Notion Of Reading Research Articles

Projetos de incentivo à leitura no metrô de São Paulo

Abstract According to Augé (2012), the subway is essentially a non-place; however, through practices such as reading, its use can be resemanticized to the point of being transformed into a place. Based on this perspective and Roger Chartier’s (1996) and Michel de Certeau’s (1998) notion of reading, this work aims to observe and investigate the extent to which the various projects to encourage reading carried out in the São Paulo - SP metro produce places and non-places. The actions studied here, whether from the public or private sector, were selected because they promote the circulation of books and the practice of reading in this means of transportation. The data was collected through field research, interviews, and a documentary survey, including virtual sources. Based on the theoretical framework and the information analysis, we noticed that only a few of the initiatives actually contribute to creating a place where people can stay and get closer to culture.

The History of Things in Ralf Andtbacka'sWunderkammer

The History of Things in Ralf Andtbacka's<i>Wunderkammer</i>

Communication and literacy development for adolescents with deafblindness: Teacher beliefs, learning outcomes, and instructional strategies

For individuals with deafblindness a strong relationship exists between communication and literacy, making these critical areas of development. Definitions of literacy for this population must extend beyond traditional notions of reading and writing text to better support communication development. The beliefs teachers maintain, the learning outcomes they set, and the instructional strategies they employ might greatly impact student learning related to communication and literacy. Shared reading could provide a context where communication and literacy skills may be developed for learners with deafblindness. This qualitative study investigated how teachers used shared reading to support communication and literacy development for adolescents with congenital deafblindness. It explored how teacher beliefs about communication and literacy development influenced the learning outcomes they established and the instructional strategies they utilized during shared reading. Data were collected in three secondary classrooms through observations, interviews, and field notes. Thematic analysis was conducted for each individual case and then across cases using a cross-case analysis. For individual cases, themes related to teacher beliefs included connection between communication and literacy, and a comprehensive understanding of deafblindness. Themes related to instructional strategies included communication across multiple forms, focus on the communication process, and systematic instruction. In the discussion of the results, the instructional strategies of the Tri-Focus Framework were used to identify how communication development was supported during the literacy lessons observed. In addition, the use of systematic instruction and formative assessment provided a comprehensive approach to supporting communication and literacy skills during shared reading. Meaningful literacy activities, such as shared reading, have the potential to support communication development for individuals with congenital deafblindness. Teachers require a comprehensive understanding of the nature of deafblindness in order to effectively support an individual’s communication and literacy development.

Essay on the Notion of Reading

In this essay, Weil undertakes a meditation on the idea of “reading”, which she thinks can shed new light on a diverse range of conceptual and experiential “mysteries”, especially with respect to our existential responses to the world. A central concern is how we ascribe meaning and respond to phenomena. She argues that, for the most part, our reading of the world and the things in it are immediate, not subject to “interpretation”, at least as this is regularly conceived. Further, Weil says, our readings of the world are invariably tied to particular kinds of valuation, of ethical assessment and orientation, which appear to us as both obvious and immediate. This immediacy of reading, however, does not entail that our readings cannot be changed or challenged—only that such a change or challenge requires a particular kind of labor.

Re/thinking mathematics for social justice: a transactional approach

ABSTRACT There is a well-established area of work in mathematics education focusing on mathematics for social justice. Much of the work, however, is concerned with individual students’ understanding the world symbolically – as evident in the notions of reading and writing the world using mathematics – while failing to address a transformative agenda that seeks to make a positive difference in a once-occurrent world that we inhabit together with others as part of our once-occurrent lives. In this conceptual essay, we describe and exemplify a transactional approach that inherently is a practical approach. In the transactional approach, the individual is not merely agent but importantly subject to and constituted by social processes that transform the world including the self.

PRODUÇÃO DE MATERIAL DIDÁTICO DE LEITURA EM LÍNGUA INGLESA ATRAVÉS DE PROVÉRBIOS

O presente trabalho tem como objetivo descrever a organização do material didático de leitura em inglês por meio dos provérbios. A pesquisa está fundamentada teoricamente nas noções de leitura, de material didático e de provérbio como unidade fraseológica, como gênero textual e como objeto de ensino de língua. A metodologia é descritiva, de natureza qualitativa. No primeiro momento, foram analisados quatro livros didáticos de inglês do primeiro ano do Ensino Médio para identificar os conteúdos gramaticais e as respectivas sequências estabelecidos nestes livros, que serviram de base para a elaboração de uma sequência gramatical que funcionou como parâmetro para a seleção e ordenação sequencial de dez provérbios que compõem o material. Quanto à elaboração do material, cada provérbio é explorado em uma unidade didática através de explicações e questões que envolvem conhecimento prévio do provérbio, vocabulário, gramática, verificação de conhecimento adquirido sobre o provérbio ao final da unidade didática e reflexão sobre a aprendizagem. O material produzido foi aplicado com discentes do segundo ano do Ensino Médio Integrado ao Ensino Técnico em Edificações do Instituto Federal da Paraíba (IFPB) Campus Catolé do Rocha. Por fim, o material foi avaliado pelos alunos e posteriormente revisado. Os estudantes relataram que o material é produtivo, ajudando-os a aprender várias palavras e expressões em inglês e a refletir sobre o significado dos provérbios, aprendendo lições de vida expressas por estas frases. Como um gênero textual de extensão curta, os provérbios demonstram que são bastante eficazes para o aprendizado tanto de língua quanto de lições de vida.

Collaborative reading in the physical-virtual environment

Collaborative reading is a pedagogical practice that allows discussion of texts while keeping an individual and collective interpretation of it, letting the readers assume an active role. This work proposes a framework, the Collaborative Reading in Physical-Virtual environment (CRPV), to use this type of reading in non-linear texts within a socioenactive system. The model was based on Organizational Semiotics, the structure of hypertexts and the enactivism concept. CRPV system changes the multimedia content in each text depending on how each user and group reads, aiming to be a socioenactive system. This concept can possibly shift the original notion of reading from an individual activity to a more collaborative form of interaction, especially in virtual environments that are the latest birthplaces of new literacy forms. Text structures of this CRPV model and multimodal interfaces matching them were created and scenarios of use case were planned, implementing those design aspects with contemporary technologies, such as augmented reality. One of these scenarios was tested and the first experiment showed that participants got highly motivated and engaged in the reading activity. This research has the potential to impact the education area, the reading process and the studies in multimodal interfaces, offering new, low cost and highly interactive environments.

Constructing reading proficiency and struggle through tracked contexts

PurposeThis paper aims to report on a study investigating how young people and teachers interpreted reading proficiency and difficulty across different tracks of English language arts in the sole high school serving a culturally diverse city.Design/methodology/approachFor six months, the researchers observed in three hierarchically tracked English classes. Participants were three teachers and 15 focal youths. The researchers also conducted semi-structured and open-ended interviews and collected classroom artifacts and students’ records.FindingsDespite adoption of the Common Core State Standards and a school-designed common English curriculum, both of which were to contribute to shared literacy objectives, students and teachers built highly contextualized understandings of reading proficiency, which diverged across tracks and mediated instruction. Across tracks, however, deficit discourses about reading struggle persisted, and students and teachers attributed difficulty to students’ attitudes and behaviors. Young people never described themselves in negative terms, which suggests they resisted the deficit labels tracking systems can generate.Originality/valueFindings extend research by showing how literacy-related tracking contributed to exclusionary contexts through which students were unproductively positioned at odds. Findings suggest a need for renewed rigor in the examination of tracking practices, particularly how notions of reading difficulty/proficiency position youths and mediate literacy instruction. Despite deficit conceptions of “struggling readers” across the school, youths never described themselves negatively and accepted reading difficulty as normal; how youths achieved such resourceful stances can be further investigated. These research directions will support the creation of English contexts that invite all youths into inquisitive, critical and agentive interactions with texts and each other.

Why should learners of English read? Norwegian English teachers' notions of EFL reading

This article presents findings from a study investigating Norwegian lower secondary English teachers’ reasoning about their classroom reading practices in English as a foreign language (EFL). What notions of EFL reading do these teachers express? How do they explain their priorities? Based on perspectives from critical discourse analysis, the article shows how teachers negotiate their notions of reading at the intersection of past and present understandings and their everyday school realities. Specifically, it illustrates how features of their discursive practices may help maintain understandings of what is perceived as intrinsic and less relevant to EFL reading.

Toward multimodal inquiry: opportunities, challenges and implications of multimodality for research and scholarship

ABSTRACTIn this article, we suggest that we are witnessing a challenge to the hegemony of text-based knowledge in academic scholarship, brought about by newly available modes of expression, and a cultural shift in our notions of reading and writing, authorship, and networked knowledge production. The central question we address here concerns the implications of widening our ideas of acceptable forms of inquiry, analysis and representation in academic scholarship. As a collective of scholar-practitioners exploring new modes of expression and working both within and outside the formal structures of academia, we argue for the increasing significance of multimodal research in the contemporary context of academic inquiry. By more equitably valuing different ways of thinking, knowing and communicating, multimodal research can facilitate wider and more diverse participation in the production of knowledge, offer a more nuanced and ethical mode of inquiry, emphasize different ways of knowing and connecting, and make scholarship more broadly accessible beyond academic contexts. Here, we analyze the key opportunities facilitated by multimodal inquiry, as well as the obstacles that stand in the way of a wider adoption of this type of research in higher education.

An Approach to Simone Weil’s Philosophy of Education Through the Notion of Reading

This paper introduces Simone Weil’s notion of reading and some of its implications to education. Weil’s philosophy, in particular her notion of attention has caught interest of some education scholars; however, the existing studies are still underdeveloped. Introducing Weil’s notion of reading, which has not been studied almost at all by educationists but its significance is well-recognized by Weil scholars, I intend to set forth a more nuanced understanding of Weil’s attention that is necessary to further discuss Weil’s potential contribution to education research. Attention to other people, hence love of others, is reframed as “reading better.” We read better not simply by purifying our reading through detachment and self-negation, which is how the notion of attention is often understood and thus found problematic, but by incorporating multiple perspectives (readings) and finding balance among them. Learning to read better, then, is not merely inward effort of detachment done through introspection, but it also necessarily involves outward effort of working with other people and the world. It is through interacting with others, we may learn our own readings, recognize others’ readings, and seeking for just balance among them. This latter element which has been greatly dismissed is indispensable for any serious discussions of Weil’s philosophy in education.

Semi-Detached: The Aesthetics of Virtual Experience since Dickens by John Plotz

Reviewed by: Semi-Detached: The Aesthetics of Virtual Experience since Dickens by John Plotz Jonathan Farina (bio) Semi-Detached: The Aesthetics of Virtual Experience since Dickens by John Plotz; pp. 344. Princeton UP, 2018. $43.95 cloth. John plotz's Semi-Detached describes the ways fiction, painting, and film portray the "dual experience" (2) of readers, partially absorbed in the virtual world of the text and partially distracted by the contours of the ambient material world. Plotz traces semi-detachment as it plays out formally in nuances of grammar, perspective, and genre and thematically in local passages or scenes, as for instance when the narrator of The Mill on the Floss notices that her "really benumbed" elbows have been pressing on the arms of her chair even as she imagined them to be on the bridge by Dorlcote Mill (qtd. in Plotz 1). If he sometimes stretches to include under the umbrella of semi-detachment the relationships between such features—including novelistic episodes and plots, inasmuch as they can be concomitantly purposeful and digressive—Plotz convincingly extends the semi-detachment represented in texts and actuated by reading to everyday experience. More often than not, we live flickering between a shared material present and our private worlds of thought, detached from temporal, spatial, and other physical limitations. Here, then, "virtual reality" refers not to secondary, artificial worlds in which we might or might not become immersed, but a distinctly modern mode of experiencing the world (actual or fictive) distractedly. Whether reading or not, "we are" as Ford Maddox Ford puts it in his essay "On Impressionism" "almost always in one place with our minds somewhere quite another" (3). Jonathan Crary's Suspensions of Perception (2001) identifies the economy of attention and distraction as a principle feature of modernity since the 1850s, and both Stephen Arata and Nicholas Dames have elaborated Crary's claim by detailing how inattention or distraction came to function as a medium of political resistance. In The Physiology of the Novel (2007), for instance, Dames shows how Thackeray cultivates distraction as "negative liberty" (73) from the excessive demands that modernity makes on attention, and Plotz's account of John Stuart Mill tacitly follows suit. "We are defined by our semidetached relationship to those around us" (48), Plotz argues, and Mill promotes an individualism modelled on the "semi-detached sociability" (56) of reading. As "mediated involvement" (48), reading offers freedom from the affective immediacy of face-to-face contact. Semi-detachment affords time to make our own choices. Semi-detachment thus edges close to the cluster of moral, epistemological, and political liberal virtues Amanda Anderson details in The Powers of Distance (2001): disinterestedness, impartiality, cosmopolitanism. Applying Mill's notion of reading, Plotz renders fiction not an escape from social engagement but "the acme of all sociability" (73), a practice that enables engagement but preserves autonomy. Plotz similarly recasts provincial novels, paradoxically, [End Page 307] as privileged mediums of cosmopolitan modernity: their chartable but trivial "Nowheresville[s]" (102) stand in for life everywhere because they cultivate "the awareness that one is living at once inside a tiny world, a trivial world, caught in the middle of nowhere, and yet one is also located within the larger currents of the day, potentially locatable anywhere" (111). Middlemarch, Barsetshire, Mitford, and Wessex, with their variously myopic residents—Farebrother with his beetles, Jude with his Christminster cakes—narrate the feeling of being "half-engulfed in daily cares, and half-aware of the forces at work elsewhere in the great world" (121). In doing so, they instantiate in communal form the semi-detachment of readers, at once stuck in their chairs and alive in fictional worlds. True to form, however, Semi-Detached remains semi-detached from scholarship on attention and liberalism; the book favours instead questions of form, genre, and reading. For example, the category of semi-detachment allows Plotz to belie the singularity of effect that Poe prescribed for the short story by registering a generic "polydoxy" in tales by Hogg, Galt, and Dickens. In Hogg's stories, "a fully coherent account of events is replaced in the final few paragraphs with an equally plausible but incompatible alternative explanation" (25). If this polydoxy...

Análise crítica de gênero e o exercício de leitura da palavramundo: diálogos possíveis

Resumo: O presente artigo tem por objetivo discutir as possibilidades de leitura crítica a partir das noções de leitura enquanto prática social, proveniente da Análise Crítica de Gênero e de leitura da palavramundo de Paulo Freire. Para tanto, far-se-á: i) uma apresentação do que seja a ACG; ii) uma discussão acerca da concepção de leitura crítica, fruto da articulação da perspectiva freireana à ACG e, por fim, iii) apresentar-se-á um exemplo de análise de gênero midiático a partir dessas postulações. O artigo se encerra apontando possíveis contribuições dessa discussão para o trabalho de leitura crítica no ensino de língua(gem).

Reading ‘On the Go’: An Inquiry into the Tempos and Temporalities of the Cellphone Novel

ABSTRACTThis article examines the phenomenon of the cellphone novel in contemporary Japan. In contrast to dominant approaches that have focused on questions of literary merit, I explore the tempos and temporalities of the cellphone novel as reading ‘on the go’. Drawing on ethnographic accounts, I attempt to develop the notion of reading ‘on the go’ so that we may move beyond prevailing discussions of cellphone novels, which have focused mainly on the literary sophistication, or lack thereof, of cellphone novels and novelists. Additionally, I argue that there is underlying tension between ‘literature’ and ‘Literature’ vis-à-vis questions of ‘proper’ reading tempos among Japanese readers. In order to explore the political, ideological, and aesthetic ramifications of changing reading and writing practices, this article places the twenty-first century controversy over cellphone novels in dialogue with a historical precedent, the early modern literary movement known as the unification of spoken and written Japanese (genbun itchi). In so doing, the article examines a corollary relation between changes in literary trends and spatiotemporal transformations that provide a reading and writing environment. Ultimately, the article suggests that the ongoing spatiotemporal reconfigurations and negotiations prompted by the evolving digital media communication network, its infrastructure, and accompanying commercial industries play a critical role in informing how contemporary practices of reading and writing take shape.

Sincronismo literario y flexión genérica: la novela histórica de Gertrudis Gómez de Avellaneda

This essay considers Gómez de Avellaneda’s historical fiction, focusing on her transformation of European models in order to display New World plots and space. Her first historical novel, Espatolino, published in 1844 and set in southern Italy, tells the story of the eponymous bandit and his heroic adventures defending the oppressed, opposing injustice, and fighting tyranny. Gómez de Avellaneda expresses here her liberal ideology and opposition to the penal justice of the period. At the same time, she demonstrates the importance for her of describing landscapes and her notion of reading as an act of travelling through a text. After Espatolino she turned, in 1846, to Guatimozín, named after the last emperor of Mexico. It proved to be her most ambitious and demanding historical work: an encyclopaedic reconstruction of Aztec civilization — in which a romantic plot of love and epic heroism is placed against the historical backdrop of the Spanish conquest — Guatimozín, in its narcissistic display, evidences her detailed study not only of historical sources but also of ethnography, pre-Hispanic architecture, art, flora, fauna, and the Náhuatl language. In her Conquest-themed novel, Gómez de Avellaneda adapted the paradigm of the historical novels of Sir Walter Scott, as did other Spanish-American authors. Historical novels became a prime space in which to manifest political thought and proposals of national agendas during the postcolonial period, a foundational moment for the newly independent nations.

Nazlı's photographic games: Said and art history in a contrapuntal mode

ABSTRACTThrough a focus on photographic portraits commissioned in the late nineteenth century by the Ottoman-Egyptian Princess Nazlı Hanım, Roberts analyses the ways they tested Ottoman and western conventions. An examination of Nazlı's strategic engagement with photography in this period positions her within the often-separated domains of Egyptian nationalism, Ottoman political reform, western Orientalist art and a proto-feminist moment of Egyptian women's history. One of the striking things about the Nazlı portraits is their transgressive inventiveness. This is transgression as Edward Said defines it, with an emphasis on crossing boundaries, testing and challenging limits, and cutting across expectations. Nazlı's inventiveness is apparent through her canny experimentation with the codes of portrait photography and the ways she deploys her portraits as tokens of exchange within her culture and with her European interlocutors. Roberts argues that Nazlı Hanım's use of photography operates in a contrapuntal mode in the Saidean sense of a simultaneity of voices that sound against, as well as with, each other. Over the last three decades Said's writings have provided a crucial methodological framework for the critique of western Orientalist visual culture. Recently art historians have repositioned this corpus of western imagery in relation to art by practitioners from the region and addressed cultural exchanges. Said's seminal text Orientalism has been pivotal within these debates. Yet it is not so much this landmark book, but rather Said's writings on music, in which we can find an alternative approach to cross-cultural exchange. By transposing this model into the domain of art history, Roberts engages with his notion of reading contrapuntally. Said was interested in the broader applicability of this term, although its potential as an interpretive model for the visual arts remains unexamined. Through this case study of Nazlı Hanım's photographs, Roberts reassesses the value of Said's writings on music for understanding nineteenth-century visual culture.

Surface, Depth and the Autobiographical Act: Texts and Images

In drawing together aspects of South African autobiographical and fictional works with images by contemporary artists, this essay pursues the question of how the notion of surface and depth—and the visible and the hidden—is explored and experimented with. Literature's investment in symptomatic readings is placed in conversation with strategies used by artists to represent skin surface and bodily interior. This enables me to revisit the question of the surface (and therefore an ‘underneath’) as an epistemological place in ways that would be useful for reading both texts and images, in South Africa and elsewhere. I consider closely the work of Anne Cheng, who has suggested that critical theorists should work more fully with a poetics not so much of excavation but of attentiveness. She invokes the notion of reading susceptibly as a means of reinvesting literalism as surface. What can the surface do or be, she asks, if it is not just a cover? For post-colonial criticism, she suggests, reading in terms of a notion of attentiveness means concentrating less on colonial ideology's repressed content and more on its expressiveness. Towards the end of the essay I consider the example of Nelson Mandela's Conversations with Myself as a text, which can be read as a skein-like, skinlike field across which feelings and affective life move and accrue. Such ways of looking/reading allows us to loosen the textual excesses of an overloaded, overworked past and lets that past reappear in other sorts of guises and vocabularies. We can begin to consider what textual surfaces might look like, written in the mode of the skin.

How to Do Things with Books in Victorian Britain by Leah Price (review)

Reviewed by: How to Do Things with Books in Victorian Britain by Leah Price Solveig C. Robinson (bio) How to Do Things with Books in Victorian Britain by Leah Price; pp. 360. Princeton: Princeton UP, 2012. $33.46 cloth. In this fascinating text, Leah Price ranges widely over territory that is usually carved up into separate fiefdoms by scholars of the history of the book, the history of reading, or some form of literary criticism. How to Do Things with Books in Victorian Britain suggests that when we do this carving up, making distinctions between “texts” and material books, readers and “book handlers,” we inevitably miss something about what the books and their circulation can and do mean. Price argues compellingly that the Victorians pre-empted modern-day book historians in probing the meaning and use of books and other printed matter. By sorting the relations in the nineteenth century between “reading (doing something with words), handling (doing something with the object), and circulating (doing something to, or with, other persons by means of the book)” (6), Price suggests that we might come to better “understand the printed ‘before’ against which so many twenty- first-century commentators measure their digital ‘after’” (7) and thereby avoid unhelpfully idealizing printed texts, especially in relation to digital ones. Although Price’s study runs the gamut of nineteenth-century genres (and paper-based productions generally), her focus is the tension between the middle-class Bildungsroman and the tract. These two extremely popular forms allow her to reflect on the meanings and functioning of different genres, classes of audience, and models of literacy in the Victorian era. She observes that while the novels “frame reading in terms of individual agency, self-fashioning, even transgression,” the tracts instead embed reading within [End Page 228] an “interpersonal transaction” (17), one that is mediated by the giver and receiver of the tract and the circumstances under which it is exchanged. As her text makes clear, heedlessly mapping one notion of reading onto another kind of reading material can lead both Victorian and modern critics to misunderstand what a particular reading situation might signify. Price’s book is arranged into seven chapters that she acknowledges may be of unequal interest or utility to those who come to the book with particular questions. Chapter 1, “Reader’s Block,” is largely theoretical, concerned with teasing out the possibilities and pitfalls of multiple approaches to literature and literary history. (As the title suggests, this chapter may prove daunting to readers who are not steeped in the various critical approaches Price engages, and readers who prefer a more genre-based approach to the material will be relieved to know that the author herself grants permission to skip it.) Price traces the competitiveness among contemporary strands of scholarship, noting that a “familiar intellectual-historical narrative” tells us that “since the New Criticism, literary critics have spearheaded an assault on the book’s materiality, elevating the study of literature by demoting bibliographers to a service profession” (32). But, she explains, If the book has been invisible and intangible even to those literary-critical schools that succeeded them, it isn’t only for the negative reason that material culture remains absent from our training; it’s also because a commonsense Cartesianism or Platonism more actively numbs us to the look and feel of the printed page. Hence critics’ discomfort with purely bibliographic units—the page-break as opposed to the line-break, the volume as opposed to the chapter. (31–32) Furthermore, Price notes the importance of distinguishing between the “history of the book” and the “history of reading,” as “reading is not the only thing that can be done to books” (34). However, she also emphasizes that although books, like other objects, can be subjected to many uses beyond the one for which they are originally designed, they remain a distinctive category: “Even the most unreadable book still differs from nontextual objects in the way it’s priced, cataloged, and handled,” she explains, and so “the exceptionalism of the book should be no less visible to economists than to literary critics” (35). Price points out that not only did the Victorians recognize the distinction between...

‘There’s a hippo on my stoep’: Constructions of English second language teaching and learners in the new National Senior Certificate

The focus of this paper is an analysis of the conceptualisation of language teaching and the construction of learners in the new National Senior Certificate grade 12 curriculum and examinations taken by students for whom English is an additional language. The paper examines the values, attitudes and beliefs, as well as the required levels of cognitive engagement and notions of reading and writing. The authors argue that the curriculum represents a significant improvement on the previous version. However, there is a considerable mismatch between the Curriculum Statement and the examination papers. The curriculum emphasis on the role of language as a tool for critical, independent thinking is not evident in the examination papers, which reinforce traditional gender norms and essentialised notions of Africa. The examination papers are cognitively undemanding, requiring only the most basic understandings of texts. The authors argue that, by making it possible to pass at a very basic level, the examination system in effect obscures the contradiction that although the majority of learners have to use English as a first language across the curriculum, the language itself is taught as a second language.

An anthropology of reading science texts in online media

Reading multimodal (popularized) scientific texts predominantly is studied in terms of technical decoding skills said to be required. In this chapter I suggest that there are other interesting approaches to the study of reading multimodal (popularized) scientific texts grounded in anthropological concerns and the notion of reading as social praxis. These concerns include questions of what people read, how much they read, and the purposes and effects of reading. Here, I focus on reading practices and the kind of semiotic (meaning-making) resources (popularized) scientific texts in online media make available for the practices of reading, including the way in which membership categories are used to link different aspects of a text. An anthropology of reading (online science) ought to be of interest to (science) educators and educational psychologists, because, as part of development, members of society encounter reading first in their transactions with others, as a social phenomenon, before reading becomes an individual phenomenon. Important aspects of reading multimodal (popularized) scientific texts therefore can be found by studying sociocultural and cultural-historical practices and resources. Because “mind” is found in society, the development of higher-order psychological processes including reading can be studied using methods more typically found in disciplines concerned with culture. In this chapter, I take inspirations from anthropological and ethnomethodological approaches to reading generally that are consistent with a culturalhistorical approach and develop them for my study of the reading of online (popularized) scientific texts. My database includes all science texts that BBC published online between February 16 and March 31, 2007. I develop a framework for reading these texts from a cultural-historical practice perspective and provide exemplary analyses of reading such multimodal texts from an anthropological and ethnomethodological perspective.