When Information Is Everywhere, Reading Still Matters 

Adibase Raphael

A 36-year-old Ghanaian student at China Agricultural University 

Never before has humanity had so much information within such easy reach, yet never has sustained attention felt so difficult. With a swipe, we can watch lectures, listen to podcasts, ask AI for summaries and absorb endless streams of content. Digital technologies have transformed learning, making knowledge faster, more accessible and often more engaging than traditional methods. Yet, amid this abundance, long-form reading remains an irreplaceable way of engaging deeply with ideas. 

Videos and interactive media excel at simplifying complex ideas, while podcasts allow learning on the move. Online courses personalise education, and AI tools provide instant explanations tailored to individual needs. These innovations have democratised knowledge, enabling millions to learn beyond the boundaries of classrooms and libraries. However, convenience should not be mistaken for comprehension. Exposure to information is not the same as understanding it. 

Scholars such as Maryanne Wolf argue that deep reading develops concentration, empathy and analytical thinking, capacities that thrive when readers engage patiently with complex texts. Nicholas Carr has similarly suggested that constant digital stimulation may weaken sustained attention, encouraging skimming rather than reflection. Naomi Baron’s work further indicates that many readers still prefer print for serious study because physical books often support focus and memory. 

This does not mean that printed books are superior to screens in every respect. E-books expand access and portability, while print offers a tactile experience that can encourage immersion. 

AI adds another dimension to this debate. AI can summarise texts, recommend resources and explain difficult concepts, making learning more efficient. Yet, if it replaces the effort of reading and critical thought, it risks producing informed consumers rather than independent thinkers. Used wisely, AI should extend human understanding, not substitute for it. 

The future of reading is not a choice between books and technology. It is a question of how we preserve the habits of reflection in an age of speed. In a world overflowing with information, deep reading is no longer merely an academic skill; it is a discipline of thought, and perhaps one of the most important forms of freedom. 

Reading Offers Depth 

Liu Yuxue

A 24-year-old high-school English teacher in Zhengzhou 

Nowadays, advances in Internet technology have greatly diversified the ways people access information. In the past, people mostly relied on books and newspapers to stay informed. Admittedly, the Internet brings enormous convenience, allowing us to gain quick access to massive amounts of information. Yet, digital media also gives rise to a new form of anxiety. Information appears to be within easy reach; skills demonstrated in online videos seem attainable after a single viewing; but we rarely truly internalise that knowledge. The endless stream of success stories online only amplifies this mental strain. Furthermore, the virtual world shaped by the Internet tends to erode independent thinking: we grow eager for ready-made conclusions and unconsciously fall back on existing opinions. 

Reading, by contrast, fosters independent thought. Books seldom serve up definitive answers upfront and shield readers from one-sided viewpoints held by others. Extensive reading builds knowledge and sharpens thinking, which calms our minds and eases anxiety. It is clear that reading holds unique strengths in cultivating deep thinking, concentration and self-reflection. 

That said, new forms of digital content are well-suited to modern-day learning. During my postgraduate studies in translation, I used AI tools to refine translation practice. I built terminology databases with AI to cut down repetitive work, and compared my outputs against AI translations to identify strengths and weaknesses. As teachers, we leverage digital technologies to innovate classroom instruction.  

For many learning tasks in daily life, visual and vivid presentation is essential, as knowledge needs to be processed through multiple senses. Besides, people today live fast-paced lives and seldom get long stretches for deep reading. Short videos, podcasts and online courses enable learning in small fragments of time, such as during commutes or class breaks, reducing time-related barriers to study. 

The core question, therefore, is not whether digital technology or reading is superior, but how to strike a balance between them. We need to figure out which learning scenarios suit digital tools, learn to make effective use of digital technology, and identify when we should turn back to reading. In this way, we can nurture sound critical-thinking competence and avoid the trap of superficial information consumption.