POOR READING CULTURE: WHY STUDENTS DON'T READ LIKE THEY USED TO

It is a question that not only portrays a downward trend in reading culture, but also reflects the consequences evidently sufficient enough for stakeholders to ponder on. It is believed that Teens, that is, those within the age bracket of 13-19 will become tomorrow’s adults and leaders who will be saddled with the responsibility of channeling the course of societies. Therefore, such category of persons must not be defective in knowledge and lacking the wisdom necessary for insightful thinking, critical understanding, knowledge acquisition and a robust mind which reading effectively provides. There is the need however, to distinguish between reading for knowledge acquisition and pleasure as against reading to pursue Academic goals only. It is in this context that we are able to fully comprehend the gravity of the question in its simple hypothetical form.

To imply that there is poor reading culture, is to further broaden our perception on the change the society has undergone. There is the constant neglect of the old forms of value system which encourages hard work and discipline, but has been submerged by laziness and moral ineptitude. Society is gradually drifting away from the celebration of brilliance and intelligence to celebration of immorality and adoration of deviance. The overwhelming diminishing moral character of the society is all consuming, of which, reading is a part of. Herbert Spencer, a 19^th century British Philosopher likened the society to body parts, with different organs working for the functioning of others. Any dysfunction in any of the organs is manifested in the other organs. This is essentially true if we are to fully grasp the causal links to the declining attitude of Teens in reading.

There is no doubt that technology is a significant factor in Teens’ indifferent attitude towards reading. The internet has substituted the books. Though it is claimed that most Teens would prefer to read online either through their phones, laptops, or ipads, however, evidence suggests the very opposite, as such gadgets are used for playing games, watching movies and interacting on social networking sites. Students now spend most of their time consuming online contents which has nothing to do with reading. The inability of parents, schools and government establishments to effectively control the use of mobile gadgets for the primary purpose of Academics is indeed worrisome, as it gives room for licentiousness and creates an avenue for immersion into new interests such as porn, games and social networking sites which have become more exciting.

The global trend of promoting models outside Academics has not only caused a drifting away from the books, it has also caused the exodus of young teens to pursue careers which are graciously amplified by the media. These models include music Icons, Footballers, Fashion Models, Comedians, and are labelled as “stars”. They are adored and venerated as their rise to “stardom” is not depicted to be as a result of reading. To most Teens nowadays, these models become the epitome of success, they are imitated and their conduct of behavior is often considered to be the norm. Teens effectively internalize what they see from the media and its effects are highly hypodermic. It cripples pre-existing social values which promotes intellectual development and Academic brilliance.

Corporate organizations in their quest for profit maximization have also failed to encourage reading culture by glorifying the entertainment sector as against supporting the quest for knowledge. While most companies organize parties and Talent hunt shows and signing movie “stars” as Ambassadors or for bill board adverts, little or no effort is made to encourage reading. They have not only helped substitute reading values, but have also contributed in creating a new sub-culture, such as we have in football with its large followers, music, fashion etc. Like the jaws of a Monster strangling the neck of a prey, reading is gradually dying under the suffocation of profit motives.

The individualistic nature of the family institution in modern times and the changing roles of women from traditional home-makers and care-givers to career and working class status though, might have helped improve the living standard of many household and reduced the yoke of economic dependency on men, however, it has created a gulf between the limit to economic or career pursuit and the functional role which they were known for. This has consequently resulted in the lack of proper monitoring of their children/ward particularly those within the Teenage years which, is regarded as a period of conflict and identity crises. In cosmopolitan cities, where parents live home as early as 6 a.m. and return home late in the night, the children are at the devil’s beck and call and reading becomes an anathema.

The process of forming the habit of reading is attached to learning. Attitude formation through learning early in life is essential if reading is to be a teenager’s creed for excellence. Any maladjustment at early stages of development brought about partly by the lack of early exposure to reading creates inadvertently a strain in integration, as can be rightly observed in various societies across the world today. Where a child is more exposed to cartoons and games rather than text materials and pictorials, adjustment to reading later in life becomes a task rather than pleasure. The motivation for reading has to be intrinsic, devoid of strenuous academic compellations and rigid regulations as though equating teens with Robots who must be ordered around. Some school managements act as if they operate a Total Institution like the prisons; they deprive Students of their liberty and happiness by enforcing strict religious and moral discipline and the choice of books. This may lead to reading apathy in the Student.

The laws of attraction of homogenous species and the simple axiom that birds of the same feathers flock together also applies. Behaviours are contagious and the rate of absorption of behavioural traits particularly among teens is often dependent on the environment and predominant behavior which exist within a group. Teens will develop likeness or may become indifferent to reading, if majority of those around are not readers. A Student might initially develop reading from home, but if he/she is continually grafted among peers who have no flair for reading, re-socialization occurs. Hitherto firmly held opinions and attitude are discarded for a new form of behavior which is apparently indisposed to reading.

The implications of the afore-mentioned reasons are further worsened by the stereotype and stigma attached to Teens who read. Nowadays, readers are easily identified and ostracized often seen as outcast, un-smart, not sociable and boring with a tendency to make use of sharp pointed round glasses early in life. Some Teens are bullied as a result and may often loose their self-esteem in the process. Other Teens would likely not want to be labeled as such and therefore, associate themselves with the ‘sharp’, ‘sociable’ and ‘lively’ ones. To turn the tide of this ugly trend, pragmatic efforts must be made by stakeholders. Policy framework from government establishments that support reading and motivates devoted readers must be made. Teachers and parents have a lot of roles to play and multi-national companies must rise to their social responsibility function by promoting intellectual pursuits and knowledge acquisition as this will in turn provide the society the vibrant and intelligent leaders of tomorrow.