Ahead of Viet Nam Book and Reading Culture Day on April 21, a series of online reading promotion programmes has been rolled out nationwide, creating a widespread ripple effect across the community. Previously, these activities were mainly organised in response to campaigns and focused on encouraging participation. They are now steadily moving towards a more systematic approach, underpinned by technology, data and user experience.
Among the most prominent is the online reading competition “Love Reading” 2026, jointly organised by Kim Dong Publishing House. Held in an online format and centred on familiar literary works, the competition has attracted a large number of students from across the country.
Rather than relying on traditional written reflections, participants are encouraged to read, comprehend and answer questions within a limited time, thereby creating a highly interactive reading experience. The change in format has also led to a change in approach, helping readers define clear goals, take part in challenges and have their results recognised. This is precisely what enables online activities to quickly attract large numbers of participants and generate a strong ripple effect.
Alongside nationwide competitions, many localities and schools have also taken the initiative in launching online reading models in diverse formats, such as book introductions through video, online storytelling, book cover design, and sharing reflections on social media. These approaches help students engage with books in different ways while also encouraging creativity, presentation skills, critical thinking and independent thought. In particular, reading space is being expanded significantly thanks to the digital environment.
In the past, reading mainly took place in libraries, classrooms or in private settings. Now, with only an internet-connected device, readers can take part in activities alongside thousands of other readers across the country.
Reading space has therefore become more flexible, no longer constrained by geography or time. This shift is helping to form a new reading ecosystem with the participation of multiple stakeholders: schools, families, publishing houses and social organisations.
Many programmes have encouraged parents to accompany their children in reading and participating in online activities, thereby creating a more connected and sustainable reading environment. When reading becomes part of family life, reading habits are more likely to be maintained over the long term.
From a market perspective, online activities are also generating clearly positive impacts. When a competition selects a specific book list, those titles immediately receive greater public attention. Rising demand for reading leads to greater demand for book purchases among parents, schools and learners themselves, thereby helping to boost publishing activities.
In addition to driving higher sales, these activities also help books spread in a more natural and effective way. When readers take part in competitions, share their reflections or introduce books on digital platforms, the content of those books is disseminated widely without relying entirely on traditional forms of promotion. This is a new trend in connecting books with readers, one that is well suited to the digital media context.
However, alongside these positive signs, the development of reading culture in the online environment also raises a number of issues that need to be clearly recognised. First is the risk of “reading quickly, understanding superficially”, as multiple-choice formats and time-limited contests may lead participants to focus more on finding answers than on absorbing and reflecting on what they read. If not designed properly, reading activities may be reduced to a purely technical exercise.
In addition, the online environment also contains elements of unfairness. Disparities in access to devices and internet connectivity between regions may affect opportunities for participation and competition results. Some contest formats, if not tightly monitored, may also give rise to outside assistance, reducing the meaning and value of reading.
Another risk lies in the tendency to chase form over substance, placing greater emphasis on participation numbers or engagement metrics than on content quality. If reading activities are swept into a spiral of competition and rankings without responsible guidance and organisation, they may drift away from their intended purpose and gradually undermine the core values of reading culture.
Given this reality, what is required is a balanced approach that harmoniously combines technology with depth of content. Alongside competitive activities, there should be greater emphasis on creative forms of reading such as writing reflections, holding discussions and presenting personal viewpoints, while also improving organisational mechanisms to ensure fairness, transparency and effectiveness. Only then can the digital environment truly become a space for nurturing reading culture, rather than merely a venue for movement-style activities.
In the context of strong digital transformation, applying technology to develop reading culture is an inevitable trend. But the core requirement remains preserving the value of reading, helping people gain deeper understanding, think more profoundly and develop in a more well-rounded way. When technology is used in the right direction, online activities should not merely open up a playground, but also serve as a bridge bringing knowledge closer to the community.
