From Scrolling to Depth: Intensive Reading in the Accelerated Digital Era
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The rapid development of digital technologies, social media platforms, and artificial intelligence in the 21st century information space has fundamentally changed the traditional approaches of receiving, processing, and interacting with information. The accelerated pace of life has given rise to the prevailing practice of superficial perception of information – “scrolling,” skimming, and scanning – which hinders the in-depth analysis necessary for academic thinking. This study comprehensively examines the socio-cognitive consequences of digital fragmentation in the higher education space, paying special attention to the process of acquiring a foreign (English) language.
The article focuses on the concept of “Intensive Reading” as a necessary pedagogical tool for restoring language competence, critical thinking, and in-depth understanding for Georgian students. Based on qualitative and documentary-analytical methodology, the article discusses the mechanisms of screen-based “hyperreading” and its contrast with academic reading.
The article proposes practical strategies and didactic models that aim to rehabilitate a culture of deep reading among the students and increase academic engagement in response to the challenges of the digital age.
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