One struggle of education in the Humanities felt by a vast swathe or educators is that few students read. While I never shared this habit with my peers as a student I am quite familiar with the difficulty my teachers and professors have experienced. To muse about the problems in a rapidly modernizing society, or to pine away for a day when students spend their time away from phones and tablets are not things I will bring myself to do. Rather I have found that it is far easier to accompany a student through reading. To explain to them what they read and then allow themselves to find a way through it.
In classes in which a student who reads infrequently is tasked with digesting several large volumes, the easier route is to fumble their way through, taking what summaries and classroom information they can glean.
And for those students the process of skirting along the edges of literature comprehension can yield great profit or reward, but I would think that they suffer for it.
It is my own philosophy that people learn best when they are properly introduced to a subject, and then are allowed to explore to their heart’s content.
As a result a proper summary of a work should be provided to a student in order so that their feet can be placed on the proper path.
And for those students who do not have the time or care to full read a work; for those who believe that many works are too long; the TLDR is for them.