RECONCEPTUALIZING READING INSTRUCTION INTHE DIGITAL ERA OF HIGHER EDUCATION

Abstract

This literature review reconceptualizes reading instruction in higher education within the context of digital transformation. It synthesizes contemporary perspectives that view reading as a multidimensional process that is digital, interactive, strategic, cognitively and metacognitively driven, and technology-enhanced. Drawing on key theoretical and empirical studies, the review highlights how digital environments reshape academic reading practices and necessitate advanced skills such as navigation, evaluation, annotation, and synthesis of online texts. The concept of Digital Academic Reading Literacy is proposed to capture these competencies. Pedagogical implications emphasize technology integration, explicit strategy instruction, and interactive learning environments