On the one hand, as an English major, I am assigned novels to read for many of my classes, as well as numerous textbook readings, and it is not enough to just read them. I have to pick out certain arguments that I may need for writing essays, or at least figure out what my professor wants me to learn from what I am reading. I may not read what I am assigned until it is absolutely necessary, especially when professors start assigning essays and midterms. On the other hand, when I am willing to read something, I can do it at any moment of the day as long as I do not have to do anything important.
Lately, social media has been one of my favourite ways to read, as it is a quick and simple option to pass the time. I can read on my phone, which is light and compact, so I do not have to carry a heavy book with me. I can look at my social media anywhere: whether I am standing in line, waiting for food to come at a restaurant, while I am eating, or lying in bed. Excessive thinking is not required when it comes to reading social media. It is true that I may read something that makes me think, that I could learn something from, or that might change my frame of mind when it comes to looking at the world. However, I will not be tested on the information that I read. Reading on social media is often simply funny or entertaining, which is why I will read as frequently as I possibly can, as opposed to avoiding it, as I do with academic reading.
Novels, stories, or comics that I choose to read on my own time are also more likely to be read. Unlike books assigned in class, I can finish this reading whenever it is most convenient for me. I am not expected to learn from what I read either. Novel reading can be something to enjoy without using excessive thinking. Even then, my motivation or interest to read a certain book can also affect when I read. If I am interested in a book then I will read it quickly, but I might read slowly if I am neither motivated nor interested. When I read depends on what I want to read.
I do most of my recreational reading (such as novels or social media) at home. There are a lot of distractions when I am at home, which is acceptable for recreational reading. There is no time constraint so I do not always have to put all of my effort into reading. Occasionally, I do my academic reading at home as well. It is less preferable, but I do not always want to spend time at school. However, this means that there are more distractions, which makes me less motivated to read. If I am reading at school, I prefer to read in the library, as it is quiet. I can concentrate better with no distractions. Even if I do encounter a friend, it is not an environment where proper conversation can happen.
Before I had started using audiobooks, I used social media as a means to fill in my free time. While I still use social media a lot, audiobooks have enabled me to read almost anywhere. I can read novels in the car or the bus, or while I am waiting in line. I even listen to audiobooks when I am helping out at my mom’s library. Usually, I want to spend all my time reading because I am surrounded by books, but I get lectured when I am not working. To compromise, I listen to audiobooks while I help out. That way, I can get a lot of reading done either for class or for my own pleasure. Again, this demonstrates how reading situations can dictate reading practices.
Over the years, time and space have affected my reading habits in a number of ways. My reading practices five or ten years ago were a great deal different from my reading practices now. As a middle school student, I had plenty of time to read whatever I wanted. I had motivation to read and I read frequently. I had no social life, limited use of technology to fill in my spare time, and my school encouraged students to read a lot. With nothing else better to do, I read as much as I could and whenever I could. As a high school student, I had more friends and the academic expectations were greater. As an English major in university, I have even more academic reading and assignments to complete. Due to my professor’s expectations, which involve copious amounts of reading and related learning objectives, I find that I am a lot less motivated to read. I often feel my time is better spent reading on social media while academic reading (or reading in general) is done minimally—I do what I have to do.
Simultaneously, the social space around me has also changed. I find that as a university student, I have more friends and they affect my reading habits. For example, my friends can give me book recommendations. These recommendations can give me a chance to read something I would not normally read. There is another point to consider: I must decide whether I would rather spend my time going out with friends or reading. Over time, I have found that I have become less of an avid reader and more of a lazy one. Reading for school is done at a bare minimum, and only the easiest of readings are attempted. Today, I spend my time either reading social media or going out with friends.
In conclusion, I have found that though time and space can influence my motivation to read and my reading practices, such things also affect my use of time and space.
