Correction

Erratum: Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation

Florence M. Olifant, Naomi Boakye, Madoda Cekiso
Reading & Writing | Vol 15, No 1 | a478 | DOI: https://doi.org/10.4102/rw.v15i1.478 | © 2024 Florence M. Olifant, Naomi Boakye, Madoda Cekiso | This work is licensed under CC Attribution 4.0
Submitted: 07 February 2024 | Published: 11 March 2024

About the author(s)

Florence M. Olifant, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Tshwane, South Africa
Naomi Boakye, Unit for Academic Literacy, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
Madoda Cekiso, Department of Applied Languages, Faculty of Humanities, Tshwane University of Technology, Tshwane, South Africa

Abstract

No abstract available.

Keywords

English First Additional Language (FAL); access to reading materials; reading motivation; traditional reading; online reading; learners.

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