Lately, I’ve been struggling with something I think many of us librarians can relate to — getting students truly excited to read.
Not just the quick reads or graphic novels (which I love too!), but those longer chapter books that build stamina, imagination, and depth.
I see this shift not just as a reading challenge, but as part of something bigger — something that ties into how our students’ attention works in today’s digital world. More and more, I find myself asking:
Are our kids developing what some call a “popcorn brain” — constantly jumping from one thing to the next, finding it harder to settle into a story or stay focused for long?
💬 The Honest Truth from Students
When I ask my students why they aren’t reading as much, they’re completely honest — and I appreciate that.
They tell me things like:
“I just don’t have time.”
Between sports, family commitments, homework, and just plain being kids, many of them don’t get home until after 5:00 p.m. By the time they eat dinner, finish homework, and wind down, there’s barely a sliver of time left in the day.
Our school requires students to read for 30 minutes each night, but I can tell it’s not always happening. If it does, it’s often the reading they’re already doing for class — not something they’ve chosen for fun.
🎨 The Graphic Novel Generation
Let me say this upfront: I am thrilled that my students are reading. Truly.
Graphic novels are fantastic, and they’ve opened doors for so many reluctant readers. The art, the humor, the pacing — there’s so much to love.
But I’ve noticed that students are gravitating almost exclusively toward them because they can finish them quickly. They feel less intimidating. And while I absolutely count that as reading, I also want to help them experience the satisfaction of sticking with a longer story — one that unfolds over time and lets them really live inside it.
🧠 What the Research Tells Us About Focus and Executive Functioning
When students spend a lot of time switching rapidly between apps, games, or videos, it can tax the very systems in the brain that support sustained attention, impulse control, and working memory — all essential for reading longer texts.
So when a student says, “I just can’t focus,” it’s not always about motivation. Sometimes, their brain’s attention “muscles” are genuinely out of practice. The constant stimulation of digital media can make quiet focus feel unfamiliar — even uncomfortable.
But here’s the hopeful news: executive functioning skills are trainable. Just like physical muscles, they can strengthen with practice — and reading is one of the best workouts there is. Following a complex plot, remembering characters, predicting outcomes — these all build cognitive endurance.
So maybe the goal isn’t just to get students reading more books, but to help them rebuild their focus stamina — and rediscover the joy of getting lost in a story.
💡 What’s Working (So Far!)
I’ve experimented with so many ways to reignite that spark for reading:
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Book clubs
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Reading surveys
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Book talks
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Genre displays
Each one has had small successes, but lately, two ideas have really started to bring the magic back.
📚 The Super Secret Book Club
This one’s been a huge hit!
I wrap books in black paper so the cover is hidden, leaving only a short, mysterious blurb on the front and the barcode showing. Students love the mystery and the surprise — it feels like an adventure. They’ve started swapping hints and guesses, and the best part? They’re reading books they might never have chosen otherwise.
❄️ The Winter Reading Challenge
My students love a good challenge — especially when there’s a bit of fun involved. Over winter break, I’m running a challenge where students set personal reading goals, track their progress, and share what they’ve discovered. The buzz is already building.
I’m brainstorming smaller challenges too:
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“Read three books for a popcorn party.”
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“Finish a book and write a quick summary to earn time reading to service animals.”
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“Build-a-tent-and-read day” in the library.
Reading should feel joyful, social, and maybe even a little magical — not just another task on the to-do list.
🌱 What Librarians Can Do to Foster Focus and Executive Function
If our students are developing “popcorn brains,” then the library can be the place that helps rewire the poppers — slowly, intentionally, and with care.
Here are a few things that are helping me and my colleagues:
1. Create Deep Reading Moments
Build regular, calm, device-free time in the library. I call them “reading resets.” Students spend 15–20 minutes just… reading. No assignments, no goals. Just the story. Over time, their ability to stay focused noticeably grows.
2. Teach “Attention Literacy”
Talk openly about how apps and social media are designed to grab attention. When students understand why it’s so hard to focus, they start to take pride in reclaiming that focus back.
You can even frame it as “training your executive function” — the brain’s CEO that helps with planning, focus, and self-control.
3. Make Focus Visible and Fun
Try mindfulness breaks, reading journals, or Pomodoro timers to show what concentrated effort feels like. These small tools can help students build awareness and endurance.
4. Celebrate All Kinds of Reading
Keep graphic novels and quick reads front and center — they matter! But also keep nudging students toward that next step — the longer story that lingers. Use curiosity, mystery, and community to make those books irresistible.
💛 The Big Question
Even though I’m seeing small wins, I still find myself wondering:
How do we help students fall in love with longer books again?
How do we show them that taking time with a story — and really living in it — is worth it?
I think the answer starts with us — the librarians, teachers, and reading champions who model what it looks like to slow down, sink into a story, and enjoy the journey.
Because when students learn to stretch their attention, they’re not just becoming better readers — they’re strengthening the very executive skills that will help them succeed far beyond the library walls.
💬 Let’s Talk About It
Are you seeing this same trend in your schools?
What’s working for you to engage readers beyond the quick reads?
Let’s share ideas, keep experimenting, and keep cheering on our young readers — one page (or panel!) at a time.
Because in a world of “popcorn brains,” our libraries can still be the quiet, steady spaces where focus — and imagination — grow again. 🌿
📖 Further Reading
- “How Is the Digital Age Shaping Young Minds? A Rapid Systematic Review of Executive Functions in Children and Adolescents with Exposure to ICT- https://www.mdpi.com/2227-9067/12/5/55
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