Fragmented Reading: The Effect of Social Media on Reading and Text Comprehension

Louisiana Chaves Freitas; Maria Aparecida Soares

DOI: 10.22167/2675-6528-202603162

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

The impacts of social media on reading practices and textual comprehension have raised concerns among teachers, especially in the languages area, in both family and educational environments. The study aimed to reflect on reading practices, focusing on fragmented reading, based on the perceptions of parents and guardians. The methodology employed a qualitative and descriptive approach, collecting data through a questionnaire applied via Google Forms to guardians of students from a Basic Education school, in the private sector, in Camaçari, Bahia. Data analysis was performed using the content analysis technique. The results revealed that, despite technological advancements and the ease of access to digital books, guardians showed a preference for physical books. Furthermore, it was found that frequent social media use was perceived as a factor that hindered concentration on long texts and contributed to fragmented reading. It was concluded that fragmented reading represents a growing challenge in the school environment, and that social media, although influencing reading habits, could be used as pedagogical support, provided it is accompanied by strategies that stimulate reflection and deep textual comprehension.

Keywords: Learning; Basic Education; Teaching-learning; Reading; Digital technology.

1. Introduction

Reading, understood as a cultural, social, and cognitive practice, has accompanied humanity since its most remote manifestations. Throughout history, the evolution of textual supports, from papyrus to the printed book, has shaped not only access to information but also the ways of thinking and understanding the world. In the 21st century, the rise of digital technologies and, in particular, social media, has caused a profound transformation in reading habits.

Contemporary society is immersed in a digital environment characterized by the constant circulation of information, driven by social media. Platforms such as Facebook, Instagram, TikTok, and WhatsApp have become privileged spaces for interaction, where reading is often marked by fragmentation, with short, discontinuous, and mixed content. This new configuration has generated concerns among teachers, especially those in the language arts field, regarding the practice of reading and textual comprehension in familiar and educational environments.

In this context, the concept of fragmented reading emerges, characterized by the predominance of short texts, discontinuous reading, and constant alternation between different media. This dynamic challenges the capacity for concentration and critical interpretation, as the accelerated consumption of information tends to favor superficiality over depth (Mélo, 2024). Authors such as Lévy (1999) and Santaella (2013) already pointed out that cyberculture and digital technologies would significantly alter the modes of reading and writing.

Reading, as a social practice, transforms according to supports and cultural contexts (Chartier, 2002). Fragmented reading, unlike linear reading which demands concentration and continuity, favors speed and can compromise textual comprehension, the construction of connections between ideas, and students’ critical capacity. Furthermore, it affects cognitive development and the reading of the world, which involves the critical interpretation of reality (Freire, 1989). Kenski (2012) and Moran (2014) reinforce that the accelerated pace of information demands new pedagogical practices to prepare readers to deal with information overload.

Social media, although democratizing access to information and usable as pedagogical support, require schools to rethink their methodologies to ensure that students not only read, but also understand and critically reflect on texts (Kenski, 2012). The massive use of these networks cannot be ignored in the educational context, as they have become an integral part of individuals’ academic and social lives (Leonardo, 2021). However, excessive time spent on digital media can contribute to dispersion and a decrease in in-depth reading, replaced by fragmented and immediate content (Silva, 2025).

Given this scenario, it becomes fundamental that school and family environments promote strategies to encourage continuous, reflective, and quality reading, contributing to the development of more critical and autonomous young readers. The theme of fragmented reading and its effects on textual comprehension, especially among adolescents, constitutes a relevant practical and theoretical gap, justifying the need for studies that offer subsidies for education. Thus, this work sought to bring a reflection on reading practices, highlighting fragmented reading, based on the perceptions of parents and guardians, and how teachers can rethink pedagogical strategies in light of this scenario.

2. Material and Methods

This research was characterized by its exploratory and descriptive nature, employing a qualitative methodological approach to investigate the phenomenon of reading in the digital age. The study was designed with the objective of reflecting on reading practices, with a specific focus on fragmented reading, based on the perceptions of parents and guardians. This approach allowed for an in-depth understanding of reading habits and the influence of social media in the family and educational context, according to the established research problem.

The field of study consisted of a private educational institution, offering regular education, located in the municipality of Camaçari, in the state of Bahia. Participant selection occurred through a non-probabilistic and convenience sample. The main target audience were guardians of adolescents enrolled in Basic Education, covering students aged between ten and eighteen years, residing in the Abrantes neighborhood, in Camaçari, Bahia.

Data collection was carried out through a structured questionnaire, designed with multiple-choice questions. This instrument was developed and applied using the Google Forms platform. The questionnaire was designed to identify participants’ reading habits, the time spent on social media, and the types of content consumed on these digital platforms.

Additionally, the questionnaire sought to investigate the difficulties perceived by respondents in interpreting long texts. It also aimed to deepen participants’ perceptions of the relationship between digital reading and the observed effects on concentration and textual comprehension, providing a comprehensive view of the study’s central theme.

The forms were distributed to participants via an electronic link, ensuring accessibility and ease of response. A total of 113 people received the link, and 112 responded to the questionnaire. All respondents gave free and informed consent, and the confidentiality of their identities was assured, in accordance with the ethical criteria of academic research.

For the analysis of the collected data, the content analysis technique was employed, according to the methodology proposed by Bardin (2011). This technique enabled the systematic categorization and interpretation of the data, based on the identification of relevant units of meaning. The data were organized into predefined thematic categories, which included: attention and distraction, textual comprehension, influence of social media, and the preference for reading habits in physical or virtual books.

3. Results and Discussion

The advancement of digital technologies has profoundly transformed the ways of social interaction and access to information, directly impacting the daily lives of Basic Education students. It has been observed that young people are increasingly connected to social media and digital platforms, using the internet daily for entertainment and communication. However, this integration in the school environment still faces challenges, whether due to limited infrastructure in some institutions or the need for continuous teacher training to deal with new teaching and learning practices.

In the municipality of Camaçari, Bahia, where the research was conducted, it was found that students maintain intense contact with social media outside the school environment, but its use within the school is often limited and, at times, perceived as a distraction. This dichotomy between the students’ digital world and traditional pedagogical practices creates a mismatch. While young people are accustomed to rapid and fragmented interactions, the school still favors linear and in-depth readings, characteristic of physical books.

In this context, the concept of fragmented reading emerges, which refers to the consumption of texts in short, discontinuous, and often decontextualized parts, as occurs in posts and instant messages. According to Chartier (2002), reading is a social practice that transforms with cultural supports and contexts, and fragmented reading represents a significant change in the appropriation of texts. This practice, by prioritizing speed and superficiality, can compromise textual comprehension, the construction of connections between ideas, and students’ critical capacity, also affecting cognitive development and the reading of the world, a concept addressed by Freire (1989).

The discussion about fragmented reading is fundamental to understanding the impacts of social media on education. Although these platforms democratize access to information and can be used as pedagogical support, they require schools to rethink their methodologies to ensure that students not only read, but also comprehend and critically reflect on texts. Kenski (2012) highlights that technology should be seen as an ally in the teaching-learning process, as long as it is used critically and planned. The research in Camaçari contributed to this debate, revealing a valuation of the physical book, which suggests the possibility of hybrid practices that reconcile tradition and innovation.

The analysis of the collected data, carried out through questionnaires applied to guardians of adolescents enrolled in Basic Education, revealed important insights into reading habits and the influence of social media. Before investigating the direct effects of media, it was essential to understand the context of reading formation, recognizing the family environment as the first and most impactful nucleus for mediation and meaning construction. Approximately 59.8% of guardians stated they encourage reading “always”, while about 40% do so “sometimes”, “rarely”, or “never”.

This initial data, which is restricted to the stimulus and not to the actual practice of reading books, dialogues with studies on network society and reading practices on social media, such as Freitas (2021). These studies emphasize how digital environments expand and reframe interaction spaces. Investigations by Silva, Moura, and Dalto (2023) and Silva (2023) demonstrated that social networks, including virtual communities like Bookstagram, Booktube, and Booktok, function as communication channels and spaces for identity construction, promoting multiliteracy and engagement through hybrid and interactive languages.

The articulation between family encouragement and digital mediation reveals a continuous process in which the family initiates the reading habit, while social media offers new ways to maintain and expand this habit. This creates a reading ecosystem that transitions between the domestic, school, and virtual spaces. When inquiring about the frequency of reading printed texts (books, magazines, or newspapers) among the 112 participants, 31.3% maintain the daily habit, while 25% stated they read “almost never”. Weekly and monthly readings add up to 10.7%, indicating an irregular reading practice for a significant portion of the respondents.

This scenario can be understood in light of research discussing the influence of social media on the decrease in interest in printed reading, as pointed out by Gomes (2020). Studies indicate that the time spent on digital platforms, characterized by fragmented and fast-paced information, competes with reading physical books, shifting the reader’s focus to more immediate and interactive content. Printed reading, in this context, has lost ground to digital practices, which helps explain the expressive percentage of participants who stated they read “almost never”.

On the other hand, Paulo (2014) analyzes the role of social media in the teaching-learning process, highlighting that these environments should not be seen only as a threat, but also as an opportunity. Networks can be pedagogically mobilized to stimulate contact with different languages and genres, promoting multiliteracy practices and bringing students closer to reading in hybrid formats. Thus, although there are indications that social media contribute to the reduction in the frequency of printed reading, they also offer potential to reconfigure and expand access to the literary universe.

The data revealed a contemporary aspect: the permanence of the daily habit of printed reading in part of the participants and the influence of social media which, while competing with physical books, can be re-signified as tools for encouragement and mediation in reader formation. Regarding the use of social media such as Instagram, TikTok, WhatsApp, and Facebook by the family, the responses indicated that its use reached practically all participants, with 99.1% declaring its use. This data demonstrates the centrality of digital platforms in daily life, making them communication tools and spaces for cultural and educational interaction.

In light of Leonardo’s (2021) studies on the use of social media in education, it is perceived that these platforms have consolidated as environments for formal and informal learning. They allow for the circulation of content, the exchange of experiences, and the construction of communities of practice, bringing students and professors closer in more horizontal and collaborative dynamics. The massive use of social networks, therefore, cannot be ignored in the educational context, as they have become an integral part of individuals’ academic and social lives.

Leonardo (2021) also highlights that Facebook is frequently used for study groups, Instagram for disseminating visual content and academic projects, and WhatsApp for quick communication and organization of collective activities. This multiplicity of uses demonstrates that social media are not limited to entertainment, but are configured as spaces for pedagogical mediation, capable of expanding access to information and stimulating reading and writing practices in digital formats. The data of 99.1% adherence to social media reinforces the need to understand how these environments impact reading formation and the teaching and learning process.

If, on the one hand, there is a risk of dispersion and superficiality, on the other hand, there is the potential to transform networks into instruments for encouraging reading, knowledge construction, and critical engagement. Another issue addressed was the average daily time families dedicate to social media, with 35.7% using three to four hours per day and 30.4% more than four hours. This data highlights the centrality of digital platforms in domestic life, showing that virtual interaction time occupies a significant portion of the routine, directly influencing reading and writing habits.

In this regard, Silva (2025) discussed the role of digital communication and information technologies, highlighting that social media can be mobilized beyond entertainment, functioning as environments for learning and the development of reading and writing skills. The platforms allow for the circulation of content, the exchange of experiences, and the construction of communities of practice, bringing subjects closer through different languages and textual genres. The time spent on social media can therefore be pedagogically reframed, transforming into an opportunity for critical mediation and encouragement of reading.

Despite the potential, it is necessary to adopt a critical perspective on the use of social media. Excessive time dedicated to digital media can contribute to dispersion and a decrease in in-depth reading, replaced by fragmented and immediate content. In this sense, the challenge consists of balancing the use of digital media with reading practices, so that virtual interaction time does not become an obstacle, but rather an ally in the reader’s formation. The articulation between family, school, and social media therefore becomes essential to promote an ecosystem of reading practices that dialogues with the technological reality of individuals.

Another topic addressed was the perception of parents or guardians about the influence of social media on reading habits. It was found that 58% of respondents consider this influence negatively, while 28.6% see it positively and 13.4% perceive no influence. This perception directly connects to the analyses by Lima (2018), who highlights how time spent in digital environments can reduce dedication to traditional reading, but also open new forms of contact with texts, albeit in fragmented formats.

Ghilardi (2009) emphasizes that schools need to assume an active role in forming critical readers in the face of media influence. Reading, in this context, should not be seen merely as a school practice, but as an essential competence for interpreting media discourses and resisting the superficial consumption of information. The results presented also dialogue with Sousa’s (2016) reflections on the role of social media in teaching and learning, who states that these platforms should not be understood solely as spaces for entertainment, but as environments capable of fostering interaction, collaboration, and the development of skills.

In this sense, the intense use of social media does not eliminate the practice of reading, but redefines it, transforming it into an experience marked by fragmentation and multiplicity of stimuli. This finding reinforces the need for educators and institutions to rethink their pedagogical strategies, seeking to balance the consumption of digital content with deeper and more reflective reading practices. Thus, Sousa’s (2016) study supports the idea that the contemporary challenge is not to combat social media, but to integrate them critically and creatively into the educational process, developing autonomy and concentration skills amidst the demands of digital culture.

When asked about the perception of frequent social media use and whether this habit can cause difficulties in attention during the reading of long texts, 70.5% of respondents considered that yes, frequently. Additionally, when asked about the relationship between frequent social media use and fragmented reading, 72.7% of participants also considered that yes. These data demonstrate a clear recognition, on the part of those responsible, of the influence of digital media on concentration capacity and the nature of reading.

This finding dialogues with studies on digital reading and network society, such as Santos (2020), which points out both opportunities and challenges in contact with literary content in virtual environments. Santos’s (2020) research highlights that social media create forms of interaction and belonging, but also reframe reading, making it more fragmented and multiple, in contrast to the linearity of printed reading.

Freitas (2021) assures that, although media can encourage reading, they compete with other digital habits and can alter readers’ attention and concentration patterns. The author argues that digital media offer constant and varied stimuli, such as social networks, short videos, and notifications, which vie for space with the practice of reading. This competition does not eliminate reading, but alters its nature: instead of deep and continuous reading, there is a tendency towards fragmented, rapid, and dispersed reading, compromising immersion and critical reflection capacity.

Silva (2023), in his thesis on literary reading mediation on social media, highlights that platforms like Instagram, YouTube, and TikTok encourage reading practices in short, multimodal formats, which can negatively impact the reading of long, linear texts. The author argues that the logic of these platforms favors quick, visual, and easily consumable content, shaping readers’ attention and reducing their willingness for denser, continuous reading.

The author does not disqualify the role of social media in the formation of the reader, but warns of an imbalance: they are effective in arousing interest and creating communities, however, they can weaken deep reading skills. The challenge is to leverage the potential of the platforms without losing the practice of long and linear reading, essential for critical and academic formation. To face this challenge, Guimarães, Santos, and Melo (2021) proposed pedagogical strategies that seek to balance the potential of networks with the need for focus.

Among the proposed strategies, intentional planning of reading activities stands out, where the teacher defines clear objectives and uses platforms as a complement, not as a substitute for integral reading. Teacher mediation is essential, acting as a guide to orient students to critically reflect on texts and not get lost in distractions. Continuity activities are also suggested, such as reading sequences accompanied by debates and written productions, which require greater depth. The directed use of social networks, creating specific spaces for reading and discussion, reducing external interference, is another recommendation.

Finally, Guimarães, Santos, and Melo (2021) recommend integrating digital practices with traditional ones, such as note-taking and reviews, which enhance concentration and reading linearity. In summary, the authors acknowledge that social media can be powerful allies in encouraging reading, but they warn that its pedagogical use requires intentionality and strategies to overcome dispersion. The goal is to transform the digital environment into a gateway to literature, without sacrificing the depth and continuity that characterize formative reading. This finding is corroborated by Diniz and Santos (2019), who showed how digital platforms bring young people closer to different types of texts, making reading more accessible, but in fragmented and fast formats.

When addressing literary reading mediation on social media and reader formation, Silva (2023) demonstrated that, with intentional pedagogical mediation, social media can become spaces that encourage literary reading, fostering the development of critical and reflective skills. The study highlighted that it is up to the educator to create strategies that guide students to overcome distraction and maintain focus, balancing digital entertainment with more consistent reading practices. This perspective reinforces the reflections of Santos, Cerqueira, and Pamponéti (2022) on reading practice and the use of social media as a teaching-learning resource in High School.

These authors point out that digital platforms, when used pedagogically, can stimulate reading practices among young people, bringing them closer to content that previously seemed distant. The study emphasized, however, that this approximation requires teacher guidance so that reading is not restricted to superficial interactions. In a convergent way, Porto (2016), when addressing social media as an instrument for forming literary readers, warns that these digital environments can be mobilized for reader formation, provided there is pedagogical intentionality. Thus, the research added that the use of social media has expanded access to literature and created forms of engagement, but also warned of the risk of fragmentation and loss of depth, if there are no adequate mediation strategies.

Respondents were also asked about strategies to encourage reading in the family environment. The most indicated practices were gifting books, with 37.5% of responses, followed by establishing reading times, with 19.6%. Encouraging digital reading (e-books, blogs) was mentioned by 16.1% of participants, and conducting shared family readings by 12.5%. This data shows a diversity of family approaches to foster reading habits, with an emphasis on more traditional practices.

Specifically regarding the preference for text supports for family reading, 68.5% of respondents reported preferring printed materials. E-books and notebooks combined accounted for the preference of 31.5% of participants. These results, alongside incentive strategies, indicate a strong appreciation for the physical book in the family environment, even with the growing availability of digital formats. The preference for print suggests a resistance to digital ephemerality and an appreciation for the materiality of the book in reader formation.

The data presented, which indicate that 37.5% of participants encourage reading by gifting books and that 68.5% prefer the printed format, corroborate Menezes’s (2018) analysis. This author, when discussing children of the digital media era and their relationship with literary reading, emphasizes that, even with the expansion of digital technologies, the physical book retains symbolic and affective relevance, functioning as a cultural and formative mediator. In this context, Paulo’s (2014) study on the impact of social media on the teaching-learning process demonstrates that, although digital networks broaden access to information and promote new forms of interaction, they do not replace the pedagogical value of traditional reading.

Thus, the data obtained suggest that practices such as the act of gifting books and the preference for printed material constitute strategies of resistance to digital ephemerality, reaffirming the importance of the book’s materiality in reader formation and in the preservation of social and cultural ties. On the other hand, it was also possible to observe that digital media are gradually being incorporated into reading habits, but presenting other challenges, such as concentration for reading long texts. Fragmented reading, characterized by discontinuity and non-linearity, is configured as a challenge for learning, as the reader accesses brief or isolated fragments of information, which is common in social media and many digital publications, unlike reading complete works organized sequentially.

Predominant in the contemporary digital environment, this practice is distinguished by its speed, superficiality, and the accelerated dynamic of informational consumption. In the educational sphere, especially among young students, this reading pattern has significant impacts on learning processes, given that constant exposure to short and dispersed content generally hinders the development of fundamental skills, such as in-depth interpretation, critical analysis, and the elaboration of more complex inferences. Furthermore, the limitation in contact with long and structured texts can compromise the expansion of linguistic and cognitive repertoire, essential elements for school performance.

In this way, this interaction with reading can influence students’ own interest in denser reading practices, which require greater attention. The preference for quick and easily assimilated content can reduce the willingness to engage with texts that demand time for dedication and interpretive effort, which can negatively affect the habit and taste for reading. In this sense, it becomes fundamental that not only the school environment, but also the family environment, promotes strategies for encouraging continuous, reflective, and quality reading, contributing to the development of more critical and autonomous young readers.

In summary, the research results revealed that, despite technological advancement and ease of access to digital books, respondents demonstrated a marked preference for physical books. However, frequent use of social media was perceived as a factor that hinders concentration on long texts and contributes to fragmented reading. These findings reinforce that fragmented reading represents a growing challenge in the school environment, and that social media, although influencing reading habits, can be used as pedagogical support, provided it is accompanied by strategies that stimulate reflection and deep understanding of texts.

4. Conclusion

The present study aimed to reflect on reading practices, with special attention to fragmented reading, based on the perceptions of parents and guardians of Basic Education students. It was found that, despite technological advancements and the ease of access to digital content, guardians demonstrated a marked preference for physical books. However, it was observed that the frequent use of social media was perceived as a factor that hindered concentration on long texts and contributed to fragmented reading. It was noted that most families intensely use social media, and a significant portion of respondents recognized the negative influence of these platforms on reading habits and attention span.

The research contributes to the academic debate by highlighting the complexity of reading formation in the digital age, emphasizing the need for educators and institutions to rethink their pedagogical strategies. It is suggested that social media, although influencing reading habits, can be used as pedagogical support, provided that it is accompanied by intentional strategies that stimulate reflection and deep understanding of texts. As a limitation, the study employed a non-probabilistic and convenience sample, which restricts the generalization of the results. For future studies, it is recommended to conduct broader and more in-depth research exploring the implementation and impacts of hybrid pedagogical practices.

Bibliographic References

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Freire, P. 1989. A importância do ato de ler: em três artigos que se completam. 1ed. Editora Cortez. São Paulo, SP, Brasil

Kenski, V.M. 2012. Educação e tecnologias: o novo ritmo da informação. 6ed. Editora Papirus. Campinas, SP, Brasil.

Leonardo, P.A. 2021. Utilização das mídias sociais na educação: Facebook, Instagram e WhatsApp. Disponível em: <http://dspace.nead.ufsj.edu

Lévy, P. 1999. Cibercultura. 1ed. Editora 34. São Paulo, SP, Brasil.

Moran, J.M. 2014. A educação que desejamos: novos desafios e como chegar lá. 1ed. Editora Papirus. Campinas, SP, Brasil.

Mélo, A.P. 2024. Leitura e cognição na era digital. Revista Educação em Foco 24(2): 45-62.

Santiella, L. 2013. Leitura e tecnologias: o impacto das mídias no comportamento leitor. 1ed. Editora Papirus. São Paulo, SP, Brasil.

Article originating from a Final Coursework on Neuroscience and Learning in Education

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