The project investigated how students read for academic purposes in digital environments, including when, how, and how much they read and the challenges they experience when engaging with lengthy or complex texts. Quantitative and qualitative research was used to examine students’ reading habits and evaluate the potential of digital reading and annotation tools. The project developed guidance, training sessions, and videos to help students select and use annotation tools effectively, with consideration of their benefits and limitations. It also produced workshops and resources to help teaching staff choose appropriate tools for developing higher-level literacy skills. By supporting text, audio, video, animation, and voice-to-text approaches, the project promoted more inclusive ways of acquiring, interpreting, and presenting ideas, arguments, and evidence. Its findings were also prepared for dissemination through a peer-reviewed publication.