Empirical Insights and a Framework for Strengthening Reading Habits

1. Introduction

Reading is a basic skill that develops knowledge and growth. Reading benefits students' academic performance and fosters a broader perspective. However, with the digital age, it is common to see many students opting for screens over printed books. This has made them less interested in deep reading and adversely impacted their learning outcomes. The rise of digital resources worldwide threatens traditional reading culture, as academic libraries play a major role in promoting reading among learners. Reading promotion is a prominent task of academic libraries. They can use traditional techniques and contemporary technology to help students return to reading and establish good reading habits. The findings of this study are based on actual observations and surveys. It is primarily targeted at schoolchildren aged 14-21 from selected schools in the Shyamsundar area of West Bengal. This study examines the impact of the digital divide and demographic factors on learners' reading behavior. The study shows that the reading habits and the digital factors have a significant positive relationship, including device access, Internet connection, digital literacy, and the availability of reading resources. Most demographic factors, however, have limited influence. Based on these results and a detailed review of the literature, a practical approach to improving reading habits in academic libraries is suggested. The framework highlights the integration of technology, organized reading campaigns, strategic faculty collaboration, the introduction of bibliotherapy, interactive spaces, and a diversity of programming, the development of resources, promotional activities, and continuous feedback and evaluation processes. A holistic model combines traditional and digital methods to provide an engaging and supportive reading environment. It tackles some of the challenges faced by students in the digital era, including digital distraction, resource shortages, and shifts in students' preferences. Academic libraries need to act quickly to rebuild students' love of reading. A successful implementation of this task by libraries means substantial improvements in learning outcomes and students' personal growth. This study offers solid, feasible concepts and a logical framework that libraries can easily implement. With the suggested strategies, academic libraries can re-establish healthy reading habits and have reading become a habit for all students.

2. Literature Review

Personal, social, technological, and environmental factors interact in complex ways in the development of reading habits. Reading promotion activities in academic libraries, such as author visits, book clubs, reading competitions, and comfortable reading spaces, are well known as effective ways to boost reading participation among students. The increasing number of digital resources—such as e-books, Internet databases, audiobooks, and mobile reading applications—has also changed how people read by providing information that transcends the physical library setting. The development of reading habits can be explained based on several theoretical perspectives. Theoretically, several theories can be used to explain reading habits. According to the Theory of Planned Behaviour (TPB) proposed by Ajzen, attitudes, subjective norms and perceived behavioural control determine reading behaviour. From this view, students will have positive attitudes towards reading, see their peers' support for reading, and feel confident accessing and using reading resources, making them more likely to become active readers. Likewise, theories of habit formation provide greater support for automatic reading behaviour in stable contexts over the long run. Thus, frequent exposure to reading opportunities, supportive environments, and positive reinforcement can help to develop long-term reading habits. These theoretical assumptions have been supported by recent empirical research. In a meta-analysis of 37 studies around the globe with a sample size of 15,434, the authors concluded that reading attitude (r = 0.51), self-efficacy (r = 0.47), and satisfaction with the library services (r = 0.44) had the strongest effects on reading intention in University libraries (Zhao & Li, 2026). The results of this study show that psychological and motivational factors are important determinants of reading behaviour. Similarly, Mandal (2008) showed that the reading environment has a significant effect on students' reading interests and frequency. Other social factors, such as peer groups, family encouragement and institutional culture, have also been found to be significant predictors of reading engagement. The transition from print to digital reading has created opportunities and challenges. For one thing, digital materials are flexible and convenient, allowing easy retrieval of information. However, research has found issues with screen fatigue, decreased attention span, eye strain and greater vulnerability to digital distractions. Devi (2025) found a significant increase in digital reading, with more than 60% of students' academic reading currently done online. Nevertheless, when students are reading with depth, analyzing and critiquing, or learning in a lengthy fashion, they still seek out print. This is a paradox, as the results show that neither print nor digital media can meet all reading needs on their own. Rather, a balance between both formats seems to be required. The digital divide, as an important concept that influences reading behaviour, has come to light. The digital divide is not just about access to technology; it is also about differences in digital literacy, internet access, device availability, and the capacity to use digital resources effectively. Even with electronic resources, students with limited or insecure Internet connections or limited digital literacy skills may struggle to read. Research has begun to focus on the positive effects of digital technologies on reading engagement, while others have reported on disparities in access and competencies that generate inequalities. This means that technology-supported reading programs can't necessarily have a positive impact on all students unless digital literacy and accessibility are considered in tandem. There has also been an investigation of the relationship between reading habits and demographic factors. Adetayo et al. (2024) revealed gender gaps in library usage patterns and reading preferences; however, other studies found that demographic effects were limited when motivational and environmental factors were taken into account. Lopes et al. (2023) noted that 88% of students had a positive attitude towards reading, whereas only 59% regularly borrowed books from academic libraries. This mismatch implies that positive attitudes don't necessarily equate with regular reading. The results do support the significance of institutional support mechanisms that connect intention to read and actual reading. Bibliotherapy has also been a recent topic of study, involving the use of specific reading materials to aid emotional, psychological, and personal growth. Recent research suggests that bibliotherapy can positively impact not only readers' emotional health but also their engagement in reading activities, as it relates to their personal experiences and difficulties. Mandal and Mandal (2024) highlighted the importance of bibliotherapy in promoting reading habits and mental health. Although the potential of bibliotherapy seems great, the practice is not widely explored in academic library reading promotion programs, which have traditionally focused on literacy development rather than all-inclusive student support. Academic libraries have responded to these developments with a range of different strategies, all of which involve a mixture of traditional and digital services. Despite the availability of digital tools for accessing information, Lokeshappa (2025) noted that many students need training and guidance to make effective use of electronic resources and e-books. Mandal and Bandyopadhyay (2012) also found that awareness of resources, a reading-friendly environment, and institutional encouragement were critical factors that could help enhance reading behavior. Current research, however, has tended to focus on individual factors rather than on components of a broader reading promotion strategy. While there's plenty of literature out there, a few areas of research remain underexplored. First, very few studies attempt to combine digital reading behaviour and traditional reading promotion in a single study. Second, in the context of academic libraries, the digital divide has been less studied in relation to readers' reading behaviours, especially in developing countries. Third, despite the evidence, there is little evidence of the use of bibliotherapy in complete models of developing reading habits. Lastly, the existing frameworks often focus primarily on the provision of services and resources in the library, rather than on the mechanisms of ongoing assessment, feedback, and co-construction of partnerships among librarians, faculty and students. Based on the literature, it is recommended to develop a comprehensive model that integrates technological accessibility, reading promotion programs, bibliotherapy, strategic partnerships, user-centered services, and constant assessment.

3. Hypotheses

The hypotheses are formulated and tested at the α = 0.05 level:

There is no influence of demographic factors on reading habits among pupils.

There is no significant impact of the digital divide on reading habits among learners.

4. Objectives

This study aims to examine how the digital divide and demographic factors influence students' reading habits. It explores the realities of reading habits and helps design a framework to promote them in academic libraries. This study employs a variety of methodologies to effectively design a framework for promoting reading habits in academic libraries, aiming to gather insights and evidence to support best practices. To identify and suggest collaborative programs that encourage student participation in reading activities.

• ∙ To assess the impact of library design on students’ motivation to read.
• ∙ To design a resource framework to shape students' reading habits and preferences.

5. Methodologies

The present study is a real-life survey. The population includes students from Shyamsundar College, Adarsha Balika Vidyalaya, and Shyamsundar Ramlal Adarsha Vidyalaya in Shyamsundar region, Raina-I, PurbaBardhaman, West Bengal. They are aged 14 to 21 and are studying in Class IX to Graduation. Stratified random sampling is used to collect data, and the correlation technique is used for this study. The sample size of 231 is determined by the sample size calculator (calculator.net), with a 78.4% confidence level, a 5% margin of error, and a population proportion of 50%. A questionnaire is used for data collection, which is divided into three parts: Part I deals with demographic information (Age, Cultural Background, Educational qualification, Family Income level, Gender), digital divide (Availability of Reading Sources, Device Access, Digital Literacy Economic barriers, and Internet Connectivity) and reading habits (Cognitive factors Practice, Educational Background, Environment Socio-economic Status, Home Literacy). All these questions are on a 5-item scale, measured on a 4-point Likert Scale ranging from strongly agree (SA=4) to strongly disagree (SD=1). The study is conducted for educational purposes only from September 1, 2024, to September 10, 2024. Of the 231 copies of the questionnaire, 181 are duly filled out and returned. The response rate is 78.4%. Hypotheses One and Two are tested using simple correlation analysis. Therefore, to create appropriate strategies for the institution's academic libraries to foster excellent and healthy reading habits, it is necessary to develop research-based constructs and implement them in practice. The following are critical steps in the methodology. First, gathering information regarding the status of the audience's reading activity using questionnaires or interviews is necessary. These data will enable the specific needs and preferences of various consumers regarding library programs for reading promotion to be determined. Second, building faculty relations can broaden the scope of contact with relevant areas. They are engaging with educationists to ensure that the library fits into reading schemes or syllabi for various courses and that students use existing library resources effectively. Another essential feature is the elaboration of the content to be released through the digital channels. The library should establish web channels, including book reviews, author interviews, and live discussions on books. These add value to encouraging digital reading and building an active readership community in the learning context.Further, arranging for readers to come to the library to discuss their favorite books, or organizing book circles, meetings with authors, or special weeks for specific types of literature, encourages interest in reading activities. They give the students an avenue for interaction while promoting literature that might suit every student's preference. The evaluation must be conducted constantly in the long-term functioning of these initiatives. It also helps fine-tune strategies in the long run through participant feedback and by staying relevant to readers' preferences. With this systematic approach to faculty development tailored towards library academic institutions, the culture of literacy among students can be enhanced, and students' education can be complemented with the values of a well-deserved library collection.

6. Insights of the Study

Table 1 explores the demographic details of the students. Most of the respondents are female. Their ages range from 14 to 21. The educational range lies from class IX to B or B.Sc or B.Com. Family income lies between Rs 1 lac and more than Rs 5 lacs. Most of the respondents are below the poverty line. The media's influence is strong, with 8.9 (49.17%).

Table 1.

Demographic Factors Influencing Reading Habits

Table 2 shows animportant relationship between digital literacy (r =.156, p (.036) < 0.05), availability of reading materials (r =.179, p (.016) < 0.05), device access (r = .206, p (.005) < 0.05), and internet connectivity (r = .302, p (.0001) < 0.05) and reading habits of the respondents. Conversely, there is no significant relationship between economic barriers and the respondents' reading habits (r = -.012, p = .873).

Table 2.

Correlation between Digital Divide factors and Reading Habits

Table 3 shows a relationship between reading habits and demographic factors of age (r = .165, p < .027) <.05) of the respondents. That is the age correlated with reading habits. On the contrary, there was no significant relationship between the demographic factors of family income (r = .013, p (.866) >.05), educational qualification (r = .084, p (.260) <.05), cultural background (r = .066, p (.376) <.05), educational qualifications (r = .048, p (.519) >.05 and reading habits of the respondents. There is no correlation between the demographic factors of Gender, educational qualification, cultural background, and family income and students' reading habits.From the above study, it is clear that demographic factors do not significantly influence reading habits, whereas the digital divide plays a significant role.

Table 3.

Correlation between Demographic Factors and Reading Habits

7. Challenges in changing the reading Culture in Academic Libraries

There are many challenges faced in today's academic libraries. The growth of digital content has affected the reading of conventional books. Due to other activities, students sometimes need more reading time, which makes leisure reading even more challenging. Another rise that came with the development of reading platforms is that of digital distractions and shorter attention spans. Academic libraries should adopt a practical approach to embracing reading traditions through current technologies. Some challenges in academic libraries in promoting reading habits are as follows:

8. Designing a Framework for Promoting Reading Habits

The proposed framework is based on nine critical assessment criteria: innovation, strategic partnerships, diverse programming, interactive spaces, introduction of bibliotherapy, resource development, technology improvement, promotional campaigns, feedback, and evaluation. Criteria, steps, actions, and goals are stated in a tabular form:

Table 4.

Proposed Frameworks for Promoting Reading Habits in Academic Libraries

9. Recommendations for Promoting Reading Habits

Enhancing reading culture within academic libraries can foster a learning environment and high academic achievement among students. Thus, the following recommendations emerged from the work concerning the defined challenges and the given framework to optimize the existing strategies for promoting reading in the context of academic libraries. Some recommendations are given below in promoting reading habits in academic libraries: Some recommendations are given below in promoting reading habits in academic libraries:

10. Conclusions

This study examined the impact of demographic and digital divide variables on students' reading habits using a survey method with students in the Shyamsundar area of PurbaBardhaman district, West Bengal. The results suggest that reading behavior is more strongly related to digital factors, such as access to the internet, to devices, digital literacy, and access to reading resources, than to most demographic factors. The only demographic factor found to be significantly related to reading habits was age. These findings and the literature review have led the study to propose a framework to improve reading habits in academic libraries. The framework incorporates assessment, strategic partnerships, varied programming, interactive spaces, bibliotherapy, resource development, technology implementation, promotional campaigns, feedback mechanisms, and evaluation processes. The framework integrates several aspects of reading promotion into a coherent framework, rather than individual interventions. The results, however, should be interpreted in light of the study's limitations. The study was a small, self-selected sample of a geographic and educational population. Thus, the results are to be interpreted as findings from a local case study and not as generalizations. The proposed framework should also be considered a context-specific model, offering suggestions for academic libraries facing similar challenges. The study joins a growing conversation about reading promotion by offering a call to action not to overlook the importance of digital access and engagement, and to continue supporting traditional reading practices. However, more studies are needed to demonstrate the framework's wider applicability and effectiveness. The framework needs to be applied in different institutional, cultural and geographical settings in future studies. In particular, longitudinal studies should be conducted to assess whether the proposed interventions have enduring effects and to pinpoint their long-term impacts, helping guide future research. The investigations would generate additional evidence to develop further and validate the overall framework for broader adoption in academic libraries.

Statements and Declarations

Author Contributions: Partha Sarathi Mandal and Dr Sukumar Mandal developed the concept of the study. Both authors designed the methodology. Partha Sarathi Mandal carried out the data collection and performed the analysis. He also prepared the original draft of the manuscript. All authors reviewed and edited the manuscript. Dr. Sukumar Mandal supervised the work. All authors have read and agreed to the published version of the manuscript.

Funding: This research received no external funding

Data Availability Statement: Metadata are collected from Academic libraries.

Institutional Review Board Statement: Not applicable.

Informed Consent Statement: Not applicable.

Conflicts of Interest: The authors declare no conflicts of interest.

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