Abstract
Long-form reading of literary and non-literary texts is historically an essential component of education. However, in many schooling contexts, the amount of long-form reading is diminishing. Are digital technologies augmenting this trend? And are these technologies affecting assignments and student reading patterns in other ways? This article begins by arguing for the relevance of long-form reading and then reviews prior research on how much assigned reading students in higher education report completing. With these findings as background, university faculty in the United States and Norway were surveyed to gauge contemporary reading assignments and student reading practices in humanities and social sciences disciplines, which traditionally are reading intensive. Several of the questions focused on the potential impact of technology on reading assignments, including their length and complexity. This exploratory research suggests that digital technologies are contributing to reduced long-form reading in higher education.
