Reading Habits of College Teachers in the Age of Social Media: A Review and Critical Analysis

Abstract: Reading habits are fundamental to the professional growth, academic excellence, and lifelong learning of college teachers. In the digital era, the rapid expansion of social media has transformed the ways in which educators access, consume, and share information. Platforms such as Facebook, WhatsApp, YouTube, LinkedIn, ResearchGate, and X (formerly Twitter) have become important sources of educational content, professional networking, and scholarly communication. While these platforms provide immediate access to knowledge and learning opportunities, they have also influenced traditional reading practices and the manner in which teachers engage with academic literature. This paper presents a comprehensive review and critical analysis of the existing literature on the reading habits of college teachers in the age of social media. It examines the changing patterns of academic reading, the growing preference for digital resources, and the positive and negative influences of social media on teachers' reading behaviour. The review synthesizes findings from national and international studies to identify emerging trends, challenges, and research gaps related to digital reading, information overload, online distractions, and the use of social media for professional development. The review concludes that social media has significantly reshaped the reading habits of college teachers by offering greater accessibility to academic resources and opportunities for collaborative learning, while simultaneously posing challenges to deep, sustained, and critical reading. It emphasizes the need for balanced and responsible use of social media, enhanced digital literacy, and stronger institutional support to foster effective reading habits among teachers. The paper also highlights future research directions and provides useful insights for educators, librarians, policymakers, and higher education institutions seeking to strengthen academic reading practices in the digital age.