such as extensive reading), as well as the role of technological support and curriculum design in enhancing literacy development. Investigating students’ literary concepts and practice also helps to improve understanding and develop appropriate strategies to support the development of literacy skills.