Do generation Z students read? Reading habits of the students of Dhaka University
| Date | 12 November 2024 |
| Pages | 597-612 |
| DOI | https://doi.org/10.1108/LM-04-2024-0050 |
| Published date | 12 November 2024 |
| Author | Md. Anwarul Islam,Jannatul Islam Muna |
Do generation Z students read?
Reading habits of the students
of Dhaka University
Md. Anwarul Islam
University of Dhaka, Dhaka, Bangladesh, and
Jannatul Islam Muna
Department of Information Science and Library Management, University of Dhaka,
Dhaka, Bangladesh
Abstract
Purpose –The proliferation of digital tools and instant access to information has diversified reading habits
among Generation Z (Gen Z) students. The primary objective of this study is to examine the reading habits of
Gen Z students at Dhaka University.
Design/methodology/approach –A survey questionnaire method was employed to collect data from 354
university students. We collected research data through printed questionnaires, and randomly selected students
to answer survey questions. A total of 500 printed questionnaires were distributed to the seminar library,
university hall library and Dhaka University library. Additional efforts made to engage students in classrooms.
Findings –Students prefer printed materials, particularly fiction and enjoy reading at home. The majority have
emerged as dormant readers and prefer using mobile phones for reading. Hobbies and interests have been
identified as significant influencers in shaping reading habits. Promoting a reading culture, improving access to
books, integrating technology, expanding fiction collections, creating engaging content and tailoring outreach
strategies are key steps to enhancing the reading habits of the Gen Z students in Bangladesh.
Social implications –These findings provide valuable guidance for policymakers and educators seeking to
foster effective reading habits among students by aligning strategies with their preferences and needs.
Originality/value –This study offers original insights into the reading habits of Gen Z students at Dhaka
University,focus on enhancing library collections, particularly in fiction literature, addresses challenges such as
space constraints and reflects innovative approaches to fostering improved reading habits among students.
Keywords Z generation, Reading habits, Online reading, Offline reading, Reading culture, Undergraduate,
Graduate, Dhaka university
Paper type Research paper
Introduction
Reading is crucial for personal and professional growth, enhancing critical thinking,
knowledge expansion and communication skills. As Margaret Fuller’s quote, “Today a reader,
tomorrow a leader,” suggests, reading holds transformative power (Anderson et al., 1985).
Successful people like Bill Gates prioritize reading, highlighting its significance in achieving
success. Globally, reading habits vary, with countries like Canada and Spain showing high
weekly reading rates (McLoughlin, 2021). However, disparities exist, with significant
percentages of non-readers in countries like Mexico and the UK (McLoughlin, 2021). In Asia,
high reading rates are in contrast with declining interest in Bangladesh as people age (Alam
and Rahman, 2021). In Africa, reading ranks as a popular leisure activity, with paper books
preferred over digital formats (Cabrera, 2021;Leonhardt, 2023).
Technology has a dual influence on reading habits, providing accessibility while also
presenting distractions. While it enhances engagement with reading materials, excessive use
of digital devices can lead to distractions. Some favor smartphones and social media over
traditional library e-books. Balancing print and digital formats is crucial for meaningful
reading experiences. Libraries adapt by offering a combination of physical and digital
resources to meet evolving preferences, and support community people for reading (Mose and
Mose, 2021;Yusof,2021;Støle et al., 2020;Soroya and Ameen, 2018). Devices like e-readers
provide portability and accessibility,reshaping how individuals access and consume literature
Library
Management
597
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0143-5124.htm
Received 13 July 2024
Revised 10 September 2024
Accepted 23 September 2024
LibraryManagement
Vol.45 No. 8/9, 2024
pp.597-612
©Emerald Publishing Limited
0143-5124
DOI10.1108/LM-04-2024-0050
(Jamali et al., 2009). Devices like Amazon’s Kindle make it easy to carry a library with you,
holding up to 200 books (Ferguson, 2008). However, this shift presents challenges for
educators, librarians and parents, who must navigate the competing demands of digital
distractions and the promotion of reading culture (Kavi et al., 2015). Understanding the
distinct characteristics and preferences of different generations, particularly Generation Z
(Gen Z) (born in the late 1990s), is crucial for developing tailored library services and fostering
a culture of reading (Twenge, 2023;Lim and Parker,2020). In Bangladesh, where youth make
up a significant portion of the population, catering to the needs and preferences of Gen Z is
paramount for the nation’s socio-economic development (UN, 2018).
Research on reading habits and promoting a reading culture in Bangladesh is limited,
necessitating further investigation, particularly regarding Gen Z students’ behaviors at Dhaka
University, the country’s largest and oldest university. Existing studies touch on various
aspects, such as mobile library usage and the impact of e-resources (Haque et al., 2023;
Rahman et al., 2020;Rimi, 2019), yet lack specific focus on Gen Z. This gap presents an
opportunity to enrich local literature and improve library services by understanding the
reading habits of this demographic.
Objectives of the study
The objective of this study is to examine the reading habits of Gen Z students at Dhaka
University. The following research questions guide the study.
RQ1. Which form of reading do the Gen Z prefer, and why?
RQ2. What are their preferences of types of reading books, places and devices?
RQ3. How do they rate themselves as reader and what motivate them to read books?
RQ4. What do they do to improve their reading habits and what challenges do they face
while reading?”
RQ5. Are there any significant differences among the student groups in terms of their
gender and education in regard to their opinion on the factors and challenges of
reading books?
Literature review
Understanding the reading habits of Gen Z is crucial for educators and parents alike, enabling
them to tailor educational approaches to better suit the preferences and needs of this
demographic, particularly in the context of the digital age. Chang et al. (2023) investigated into
the digital academic reading behaviors of college students, identifying key factors that
promote effective habits in this domain through a survey of 239 participants. Meanwhile,
Appiah et al. (2023) explored the reading habits of 162 students across two colleges, revealing
insights such as the average frequency of book consumption and the significant impact of
external factors like busy schedules on reading routines. Ismail-Ahmad et al. (2022) tracked
the evolution of university students’ reading habits over three years, noting a gradual shift
toward digital formats despite the enduring popularity of traditional paper books. Similarly,
Srirahayu et al. (2022) examined how factors like gender, social influence and emotional
disposition influence Gen Z’s choice of reading format in Indonesia, highlighting the
importance of attitude in shaping reading preferences. Asia Naz et al. (2022) identified various
barriers to reading among students, including limited access to libraries and the Internet,
financial constraints and time pressures. They also noted differences in reading motivations,
with some students reading primarily for exams. Mizrachi and Salaz (2020) investigated how
changes in education during the COVID-19 pandemic affected reading behaviors, while
LM
45,8/9
598
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