On academic reading: citation patterns and beyond

Anton Oleinik (), Svetlana Kirdina-Chandler, Irina Popova and Tatyana Shatalova
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Anton Oleinik: Memorial University of Newfoundland
Svetlana Kirdina-Chandler: Institute of Economics of the Russian Academy of Sciences
Irina Popova: Institute of Sociology of the Russian Academy of Sciences
Tatyana Shatalova: XXI Century Integration International Secondary School

Scientometrics, 2017, vol. 113, issue 1, No 20, 417-435

Abstract: Abstract The article discusses the process of textually mediated communication in science and proposes an approach that complements citation analysis. Namely, it addresses the question of how the author’s text is read by the reader and whether the reader interprets the text in the same manner as the author. Fifty-seven scholarly contributions (articles, book chapters and book reviews), written by three social scientists, were content analyzed with the help of the QDA Miner and WordStat computer programs. The outcomes of the qualitative coding were compared with the outcomes of the analysis of word co-occurrences and the outcomes of the analysis on the basis of a dictionary based on substitution. Our findings suggest that texts have plural interpretations. Depending on the reading context, either the author’s or the reader’s perspective prevails. Also, both the author and the reader may read the text in a either deep or perfunctory manner. Deep reading necessitates spending significant time and cognitive resources.

Keywords: Academic reading; Comprehension; Interpretation; Citation analysis; Content analysis (search for similar items in EconPapers)
Date: 2017
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Citations: View citations in EconPapers (1)

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DOI: 10.1007/s11192-017-2466-z

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