IMPACT OF SOCIAL MEDIA ON THE READING CULTURE OF GAMBIAN UNDERGRADUATES

Abstract

In The Gambia, reading culture is underdeveloped. Among Gambian undergraduates, reading is largely confined to academic materials directly related to their studies, with little enthusiasm for non-academic reading. Reading that can awaken the deepest parts of our soul, challenging and expanding our understanding of the world, providing an opportunity for intellectual and emotional growth, is traded for social media, which presents easily consumable content that, while accessible, often diminishes our ability to critically analyze or deeply engage with ideas. The study leans on the Uses and Gratification Theory. Using a survey method, questionnaires were distributed across three targeted schools, proportionate to their population size, and data analysis was conducted using SPSS software.  The findings reveal that social media presents both challenges and opportunities to Gambian undergraduates. Despite the challenges, social media holds immense potential as a tool for knowledge acquisition. Platforms like Google and YouTube provide a wealth of academic resources, enabling users to access, explore, and engage with vast amounts of information from around the world. The study recommends that government policies prioritize cultivating reading habits from an early age. Integrating both academic and non-academic reading into primary school curricula can help build a foundation for lifelong learning to address the reading culture in The Gambia.