Universities across Britain are teaching literature students how to cope with long novels.
These initiatives, referred to as "reading resilience" courses at some institutions, address concentration difficulties that academics attribute to smartphone use among current undergraduates.
Literature professors report that students from the past decade find themselves daunted by extensive novels and complex texts.
The transition from sixth form to university-level reading demands has become increasingly challenging for those accustomed to digital distractions.
Several universities now provide structured guidance during induction periods, teaching practical strategies for sustained reading sessions and helping students develop the stamina required for lengthy academic texts.
Robert Eaglestone, professor of contemporary literature and thought at Royal Holloway University, explained his institution's approach: "Across the board there’s a worry about reading. Of course it’s hard with a phone by your bed to start reading a novel — I don’t think anyone is immune to that or taking it lightly.
"At degree level, students are still reading whole novels and plays. However, there are lots of initiatives to help students read. Some universities do reading resilience courses.“
"One thing we do, as do lots of places, when we induct our students on to the course, we give them advice on reading: put the phone out of the room, concentrate on your reading.
"Find somewhere comfy. Do it when you’ve got time. Be aware it takes time to get into the rhythm of a novel."
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Robert Eaglestone, professor of contemporary literature and thought at Royal Holloway University, said: 'Across the board there’s a worry about reading'
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The university provides first-year students with practical guidance, including recommendations to limit the use of mobile devices in study spaces and select comfortable reading environments with adequate time allocation.
At University College London, John Mullan, Professor of English, maintains rigorous expectations despite acknowledging the changing habits of students.
He said: "In the last five to 10 years, it’s true that fewer students are used to reading very long books.
"Most on our course at UCL are still willing to take on demanding texts, but that may not be typical.
"I do have friends in other universities who feel students are less willing to tackle older books or more difficult books.
"Some students are not used to sitting and reading a book for five or six hours. When we’re doing course planning, we’re thinking about that a bit more than we used to do.
"We react to unwillingness or difficulty with reading lengthy material by trying to get them to do it and not compromising too much."
Several universities now provide structured guidance during induction periods
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First-year undergraduates must complete Old English studies, read Milton's Paradise Lost entirely by week five, and finish Wordsworth's Preludes by week 10.
Various institutions have adopted innovative evaluation methods that extend beyond traditional essay-based assessments.
Southampton University incorporates blogs, creative assignments, module diaries and collaborative projects into its assessment framework.
The University of the West of England offers students opportunities to showcase their understanding through field reports, literary reviews, cover artwork creation, book proposals, and audio content.
First-year undergraduates must complete Old English studies, read Milton's Paradise Lost entirely by week five, and finish Wordsworth's Preludes by week 10
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Kent University permits students to explore diverse media, including independent publications, cinema, artistic volumes and interactive entertainment.
Hull University features a mandatory module that allows students to select their own texts, while Plymouth University enables undergraduates to construct personalised programmes combining literary analysis with creative composition to align with individual aspirations.
The proportion of students sitting English A-level examinations has dropped from approximately 90,000 in 2015 to 58,000 this summer.
The English Association reports undergraduate numbers in pure English studies decreased from about 42,285 in 2019-20 to around 33,515 in 2023-24.
Mr Mullan noted that contemporary academics must consider student preferences more than previous generations
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Eaglestone attributed diminishing interest to what he called "terrible" English GCSEs, criticising the literature component as "unbelievably boring" and the language qualification as "completely incoherent".
Mr Mullan noted that contemporary academics must consider student preferences more than previous generations.
He said: "Sometimes there's a danger academics chase student opinion, and can almost worry too much about what students say they want to study."