Intensive reading versus extensive reading
The article explores the disconnect between digital-native students and traditional classroom reading methods. It argues that current pedagogical practices fail to engage students who are accustomed to the interactive and personalized nature of digital reading.
Why it matters
This highlights a growing crisis in education where traditional literacy instruction is struggling to remain relevant in a digital-first world.
A cademia is in a ‘reading crisis ’, increasingly perplexed by a persistent question: how can students be persuaded to read, including their own textbooks? The common allegations — excessive screen time, dopamine-driven digital addiction, shrinking attention spans, a craving for constant stimulation, complex grammatical structures, and dated linguistic expressions — are unquestioningly valid, but do not show a trajectory for restoring students’ interest in reading.
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