Preserving books and igniting literacy amidst information noise
Every 17 May, Indonesia commemorates National Book Day. This date was chosen to coincide with the establishment of the National Library of the Republic of An Indonesia on 17 May 1980. The commemoration was initiated in 2002, born out of concerns regarding low reading interest and a weak national book ecosystem. Consequently, Book Day was never intended to be a mere ceremony, but rather a response to the anxiety that while the nation aspires to progress, it has yet to truly integrate books into its daily life.
The fundamental question today is not whether people still read books, but whether we still possess the patience to engage deeply with the ideas contained within them. We live in an increasingly noisy information age, where mobile notifications arrive before thoughts are even processed. On social media, opinions circulate rapidly before events are fully understood. In such an environment, books can feel archaic because they do not offer the instant gratification of short-form videos. Conversely, books demand time, attention, and a willingness to slowly enter the mind of another. Books do not merely provide information; they shape ways of thinking, teaching readers to follow arguments, recognise complexity, and understand context.
Today’s generation lives amidst a heavy flow of information, where access to data does not automatically equate to depth of knowledge. Many consume fragments, summaries, and short posts, which, while useful, are insufficient for forming a complete intellect. A society unaccustomed to long-form reading is more easily swayed by short slogans and instant conclusions. Complex issues such as poverty, education, the environment, politics, and technology cannot be understood through mere snippets of information.
The 2022 Programme for International Student Assessment (PISA) data provides a stark warning: the average reading score for 15-year-old Indonesian students is only 359, significantly below the global average of 476. More concerningly, only about 25 per cent of Indonesian students reached Level 2 or higher in reading proficiency. This indicates that the literacy problem is not just about low interest in reading, but a weakening ability to comprehend texts deeply. This data should serve as a reflective mirror for the nation. Countries that are serious about building a reading culture view books not merely as commodities, but as infrastructure for civilisation.
Finland, for instance, integrates reading culture into an inclusive national literacy strategy to support the quality of life for its citizens. Japan has long fostered reading habits in children through school libraries, bookstores, and public reading spaces, treating literacy as a long-term policy. South Korea promotes reading culture through the Reading Culture Promotion Act, viewing literacy as essential for intellectual development and lifelong learning. Norway demonstrates that preserving books means maintaining the publishing ecosystem; since 1 January 2024, its Book Law enforces a fixed-price system for new books to support authors, publishers, and small-town bookstores.
The experiences of these nations teach an important lesson: a reading culture does not grow from moral advice alone but must be supported by an ecosystem. Reading interest is not solely a matter of individual intent, but the result of a social environment where books are easily accessible, engaging, and a natural part of daily life. A nation that is serious about preserving books is, fundamentally, preserving the quality of its public discourse.