Creative Reading: Scaffolding Reading for Transformation

Reading augmentation systems increasingly help readers process text at scale. While these tools address real constraints of time and cognitive load, they often implicitly frame reading as...

Creative Reading: Scaffolding Reading for Transformation

However, recent work on augmenting reading largely focuses on making reading more efficient, especially in knowledge-intensive contexts where people must rapidly make sense of research papers and other complex documents (Lo et al., 2024). These systems often aim to help readers skim, summarize, and synthesize large volumes of information in order to reduce cognitive effort and accelerate document- and corpus-level sensemaking at scale (Gu et al., 2025; Lo et al., 2024; Fok et al., 2023). At one extreme, the form of reading implicitly envisioned by these systems may resemble what we call “reading to discard”: extracting the essential, actionable informational core of a document as quickly and efficiently as possible, so that the rest can be swiftly tossed aside—much like we often process inbound mail. This motivates us to ask what scaffolding approaches might resist “reading to discard,” what alternative forms of reading we might scaffold, and what alternative views and values of reading might guide the conversation.

Creative Reading: Scaffolding Reading for Transformation

Reading augmentation systems increasingly help readers process text at scale. While these tools address real constraints of time and cognitive load, they often implicitly frame reading as information transmission, or "reading to discard," delegating interpretation and effort to the machine. Yet this delegation changes the outcome of reading. For example, in scholarly reading, deciding what a research text implies and why it matters is central to the work of scholarly production. We propose creative reading as an alternative goal: reading augmentation that supports readers in creating both readings and themselves as readers. By putting literary and narrative theories into conversation with scholarly sensemaking and creativity support, we present a provocation-oriented design space for valuing the process of reading as a way of preserving a plurality of readings and transforming readers over time.

Creative Reading: Scaffolding Reading for Transformation

Reading augmentation systems increasingly help readers process text at scale. While these tools address real constraints of time and cognitive load, they often implicitly frame reading as information transmission, or "reading to discard," delegating interpretation and effort to the machine. Yet this delegation changes the outcome of reading. For example, in scholarly reading, deciding what a research text implies and why it matters is central to the work of scholarly production. We propose creative reading as an alternative goal: reading augmentation that supports readers in creating both readings and themselves as readers. By putting literary and narrative theories into conversation with scholarly sensemaking and creativity support, we present a provocation-oriented design space for valuing the process of reading as a way of preserving a plurality of readings and transforming readers over time.

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