Schools Without Books: A Digitalisation Trend or a Threat to Literacy

In classrooms today, printed books are increasingly hard to find. Replaced by tablet and laptop screens, the sound of turning pages that once filled the room is fading, replaced by clicks and swipes of the finger. Many schools in Indonesia have begun to implement a “bookless school” policy as part of the transition towards digital education. But is this step a move towards the future, or does it threaten the reading culture? 

According to a Katadata report (2023), Indonesia's digital literacy index in 2022 rose to 3.54 on a scale of 5. Although it increased, this figure remains in the medium category, particularly in terms of digital security and critical thinking. This shows that the adoption of technology has not been supported by sufficient readiness, including on the part of students. 

Digitalisation has indeed become a main focus of the government, as shown by the Merdeka Belajar programme, the provision of Chromebooks, and the Rumah Belajar platform. The COVID-19 pandemic further accelerated the adoption of technology in education. But after the pandemic, many schools still use online systems because they are considered more flexible and suitable. 

Although regarded as progress, the disappearance of physical books has its costs. Educators and parents are anxious that reading on screens may reduce the ability to focus and to understand deeply. Many studies show that reading long texts in print is more effective for developing reflective thinking than reading on digital screens. 

Indonesia is still struggling with low interest in reading. Although the figure of 0.001 in the UNESCO report is often debated, most agree that the public's interest in reading is still low. Replacing printed books with digital versions without improving the foundations of literacy could worsen this problem. 

Technology truly offers various advantages: access to thousands of open materials, interactive learning, and logistical efficiency. Teachers can monitor students' progress directly, while students can learn in their own ways. Digitalisation also supports the development of digital literacy, which is greatly needed in this information age. 

However, the use of digital devices also carries the risk of disrupted focus. Instead of concentrating on reading, students may switch to opening social media or entertainment apps. Physical books, on the other hand, tend to create a more enjoyable learning environment. 

Another very important issue is unequal access. Although the national internet usage rate has reached 78%, remote areas still lack infrastructure. Many students do not own personal devices or have to search for a signal to access digital content. This can widen the gap in education. 

From a psychological perspective, excessive screen use in children also affects eye health, sleep patterns, and cognitive development. Printed books offer a deep experience of touching, smelling, and marking pages that is hard to replace on a screen. 

Therefore, digital transformation in education must be carried out gradually and involve all parties. Simply switching from print to digital without a solid literacy strategy can actually cause confusion and injustice. This transformation needs to be supported by teacher training, digital literacy interventions, and balanced infrastructure investment. 

A school without books is not inherently a problem. It can become a symbol of progress if implemented properly. However, it can also become an injustice if access and preparation are unequal. Literacy is not only about how many books are read, but also about the ability to understand, analyse, and process information. 

If so, a combined approach—integrating physical and digital books—may be the most optimal solution. We are not choosing between books and screens, but determining how children understand the world. In pursuing technological progress, we must not lose the quality of our thinking.