One of the educational responsibilities of librarians and teachers is to contribute to the education of new readers. Reading conditions have rarely been taken into account by Professors, in undergraduate courses. In this study we aim at identifying ways of reading, reasons and concerns of new students and graduates of the courses that certify these professionals who study texts prescribed by professors. We took 112 students enrolled in Library Science and Pedagogy. We gather information from answers to a questionnaire. The data were analyzed quantitatively and qualitatively. The results reveal the importance of care that Professors should have when they select, prescribe, expose, discuss and evaluate prescribed texts in the classroom. Such care with these issues may interfere students´ ways, reasons and concerns when reading textbooks.
Reading; students; higher education
