Tag: Reading

‘There are more unread and book questions I could ask and answer, of course. Which book have I put down and won’t pick up again? Which books do I most often recommend to students? What books influenced me most? If I had to choose only one book to keep what would it be and why? What books are likely to stay unread?’ (Thompson, 2025).

Anyone reading this blog will agree that reading is a central part of academic life. During our last bloggers’ meeting, we spoke about the books and papers that most influenced us. Although I happily reminisced about many moments that shaped my doctoral thesis, for example, the discovery of Stake’s (2006) Multiple Case Studies and Rogoff’s (2003) Guided Participation, among others. I realised that each was tied to its own time and context. Therefore, instead of revisiting those influences, I want to reflect on a seismic change in my reading life: the shift from print to digital.

I have embraced digital reading with passion. Living in a country where English is not the first language, I appreciate being able to buy an eBook in seconds rather than carrying heavy suitcases of books across borders. A Kindle device stores thousands of texts, spares my eyesight with adjustable font sizes, and avoids the damp that damaged many of my treasured print editions. However, when it comes to proofreading, I still need paper. Indeed, research confirms that printed text encourages slower, more careful reading, provides stable spatial cues, and reduces skimming and eye strain, making it easier to catch mistakes (Baron, 2015). Despite these advantages, research shows that people still prefer print over digital for both study and pleasure (Charry & Roje Tomic, 2023). Therefore, two concerns came to mind.

How Do Academics Balance Convenience with Depth?

Digital formats offer unmatched convenience, speed, portability, and instant access, but print still supports greater focus and accuracy (Singer & Alexander, 2017). The challenge for academics is not choosing one over the other but knowing when to use which. I have found that working to each format’s strengths is the answer: use digital for access and portability and print for tasks that demand deep concentration and precision, such as proofreading. Institutions can support this balance by maintaining resources in both formats and by helping readers develop strategies for enriching digital reading.

Is Digital Disrupting Reading for Pleasure?

Leisure reading remains more immersive and relaxing in print and Kindle devices. In contrast, smartphones, computers and tablets often encourage distraction through scrolling, notifications, and skimming (Quintero & Brennan-Gac, 2024). If these habits replace sustained reading, academics risk losing a key source of curiosity, renewal, and imaginative thought. Therefore, institutions should protect print-based leisure reading by providing quiet, book-friendly spaces and by encouraging the use of dedicated e-readers over multipurpose devices supporting both wellbeing and scholarly creativity.

To conclude, I would like to relaunch Pat Thompson’s questions cited at the beginning of this blog post and add the following: What is your position on digital reading? How do you overcome the issues reported here? Have you embraced it, or do you reject it?

by Lesley Fearn (PGR Blogger Editorial Team)

 

Dr Lesley June Fearn is a secondary school English teacher in southern Italy. She is also an affiliate researcher at the Open University’s (UK) Faculty of Well-being, Education, and Language Studies (WELS), where her research centres on linguistics and sociocultural theory.