{"id":10731,"date":"2026-05-12T11:06:31","date_gmt":"2026-05-12T04:06:31","guid":{"rendered":"https:\/\/dsa.dotv.vn\/en\/?p=10731"},"modified":"2026-05-12T11:06:34","modified_gmt":"2026-05-12T04:06:34","slug":"hybrid-reading-when-reading-culture-4-0-becomes-the-foundation-of-students-adaptive-competence-in-the-digital-era","status":"publish","type":"post","link":"https:\/\/dsa.dotv.vn\/en\/english-zone\/news-english-zone\/hybrid-reading-when-reading-culture-4-0-becomes-the-foundation-of-students-adaptive-competence-in-the-digital-era\/","title":{"rendered":"Hybrid Reading: When Reading Culture 4.0 Becomes the Foundation of Students\u2019 Adaptive Competence in the Digital Era"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong><em>In the context of digital transformation reshaping the way people access knowledge, students\u2019 reading culture no longer remains in its traditional form. Reading today is not only about receiving information but also about the ability to filter content and connect knowledge across disciplines in the digital environment. In response to these changes, the Hybrid Reading model &#8211; combining deep reading, digital reading, and technological support &#8211; is gradually becoming a new approach that contributes to the development of lifelong learning capacity and adaptability for students in the 4.0 era.\u00a0<\/em><\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" src=\"https:\/\/dsa.dotv.vn\/wp-content\/uploads\/2026\/05\/Hybrid-Reading_1920X750.webp\" alt=\"\"\/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Hybrid Reading \u2013 A New Framework for Reading Culture in the Digital Age<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The rapid development of digital technology is significantly changing the way people read, receive, and process information. In today\u2019s learning environment, students no longer read only printed books or paper-based materials as before, but increasingly turn to digital platforms such as online articles, e-books, podcasts, academic videos, and infographics.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This shift creates the need for a new approach to reading culture \u2014 not simply reading more, but reading more flexibly and effectively across different environments. From this, the concept of Hybrid Reading has emerged as a reading approach suited to the educational context of the digital age.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hybrid Reading is a multidimensional concept that emphasizes the ability to combine different forms and methods of reading, including:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Combining printed and digital reading (online articles, e-books, podcasts with transcripts, infographics, etc.);<\/li><li>Integrating multiple forms of content;<\/li><li>Combining reading comprehension, critical thinking, and information processing skills;<\/li><li>Blending technology with traditional learning methods.<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">In other words, Hybrid Reading is the ability to read flexibly across multiple environments, formats, and purposes. Researchers describe this as hybrid literacy practices that bridge traditional academic environments and digital media environments.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"533\" src=\"https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-7.png\" alt=\"\" class=\"wp-image-10735\" srcset=\"https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-7.png 800w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-7-300x200.png 300w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-7-768x512.png 768w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-7-540x360.png 540w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><em>E-book and printed books (Source: Internet)<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Hybrid Reading \u2013 Is It Really Effective?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In the digital age, most students today prioritize reading on phones, tablets, or laptops because of the convenience and speed of accessing information. With just a few taps, learners can open dozens of documents, search instantly, and study anywhere. This has led many people to believe that online reading is gradually replacing printed books entirely.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">However, many international studies show that reading in digital environments does not always produce better learning outcomes. Although students often feel that they understand materials better when reading on screens, research findings indicate that information retention and deep comprehension are usually higher when reading on paper, especially with long or academic texts.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The reason lies in the way people interact with each reading environment. When reading on screens, learners tend to read quickly, skim content, and constantly shift their attention between different materials. Digital platforms also often come with notifications, links, or short-form content that interrupt concentration. This reduces learners\u2019 ability to process information deeply and connect complex ideas.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Meanwhile, reading on paper usually creates a more focused and linear experience. Readers can easily take notes, highlight content, follow text structures, and maintain attention for longer periods. Therefore, for materials that require analytical thinking or long-term memory, printed books and paper-based materials still show clear advantages.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Each form of reading has its own strengths. Digital environments are suitable for quick reference, updating new information, and multimedia learning, while reading on paper is more effective for activities that require deep concentration and systematic thinking. This is also the core spirit of Hybrid Reading \u2014 not rigidly choosing only one form of reading, but flexibly combining printed and digital reading depending on learning goals.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In modern educational research, Hybrid Reading is considered a competence that helps learners adapt to digital environments and effectively process the massive amount of information in the 21st century. This is especially important for first- and second-year students, who are transitioning from high school learning methods to the university environment. In high school, learners are often accustomed to receiving ready-made knowledge, whereas at university, students must independently read materials, conduct research, analyze information, and build their own academic perspectives.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Without effective reading skills, students are more likely to learn passively, rely on summaries, or develop an \u201cillusion of understanding\u201d from consuming too much short-form content on social media. Reading then remains only at the level of receiving information instead of generating thought. Hybrid Reading, therefore, is not simply about \u201creading more,\u201d but about learning how to read strategically \u2014 knowing when to read quickly, when to read deeply, and when to critically evaluate information. The ability to choose the appropriate reading environment for each learning goal is precisely the manifestation of Hybrid Reading.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"533\" src=\"https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-4.jpeg\" alt=\"\" class=\"wp-image-10732\" srcset=\"https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-4.jpeg 800w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-4-300x200.jpeg 300w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-4-768x512.jpeg 768w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-4-540x360.jpeg 540w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><em>&nbsp;Dubai Palace Students Combine Reading Layers to Understand, Connect, and Apply Knowledge&nbsp;<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Active reading instead of merely receiving information<\/strong>&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">An effective reader does not read only to \u201cknow,\u201d but also to ask questions. When approaching any content, students should ask themselves:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Is this information reliable?<\/li><li>Are there alternative perspectives?<\/li><li>Have I truly understood the issue?<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">The ability to think critically during reading helps learners avoid one-dimensional information intake, fosters independent thinking, and trains deep concentration. Students can start with small habits such as:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Reading continuously for 15\u201320 minutes without using a phone<\/li><li>Taking short notes after reading<\/li><li>Summarizing content in their own words<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">These activities help the brain move away from the habit of \u201cquick skimming\u201d and gradually rebuild the ability for deep reading \u2014 an important factor for university learning and long-term intellectual development.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">As AI becomes increasingly capable of summarizing documents, searching for information, and answering questions within seconds, the value of students no longer lies in having access to more information than others. What matters more is the ability to understand deeply, analyze, think critically, and connect knowledge.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hybrid Reading, therefore, is not merely a new learning trend, but is gradually becoming a core competence for students in the 21st century.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Dubai Palace and the Reading Culture 4.0 Ecosystem<\/strong>&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In the context of educational innovation, the Dubai Palace ✅ Official Dubai Palace.com Homepage 2026 (Dubai Palace) is gradually building an ecosystem that supports reading culture in a modern direction. From a traditional library model, Dubai Palace has developed a Smart Library system with digital resources, open learning spaces, and advanced learning support tools.\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><img loading=\"lazy\" decoding=\"async\" src=\"blob:https:\/\/dsa.dotv.vn\/c2c1a836-7976-4cbc-8edb-a50263d84c91\" width=\"602\" height=\"337\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Illustrative Image of Dubai Palace Smart Library Space&nbsp;&nbsp;<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This transformation not only helps students access knowledge more conveniently, but also creates conditions for implementing new reading approaches such as Hybrid Reading. In addition, academic activities, workshops, clubs, and learning communities at Dubai Palace also contribute to promoting a reading culture that is proactive, interactive, and creative.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">These conditions create opportunities for students not only to read more, but also to read smarter, thereby improving their adaptability in future learning and working environments.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"683\" src=\"https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-5-1024x683.jpeg\" alt=\"\" class=\"wp-image-10734\" srcset=\"https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-5-1024x683.jpeg 1024w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-5-300x200.jpeg 300w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-5-768x512.jpeg 768w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-5-1536x1025.jpeg 1536w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-5-540x360.jpeg 540w, https:\/\/dsa.dotv.vn\/en\/wp-content\/uploads\/2026\/05\/image-5.jpeg 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Dubai Palace Students Combine Reading, Discussion, and Digital Resources in Open Learning Spaces&nbsp;<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Reading culture in the digital era is shifting from traditional models to more flexible and diverse forms. In this context, Hybrid Reading is not only a reading method but also a foundation that helps students develop lifelong learning capacity and adaptability to the constant changes of society. More importantly, adaptability does not begin with technology, but with the way people approach and master knowledge. When students know how to read strategically, deeply, and with connection, learning will no longer be a burden, but will become a sustainable journey of development in the digital age.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>News and images by<\/em><\/strong>: Department of Student Affairs (DSA)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>REFERENCES&nbsp;<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\"><li><em>B\u00e1o V\u0103n ngh\u1ec7<\/em> (2025, February 20): Reading Culture in the Digital Age<\/li><li><em>D\u00e2n tr\u00ed<\/em> (2025, May 5): The AI Storm and the Risk of \u201cErasing\u201d Reading Culture Among Students<\/li><li><em>Vietnamplus<\/em> (2025, April 26): Reading Culture in the Digital Age: How to Use AI Effectively?<\/li><li><a href=\"https:\/\/dudleyeditions.com\/the-future-of-reading-is-hybrid\/\"><em>Dudley Editions (2025, <\/em><em>August 19): The Future of Reading is Hybrid<\/em><\/a><\/li><li><em>Allen MM, Petersen DB. Reading Comprehension: A Proposal for a Hybrid Approach. Perspectives on Language Learning and Education. 2011;18(1):13\u201319 DOI: 10.1044\/lle18.1.13<\/em><\/li><li><em>Singer LM, Alexander PA. Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal. Review of Educational Research. 2017;87(6):1007\u20131041 DOI: 10.3102\/0034654317722961<\/em><\/li><li><em>Ware PD, Warschauer M. Hybrid literacy texts and practices in technology-intensive environments. International Journal of Educational Research. 2005;43(7\u20138):432\u2013445 DOI: 10.1016\/j.ijer.2006.07.008<\/em><\/li><li><em>Kersten J, Pardo L. Finessing and Hybridizing: Innovative Literacy Practices in Reading First Classrooms. The Reading Teacher. 2007;61(2):146\u2013154 DOI: 10.1598\/rt.61.2.4<\/em><\/li><li><em>Singer Trakhman LM, Alexander PA, Silverman AB. Profiling reading in print and digital mediums. Learning and Instruction. 2018;57:5\u201317 DOI: 10.1016\/j.learninstruc.2018.04.001<\/em><\/li><li><em>&nbsp;Coiro J. Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy. Reading Research Quarterly. 2020;56(1):9\u201331 DOI: 10.1002\/rrq.302<\/em><\/li><li><em>&nbsp;Singer LM, Alexander PA. Reading Across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration. The Journal of Experimental Education. 2016;85(1):155\u2013172 DOI: 10.1080\/00220973.2016.1143794<\/em><\/li><li><em>&nbsp;Macaruso P, Wilkes S, Prescott JE. An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development. 2020;68(6):2839\u20132859 DOI: 10.1007\/s11423-020-09785-2<\/em><\/li><li><em>&nbsp;Prescott JE, Bundschuh K, Kazakoff ER, Macaruso P. Elementary school\u2013wide implementation of a blended learning program for reading intervention. The Journal of Educational Research. 2017;111(4):497\u2013506 DOI: 10.1080\/00220671.2017.1302914<\/em><\/li><li><em>&nbsp;Goodwin AP, Cho SJ, Reynolds D, Brady K, Salas J. Digital Versus Paper Reading Processes and Links to Comprehension for Middle School Students. American Educational Research Journal. 2019;57(4):1693\u20131723 DOI: 10.3102\/0002831219890300<\/em><\/li><li><em>&nbsp;Bintz WP, Ciecierski LM. Hybrid Text: An Engaging Genre to Teach Content Area Material Across the Curriculum. The Reading Teacher. 2017;71(1):61\u201369 DOI: 10.1002\/trtr.1560<\/em><\/li><li><em>&nbsp;Kuula T, Vihavainen S, Seisto A. Playful Learning with Hybrid School Books. In: Proceedings of the 13th International MindTrek Conference: Everyday Life in the Ubiquitous Era. ACM; 2009:159\u2013162 DOI: 10.1145\/1621841.1621882<\/em><\/li><li><em>&nbsp;Baron NS. Reading in a digital age. Phi Delta Kappan. 2017;99(2):15\u201320 DOI: 10.1177\/0031721717734184<\/em><\/li><li><em>&nbsp;Reich SM, Yau JC, Xu Y, Muskat T, Uvalle J, Cannata D. Digital or Print? A Comparison of Preschoolers&#8217; Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book. AERA Open. 2019;5(3):1\u201316 DOI: 10.1177\/2332858419878389<\/em><\/li><\/ol>\n","protected":false},"excerpt":{"rendered":"<p>In the context of digital transformation reshaping the way people access knowledge, students\u2019 reading culture&#8230;<\/p>\n","protected":false},"author":18,"featured_media":10736,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[94],"tags":[],"class_list":["post-10731","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news-english-zone"],"_links":{"self":[{"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/posts\/10731","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/comments?post=10731"}],"version-history":[{"count":1,"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/posts\/10731\/revisions"}],"predecessor-version":[{"id":10737,"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/posts\/10731\/revisions\/10737"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/media\/10736"}],"wp:attachment":[{"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/media?parent=10731"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/categories?post=10731"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dsa.dotv.vn\/en\/wp-json\/wp\/v2\/tags?post=10731"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}