How do we read today? In an attempt to answer this question, the contributions in CLW 14 approach reading as a cognitive process, physical activity, social behaviour or institutional practice. Gathered together in this special issue, they illustrate the methodological breadth that explorations of this topic can take, employing such various methodologies as cognitive, computational, empirical, narratological, sociological and queer approaches.
Taken as a whole, this issue raises pertinent questions concerning where meaning is produced in the reading process.