ABSTRACT
This chapter focuses on how do college students, when reading academic texts, when preparing for their course assignments and tests, and when participating in their academic literacy communities, make meaning of what they read and use effective learning and study strategies to do so? It discusses what have been considered traditional study-reading strategies through a new framework of academic literacy learning strategies, considers these strategies from the perspective of the sociocultural contexts of college discipline-based literacy communities, and discusses research that provides insights about feasible approaches for learning from and studying with multimodal texts. Corno and Snow (2001) noted that not only are metacognitive elements important, but so are noncognitive elements, like conation or the choice to access prior knowledge. The chapter also explores the types of strategies for reading and learning from print or digital academic texts.
