It is sometimes assumed that the process of reading a digital book is the same as a traditional book, which isn’t the case. The following sections delve into the benefits and challenges of digital reading as well as success strategies related to the study of digital content.
The Benefits
- Note Taking Features – Books and other digital content often include highlighting tools and the ability to add comments or notes within the text.
- Interactivity – Some content may be interactive. For example, it isn’t uncommon to be able to search text using keywords, access specific sections using embedded links, and take advantage of available video or audio options.
- Portability – A student can load multiple books on to the same device, which makes accessing materials more convenient, especially when they have a heavy course load.
- Cost – In many, but not all cases, eBooks are a less costly option than traditional texts.
The Challenges
- Distraction – As digital content is typically read on the same device(s) used for other tasks, such as playing games and accessing social media platforms, students are more prone to lose focus when compared to reading printed materials.
- Perceptions of Importance – (Pecorari et al., 2012, as cited in Lim & Toh, 2020), in a study on reading in higher education, have found that students perceived reading, be it in print or digital format, to be of limited importance. They concluded that students’ resistance to reading may be related to a lack of motivation as a result of low reading ability.
- Changes in Reading Behavior – The increased use of mobile devices, such as smartphones, for reading amongst students have also contributed to new reading behaviours such as browsing and scanning, more selective reading, less in-depth reading, and lower reading concentration (Liu & Huang, 2016, as cited in Lim & Toh, 2020).
- Educator Assumption – Many instructors assume students are comfortable with digital reading because they are fluent in the use of technology as digital natives. This assumption, however, is flawed because digital reading skills, such as critical evaluation of digital texts, are not developed incidentally as a result of leisure media use (Bennett et al., 2008, as cited in Lim & Toh, 2020).
Student Success Strategies
- Combine Formats – One success strategy is to have students read digital materials and write notes on paper using a structured approach, such as the Cornell note-taking method. The physical action of writing notes, based on embodied cognition learning research, leads to better information retention when compared to typing alone.
- Direct Instruction – Another success strategy is to model the use of the technology. Demonstrate how to navigate the book or resource while highlighting available tools, such as annotation and highlighting.
- Slow Down and Reflect – Digital resources lend themselves to more skimming and passive reading when compared to their paper-based counterparts. It is advantageous to encourage students to practice deep reading and complete a reflection exercise once their reading is finished. This practice will condition them to think critically about what they have learned and how it relates to their assignment and course objectives.
- Active Reading Strategies – Encourage students to use an active reading strategy, such as the SQ3R reading comprehension method, which stands for survey, question, read, recite, and review. It can be used with both physical and digital texts but can be particularly helpful in countering the negative reading behavior associated with digital content.
References
Lim, F. V. & Toh, W. (2020). How to teach digital reading? Journal of Information Literacy. http://dx.doi.org/10.11645/14.2.2701
Additional Resources
Fingal, J. (2020). Teach Students How to Read – and Understand – Digital Text. International Society for Technology in Education (ISTE). https://iste.org/blog/teach-students-how-to-read-and-understand-digital-text
Hopman-Droste, R. (2022) Digital Reading Strategies to Improve Student Success. Pearson. https://www.pearson.com/en-us/higher-education/insights-and-events/teaching-and-learning-blog/2022/01/digital-reading-strategies-to-improve-student-success.html
Mangen, A., & Pirhonen, A. (2022). Reading, Writing, Technology, and Embodiment. In S. L. Macrine, & J. M. B. Fugate (Eds.), Movement Matters : How Embodied Cognition Informs Teaching and Learning (pp. 103-117). The MIT Press.
https://doi.org/10.7551/mitpress/13593.003.0013
Miller, K. (2024). Getting Students to Read Digital Texts More Deeply. Edutopia. https://www.edutopia.org/article/deep-reading-digital-texts-middle-high-school/
Shanahan, T. (2023) Is Digital Text a Good Idea for Reading Instruction?. Shanahan on Literacy. https://www.shanahanonliteracy.com/blog/is-digital-text-a-good-idea-for-reading-instruction
Stachowiak, B. (2017). Digital Reading, Teaching in Higher Ed. https://teachinginhighered.com/2017/09/11/digital-reading/