Leisure reading experiences : the case study of young adult- readers at the University of Mpumalanga

Abstract

This qualitative study aimed to explore experiences of leisure reading and its benefits for, young adult-readers at the University of Mpumalanga. In addition, it examines whether students regard it as a growth experience [experience that assist young adult to change] or not and if so, in what sense. This approach was employed to answer the research question which was how young adult-leisure readers at the University of Mpumalanga describe their experiences of leisure reading. Data were collected using individuals’ interviews and focus group discussions with 22 sampled participants at a University in Mpumalanga Province. Thematic analysis was performed manually and with Atlas ti v9, following the techniques outlined by Braun and Clarke (2006). The researcher analysed data by classifying, categorising and thematising information gathered from participants and linking it to the literature reviewed. The study’s theoretical approach was heavily influenced by Mezirow’s (1978) transformational learning theory. According to the current study, some young adults are passionate about reading and their enthusiasm for leisure reading tends to encourage their peers to read as well. The findings also revealed that leisure reading broadens the language proficiency of young adult leisure readers. Participants in this study also indicated that leisure reading relieves tension, allow them to relax and allow them to escape from intrusive and unsuitable activities. They also stated that there were impediments (barriers) that prevented them from engaging in leisure reading such as examination periods, lack of reading material and lack connectivity during school vacation. Reading competitions and the provision of incentives such as bursaries or prizes were cited as encouragements that can attract leisure readers. A major strategy identified by the participants as a solution to promote leisure reading was technology, since most of them spent most of their time using their technological gadgets. Loh and Sun (2022) claim that reading experience of young adult-readers who are using technological devices improved through using technological devices. However, Singh and Gangopadhyay (2017) view the use of technology in leisure reading as a ‘Technological Divide’ because poor young adult-readers who are unable to assess those technological devices are then deprived to read, thus Higher Institution Libraries should bridge that gap by providing technological devices for leisure reading. It was also established that the benefits of leisure reading for young adults translates to a sort of growth for young adult readers because they are transformed and become more versatile in their thinking and viewing of the world. Based on the findings, the Department of Higher Education should implement effective policies to instil, educate and foster a culture of reading and transformative learning in young adults, who will then pass it on to the next generation. Furthermore, the findings contribute to the corpus of knowledge in Education and Social Science.