The article reports on the imbalance in the widespread use of multimedia in education and information, on the one hand, expanding opportunities to convey ideas, but on the other hand, leading to the erosion of reading as a culture-forming process. The purpose of the work is to identify the reader’s interests of young people, to determine genre preferences. Reader’s behavior at the turn of the XX—XXI centuries is constructed in the era of the dominance of screen culture and clip thinking. The relevance of the study of problems of reading among young people is associated with the acute social significance of the declining interest in books, the awareness of the flawed process of knowledge transfer between generations, which does not use a literary source. Russian and foreign scientists, recognizing the importance of reading for the development of a person’s personality, note a decrease in interest in it. Cultural decline is regarded by UNESCO as a worldwide problem. In modern Russia, there is a systemic crisis of reading culture, so it is important to search for possible means of attracting the younger generation to classical communicative resources. At the same time, attention should be paid to the potential of libraries as cultural centers of education, the role of literature teachers as guides to the world of literature, pedagogical, social and psychological research to identify changes in the reading taste and related life and personal attitudes of young people whose identity has traditionally been formed through reference to a variety of sources of information. The practical significance of the study of reading interests is associated with the identification of categories of reading youth, determining their genre preferences, the study of the dominant form (paper/electronic) in the choice of books.

reading, youth, survey, reading interests, genre, literature, self-development, culture, book, socio-cultural activities, crisis

Goryacheva O. N., Polkina G. M. Crisis in the reading interests of youth. Business. Education. Law, 2022, no. 2, pp. 210—213. DOI: 10.25683/VOLBI.2022.59.212.