Low-literate consumers display distinctive behaviour in the marketplace, and in the first phase of a mixed method study, the aim was to explore the challenges and coping strategies of low-literate clothing consumers. Due to fairly high levels of low-literacy in South Africa and limited research, this research was undertaken to better understand the behaviour of low-literate clothing consumers in the marketplace. Semi-structured interviews were used to gather data, and through inductive, interpretative data analysis three broad themes were identified, namely personal (cognitive, social, financial and affective), product (types and format of product information, evaluative criteria) and store-related (store assistants’ behaviour, store selection and in-store information) challenges and associated coping strategies. The results of this study can be used to advise marketers regarding the needs of these consumers, and were also used to develop a quantitative measuring instrument to investigate low-literate consumers’ use of clothing labels in the retail setting. In the second quantitative phase of the study, the use of clothing label information amidst low-literate respondents’ personal- (reading and numeracy skills, concrete and pictographic thinking) and product-related challenges (the format of labels, care-label knowledge and evaluating clothing products’ quality) were investigated. The study sample consisted of 450 black female consumers with literacy levels between Grades 5 and 8, residing in the Emfuleni Local Municipality area, in the southern part of Gauteng, South Africa. Interviewer administered questionnaires were filled out, and it was examined for validity and reliability. Data analysis included descriptive statistics and correlations were drawn between reliable factors, and practical significant correlations were reported. ANOVA’s indicated statistically significant differences with mostly medium effect sizes between the occupation of respondents and selected factors. Respondents indicated that they do read and understand clothing labels, but results revealed that they did experience problems when using information on labels. Their numeracy skills were average, and abstract thinking related to numeracy, were fair. Pictographic thinking was evident in their preference for symbolic and graphic presentation of size format, but not when they were presented altered store logos. Care label knowledge was poor, and clothing products were evaluated concretely. Some of the respondents, especially the older respondents were inclined to follow the peripheral route of elaboration when reading clothing label information. / Thesis (PhD (Consumer Sciences))--North-West University, Potchefstroom Campus, 2013.

abstract: This dissertation is a detailed rhetorical analysis of interviews with rice farmers in central Java, Indonesia and documents published by the global NGOs United Nations Food and Agriculture Organization (FAO) and CGIAR. Using theories of materiality, literacies, and environmental rhetorics, I examine how seemingly distinct and disparate humans, organizations, and inanimates are actually entangled agents in a dynamic conversation. I have termed that conversation the discourse of rice farming. Studying local and global together challenges conventional dichotomous thinking about farming and food. Looking at this conversation as an entanglement reveals what Karen Barad has defined in Meeting the Universe Halfway as the intra-relatedness of all agents. I focus on rice farming because rice is a food staple around the world and a major component of global agriculture initiatives by FAO and CGIAR. I argue that farmers construct their jobs in terms of production, food sovereignty, and community. The NGOs construct agriculture in terms of consumption, food security, and poverty alleviation. In my project I emphasize the need for global agents to better account for how farmers construct agriculture. Accounting for how all agents impact the discourse of rice farming is the only way to come to an objective understanding rice farming's impact on local and global scales. My argument adds to the field of environmental rhetorics because most published case studies are about the United States and thus are limited in their applicability. And it enriches global conversations about food security and food justice because it shares accounts from actual farmers who are often conspicuously absent from literature on those topics. / Dissertation/Thesis / Doctoral Dissertation English 2015

The focus of this thesis was to develop vocabulary materials to supplement those already in use for emergent literate Burundian refugees preparing for the U.S. Citizenship Test. These learners study in conjunction with the International Rescue Committee in Salt Lake City, Utah, and with volunteer tutors who help them study. The flashcards and supporting activities were designed to better enable tutors to teach learners highly-dense vocabulary items, as well as to provide vocabulary scaffolding support for both learners and tutors and to increase depth of vocabulary knowledge with the target vocabulary. The U.S. Citizenship Test Vocabulary Flashcards and Vocabulary Support booklet were the products of a frequency-based vocabulary analysis to provide content-focused vocabulary instruction. This thesis details the steps and rationale of the process used to create these materials.

Functionally low-literate consumers may often struggle to complete everyday adult tasks, such as reading food labels. Food labels are an important source of information for consumers, and assist them to make informed and wise food purchase decisions. However, the manner in which functionally low-literate consumers read, understand and apply this information to their decisionmaking, is different to literate consumers, and minimal research has been conducted regarding functionally low-literate consumers and their use of food labels in South Africa. This study was conducted in a predominantly low-literate and low-income rural area of Valspan, South Africa. Therefore, using food labels to make healthy and financially sound food choices may be considered especially important for this group of consumers. The current study served to conduct an in-depth literature review of functionally low-literate consumers‟ use of food labels in a rural area; explore whether and how functionally low-literate consumers use (read, understand and apply to decision-making) food label information; explore and describe the differences between the demographic characteristics of low-literate consumers and their use (reading, understanding and application) of food labels; make recommendations to educators on how functionally low-literate consumers can improve their use of food labels in a rural area; as well as to make recommendations on how food labels can be adapted to be more user-friendly to functionally low-literate consumers. Data was collected, using 292 interviewer administrated questionnaires, using purposive criterion sampling. The inclusion criteria for respondents were that they: had to be older than 18 years, living in Valspan and must have completed between grades 5 and 8 at school. Data analysis was done, using descriptive statistics, T-tests, ANOVA‟s, Spearman‟s rank order correlations and two-way frequency tables. Effect sizes were taken into consideration for all differences and associations. The results showed that respondents in this study did read food labels. They were also able to understand some simple aspects of the food label, but struggled with other aspects. When respondents struggled to understand food labels, they were selective about who they would ask to assist them, favouring the help of familiar family members and friends. Regarding the respondents‟ ability to apply food label information to their decision-making, respondents were able to identify several store logos, probably due to their tendency to pictorial thinking. Food-related calculations were relatively well completed; however, certain calculation-related terminology was not well understood by respondents. Food label symbols were not well identified, indicating that respondents did not have a good understanding of the meaning of these symbols. Literacy is vital to the use of food labels, as respondents who showed higher literacy levels showed a tendency towards better understanding of food label information, food label symbols and store logos. They also tended to be better equipped to correctly execute product-related calculations. Regarding demographics, respondents who spoke English and Afrikaans and who had a higher income had a tendency to better understand food label information, than respondents who spoke other languages and belonged to lower-income groups. If food labels are adapted, so that even lowliterate consumers are able to efficiently use food labels, they will be able to make informed and wise food product choices. This situation would be beneficial to low-literate and low-income consumers, marketers and retailers, as products with usable labels may consequently become the preferred choice of low-literate consumers and money wary low-income consumers. Additionally, marketers and retailers would be able to capitalise on the mass purchasing power that this target market represents. / M. Consumer Science, North-West University, Potchefstroom Campus, 2014

Functionally low-literate consumers may often struggle to complete everyday adult tasks, such as reading food labels. Food labels are an important source of information for consumers, and assist them to make informed and wise food purchase decisions. However, the manner in which functionally low-literate consumers read, understand and apply this information to their decisionmaking, is different to literate consumers, and minimal research has been conducted regarding functionally low-literate consumers and their use of food labels in South Africa. This study was conducted in a predominantly low-literate and low-income rural area of Valspan, South Africa. Therefore, using food labels to make healthy and financially sound food choices may be considered especially important for this group of consumers. The current study served to conduct an in-depth literature review of functionally low-literate consumers‟ use of food labels in a rural area; explore whether and how functionally low-literate consumers use (read, understand and apply to decision-making) food label information; explore and describe the differences between the demographic characteristics of low-literate consumers and their use (reading, understanding and application) of food labels; make recommendations to educators on how functionally low-literate consumers can improve their use of food labels in a rural area; as well as to make recommendations on how food labels can be adapted to be more user-friendly to functionally low-literate consumers. Data was collected, using 292 interviewer administrated questionnaires, using purposive criterion sampling. The inclusion criteria for respondents were that they: had to be older than 18 years, living in Valspan and must have completed between grades 5 and 8 at school. Data analysis was done, using descriptive statistics, T-tests, ANOVA‟s, Spearman‟s rank order correlations and two-way frequency tables. Effect sizes were taken into consideration for all differences and associations. The results showed that respondents in this study did read food labels. They were also able to understand some simple aspects of the food label, but struggled with other aspects. When respondents struggled to understand food labels, they were selective about who they would ask to assist them, favouring the help of familiar family members and friends. Regarding the respondents‟ ability to apply food label information to their decision-making, respondents were able to identify several store logos, probably due to their tendency to pictorial thinking. Food-related calculations were relatively well completed; however, certain calculation-related terminology was not well understood by respondents. Food label symbols were not well identified, indicating that respondents did not have a good understanding of the meaning of these symbols. Literacy is vital to the use of food labels, as respondents who showed higher literacy levels showed a tendency towards better understanding of food label information, food label symbols and store logos. They also tended to be better equipped to correctly execute product-related calculations. Regarding demographics, respondents who spoke English and Afrikaans and who had a higher income had a tendency to better understand food label information, than respondents who spoke other languages and belonged to lower-income groups. If food labels are adapted, so that even lowliterate consumers are able to efficiently use food labels, they will be able to make informed and wise food product choices. This situation would be beneficial to low-literate and low-income consumers, marketers and retailers, as products with usable labels may consequently become the preferred choice of low-literate consumers and money wary low-income consumers. Additionally, marketers and retailers would be able to capitalise on the mass purchasing power that this target market represents. / M. Consumer Science, North-West University, Potchefstroom Campus, 2014

Följande rapport behandlar intervjuer av åtta svensklärares idéer om vad de känner sig måste ta hänsyn till i sina val av skönlitterära inslag i svenskämnet på gymnasieskolor i Stockholms norra kranskommuner. Undersökningen anlägger ett sociologiskt perspektiv på de praktiserade urvalstekniker som framförs och diskuterar intervjupersonernas upplevelser med utgångspunkt i Pierre Bourdieus teorier om kapital, habitus och fält. Resultatet av intervjuerna visar att pedagogernas litterära kanon genomgående utgår ifrån vem eleven är, vilket syfte undervisningen har, lärarens tidigare erfarenheter liksom dennes förväntningar på elevens tillgodogöranden av undervisningen. I efterord diskuteras eventuella konsekvenser av sådana strukturer och studien avslutas med förslag på vidare forskning. / The following report deals with eight Swedish teachers' ideas about what they feel they must take into account in their choice of literary fiction in the subject of Swedish in upper secondary schools in the northern municipalities surrounding Stockholm. The study applies a sociological perspective on the practiced techniques of selection that are raised and discussed by interviewees' and their experiences, based on Pierre Bourdieu's terminology of capital, habitus and field. The result of the interviews shows that teachers' literary repertoire is frequently related to who the student is, what purpose the education has, the teacher's past experiences as well as their expectations for what the student might benefit out of their teaching. In the afterword possible consequences of such structures are discussed and suggestions for further research conclude the report.

Com o propósito de contribuir com dados empíricos para as discussões sobre o livro eletrônico e o futuro do livro, a pesquisa buscou compreender e analisar as formas pelas quais estudantes que ingressaram na Universidade Federal do Rio Grande do Sul (UFRGS) em 2011 se apropriaram dos conteúdos da lista de leituras obrigatórias do vestibular, composta por 12 títulos. Partiu-se do modelo da Ordem dos Livros de Roger Chartier (1998), aplicando-se o con-ceito das listas de vestibular como forma canônica desenvolvido por Ana Cláudia Fidélis (2008). O planejamento metodológico da dissertação seguiu o modelo de Pesquisa em Comuni-cação de Maria Immacolata Vasallo de Lopes (2003). A amostra foi escolhida levando em conta dados quantitativos preexistentes da pesquisa Retratos da Leitura no Brasil (2008). A observa-ção envolveu 263 estudantes de primeiro ano de nove cursos da UFRGS, um de cada Grande Área da Capes, que responderam a um questionário fechado autoaplicado. O formulário incluía questões sobre a quantidade de livros recomendados lidos na íntegra ou parcialmente e os su-portes adotados, além de quantidades de downloads e leituras eletrônicas. Foram empregadas categorias descritivas elaboradas a partir de autores do referencial teórico como John B. Thomp-son (2008), Ted Striphas (2011) e José Afonso Furtado (2006). A análise dos dados quantitati-vos originados pelo levantamento foi realizada de forma qualitativa. Também foi realizada em menor escala triangulação empregando técnicas qualitativas, mesclando-se observação direta e entrevistas telefônicas. A análise dos resultados apontou que houve predominância da leitura em livro impresso, suporte empregado por 90% dos respondentes. O livro eletrônico foi consultado ou lido por pouco mais de 30% dos candidatos pesquisados. Este grupo minoritário dividia-se em dois subconjuntos principais: os que utilizaram o meio digital por se constituir em uma for-ma facilitada de acesso aos títulos e os que empregaram o suporte eletrônico como apoio ao estudo, conjugado com meios impressos. Também se observou que a distribuição em domínio público teve a tendência de determinar os títulos mais lidos eletronicamente. A observação a-pontou ainda grande variedade de configurações de relacionamento com os diferentes suportes de leitura, tanto em torno de perfis individuais quanto por área temática dos cursos. Colateral-mente, observou-se que candidatos dos cursos mais disputados tiveram a tendência de ler mais títulos da lista recomendada, com prevalência da forma impressa. / With the purpose of contributing with empirical data in the discussions about the elec-tronic book and the future of the book, this research sought to understand and analyze the ways in which students who joined the Federal University of Rio Grande do Sul in 2011 took hold of the contents of the admission exam‟s 12 titles mandatory reading list. The starting conceptual model was Roger Chartier‟s The Order of Books (1998), being applied the concept of admission exam‟s lists as canonical form developed by Ana Cláudia Fidélis (2008). The Dissertation‟s methodological planning followed the model of Research in Communication from Maria Imma-colata Vasallo de Lopes (2003). The sample corpus was chosen taking into account quantitative data from pre-existing reading survey Portraits of Reading in Brazil (2008). The observation included 263 first year students from nine courses of the University, one from each major area of Capes. They responded to a self applied closed questionnaire. The form included questions about the amount of mandatory books read in full or in part, as well as the reading apparatus adopted. Downloads quantities and number of titles read in electronic form were also investi-gated. Descriptive categories came from theoretical reference authors such as John b. Thompson (2008), Ted Striphas (2011) and José Afonso Furtado (2006). The analysis of quantitative data from the survey was conducted by qualitative analysis. In lesser extent the empirical work em-ployed qualitative techniques with triangulation intent, merging telephone interviews and direct observation. The analysis of the results pointed out that there was a predominance of reading on printed book, support chosen by 90% of the respondents. The electronic book was consulted or read by just over 30% of candidates surveyed. This minority group was divided into two main subsets: those who sought the digital medium as an easier access to the mandatory titles and those that employed electronic medium as support to study in conjunction with printed media. It was also noted that the public domain distribution had a tendency to determine the titles more read in electronic form. It was observed, still, that there was a wide variety of reading settings, both around individual profiles and by subject area. Collaterally, it was noted that candidates of more competitive courses had the tendency to read more recommended list titles, with preva-lence of the printed form.

Com o propósito de contribuir com dados empíricos para as discussões sobre o livro eletrônico e o futuro do livro, a pesquisa buscou compreender e analisar as formas pelas quais estudantes que ingressaram na Universidade Federal do Rio Grande do Sul (UFRGS) em 2011 se apropriaram dos conteúdos da lista de leituras obrigatórias do vestibular, composta por 12 títulos. Partiu-se do modelo da Ordem dos Livros de Roger Chartier (1998), aplicando-se o con-ceito das listas de vestibular como forma canônica desenvolvido por Ana Cláudia Fidélis (2008). O planejamento metodológico da dissertação seguiu o modelo de Pesquisa em Comuni-cação de Maria Immacolata Vasallo de Lopes (2003). A amostra foi escolhida levando em conta dados quantitativos preexistentes da pesquisa Retratos da Leitura no Brasil (2008). A observa-ção envolveu 263 estudantes de primeiro ano de nove cursos da UFRGS, um de cada Grande Área da Capes, que responderam a um questionário fechado autoaplicado. O formulário incluía questões sobre a quantidade de livros recomendados lidos na íntegra ou parcialmente e os su-portes adotados, além de quantidades de downloads e leituras eletrônicas. Foram empregadas categorias descritivas elaboradas a partir de autores do referencial teórico como John B. Thomp-son (2008), Ted Striphas (2011) e José Afonso Furtado (2006). A análise dos dados quantitati-vos originados pelo levantamento foi realizada de forma qualitativa. Também foi realizada em menor escala triangulação empregando técnicas qualitativas, mesclando-se observação direta e entrevistas telefônicas. A análise dos resultados apontou que houve predominância da leitura em livro impresso, suporte empregado por 90% dos respondentes. O livro eletrônico foi consultado ou lido por pouco mais de 30% dos candidatos pesquisados. Este grupo minoritário dividia-se em dois subconjuntos principais: os que utilizaram o meio digital por se constituir em uma for-ma facilitada de acesso aos títulos e os que empregaram o suporte eletrônico como apoio ao estudo, conjugado com meios impressos. Também se observou que a distribuição em domínio público teve a tendência de determinar os títulos mais lidos eletronicamente. A observação a-pontou ainda grande variedade de configurações de relacionamento com os diferentes suportes de leitura, tanto em torno de perfis individuais quanto por área temática dos cursos. Colateral-mente, observou-se que candidatos dos cursos mais disputados tiveram a tendência de ler mais títulos da lista recomendada, com prevalência da forma impressa. / With the purpose of contributing with empirical data in the discussions about the elec-tronic book and the future of the book, this research sought to understand and analyze the ways in which students who joined the Federal University of Rio Grande do Sul in 2011 took hold of the contents of the admission exam‟s 12 titles mandatory reading list. The starting conceptual model was Roger Chartier‟s The Order of Books (1998), being applied the concept of admission exam‟s lists as canonical form developed by Ana Cláudia Fidélis (2008). The Dissertation‟s methodological planning followed the model of Research in Communication from Maria Imma-colata Vasallo de Lopes (2003). The sample corpus was chosen taking into account quantitative data from pre-existing reading survey Portraits of Reading in Brazil (2008). The observation included 263 first year students from nine courses of the University, one from each major area of Capes. They responded to a self applied closed questionnaire. The form included questions about the amount of mandatory books read in full or in part, as well as the reading apparatus adopted. Downloads quantities and number of titles read in electronic form were also investi-gated. Descriptive categories came from theoretical reference authors such as John b. Thompson (2008), Ted Striphas (2011) and José Afonso Furtado (2006). The analysis of quantitative data from the survey was conducted by qualitative analysis. In lesser extent the empirical work em-ployed qualitative techniques with triangulation intent, merging telephone interviews and direct observation. The analysis of the results pointed out that there was a predominance of reading on printed book, support chosen by 90% of the respondents. The electronic book was consulted or read by just over 30% of candidates surveyed. This minority group was divided into two main subsets: those who sought the digital medium as an easier access to the mandatory titles and those that employed electronic medium as support to study in conjunction with printed media. It was also noted that the public domain distribution had a tendency to determine the titles more read in electronic form. It was observed, still, that there was a wide variety of reading settings, both around individual profiles and by subject area. Collaterally, it was noted that candidates of more competitive courses had the tendency to read more recommended list titles, with preva-lence of the printed form.

Este trabalho pretende discutir a emergÃncia histÃrica do discurso sobre a pobreza na cidade de Teresina no inÃcio dos anos 1950. Nesse perÃodo, a comemoraÃÃo do CentenÃrio da cidade, em 1952, mobilizou polÃticos e intelectuais a pensarem a cidade. Sobretudo na imprensa, o reconhecimento do carÃter histÃrico do pauperismo da capital do Estado do Piauà foi um aspecto capitalizado pela crÃtica letrada no momento da efemÃride. Os discursos que permearam a cultura letrada, ao delimitarem a historicidade da pobreza, foram prudentes quanto ao futuro. A ocorrÃncia da seca de 1951-53 e a movimentaÃÃo de flagelados por todo o Estado e na capital, somando-se aos mendigos e pobres urbanos, confluÃram com certa unanimidade para interpretar aquele tempo como um momento de crise evidente. A elevaÃÃo do custo de vida contribuiu de modo contundente para o entendimento de que a crise se agravava dia apÃs dia. A partir da investigaÃÃo de crÃnicas da imprensa, Censos DemogrÃficos, Atas da CÃmara Municipal e Mensagens de Governo, foi possÃvel traÃar as linhas gerais do discurso sobre a crise e a pobreza na visÃo dos letrados. AtravÃs de processos judiciais e da literatura, foi possÃvel sondar, em perspectiva, o cotidiano e a vida de pessoas comuns naquele perÃodo, buscando compreender as ideias e aÃÃes dos pobres em busca de direitos que acreditavam possuir. / This paper work intends to discuss the historical break in the speech about poverty in the city of Teresina in the beginning of the 1950â. This period, the city Centennial Anniversary, in 1952, mobilized politicians and intellectuals to think about the city. Mainly the press, to acknowledge the historical character of the Piauà State Capital pauperism was a highlighted aspect by the literate critic in the ephemeris moment. The speeches which permeated literate culture, delimiting the poverty historicity, were prudent regarding to the future. With the occurrence of the 1951-53 draught and the movement of flagellated all over the State and the Capital city, adding the beggars and urban poor population, converged with certain unanimity to interpret those times as a moment of evident crisis. The higher cost of living contributed bluntly to the understanding that the crisis was being aggravated day by day. By the investigation of press chronicles, Demographic Census, Municipal Chambers Minutes and Government Messages, it was possible to trace the general lines in the speech about the crisis and the poverty in the vision of literate. Throughout lawsuits, it was possible to prospect, in perspective, the day by day of common people in that period, seeking to understand the ideas and actions of poor people while claiming their rights.

Com o propósito de contribuir com dados empíricos para as discussões sobre o livro eletrônico e o futuro do livro, a pesquisa buscou compreender e analisar as formas pelas quais estudantes que ingressaram na Universidade Federal do Rio Grande do Sul (UFRGS) em 2011 se apropriaram dos conteúdos da lista de leituras obrigatórias do vestibular, composta por 12 títulos. Partiu-se do modelo da Ordem dos Livros de Roger Chartier (1998), aplicando-se o con-ceito das listas de vestibular como forma canônica desenvolvido por Ana Cláudia Fidélis (2008). O planejamento metodológico da dissertação seguiu o modelo de Pesquisa em Comuni-cação de Maria Immacolata Vasallo de Lopes (2003). A amostra foi escolhida levando em conta dados quantitativos preexistentes da pesquisa Retratos da Leitura no Brasil (2008). A observa-ção envolveu 263 estudantes de primeiro ano de nove cursos da UFRGS, um de cada Grande Área da Capes, que responderam a um questionário fechado autoaplicado. O formulário incluía questões sobre a quantidade de livros recomendados lidos na íntegra ou parcialmente e os su-portes adotados, além de quantidades de downloads e leituras eletrônicas. Foram empregadas categorias descritivas elaboradas a partir de autores do referencial teórico como John B. Thomp-son (2008), Ted Striphas (2011) e José Afonso Furtado (2006). A análise dos dados quantitati-vos originados pelo levantamento foi realizada de forma qualitativa. Também foi realizada em menor escala triangulação empregando técnicas qualitativas, mesclando-se observação direta e entrevistas telefônicas. A análise dos resultados apontou que houve predominância da leitura em livro impresso, suporte empregado por 90% dos respondentes. O livro eletrônico foi consultado ou lido por pouco mais de 30% dos candidatos pesquisados. Este grupo minoritário dividia-se em dois subconjuntos principais: os que utilizaram o meio digital por se constituir em uma for-ma facilitada de acesso aos títulos e os que empregaram o suporte eletrônico como apoio ao estudo, conjugado com meios impressos. Também se observou que a distribuição em domínio público teve a tendência de determinar os títulos mais lidos eletronicamente. A observação a-pontou ainda grande variedade de configurações de relacionamento com os diferentes suportes de leitura, tanto em torno de perfis individuais quanto por área temática dos cursos. Colateral-mente, observou-se que candidatos dos cursos mais disputados tiveram a tendência de ler mais títulos da lista recomendada, com prevalência da forma impressa. / With the purpose of contributing with empirical data in the discussions about the elec-tronic book and the future of the book, this research sought to understand and analyze the ways in which students who joined the Federal University of Rio Grande do Sul in 2011 took hold of the contents of the admission exam‟s 12 titles mandatory reading list. The starting conceptual model was Roger Chartier‟s The Order of Books (1998), being applied the concept of admission exam‟s lists as canonical form developed by Ana Cláudia Fidélis (2008). The Dissertation‟s methodological planning followed the model of Research in Communication from Maria Imma-colata Vasallo de Lopes (2003). The sample corpus was chosen taking into account quantitative data from pre-existing reading survey Portraits of Reading in Brazil (2008). The observation included 263 first year students from nine courses of the University, one from each major area of Capes. They responded to a self applied closed questionnaire. The form included questions about the amount of mandatory books read in full or in part, as well as the reading apparatus adopted. Downloads quantities and number of titles read in electronic form were also investi-gated. Descriptive categories came from theoretical reference authors such as John b. Thompson (2008), Ted Striphas (2011) and José Afonso Furtado (2006). The analysis of quantitative data from the survey was conducted by qualitative analysis. In lesser extent the empirical work em-ployed qualitative techniques with triangulation intent, merging telephone interviews and direct observation. The analysis of the results pointed out that there was a predominance of reading on printed book, support chosen by 90% of the respondents. The electronic book was consulted or read by just over 30% of candidates surveyed. This minority group was divided into two main subsets: those who sought the digital medium as an easier access to the mandatory titles and those that employed electronic medium as support to study in conjunction with printed media. It was also noted that the public domain distribution had a tendency to determine the titles more read in electronic form. It was observed, still, that there was a wide variety of reading settings, both around individual profiles and by subject area. Collaterally, it was noted that candidates of more competitive courses had the tendency to read more recommended list titles, with preva-lence of the printed form.