Reading law : motivating digital natives to 'do the reading'

Teaching university students who do not do the reading before class is not a new problem for lecturers. This article considers barriers to reading and remedial motivational strategies specific to law students of the 'digital native' generation. Although there is some debate as to the actual extent to which the digital native generation does learn differently, this article does not seek to engage in discussions of cognitive psychology. Rather, the purpose is to demonstrate that there are tools, with which the digital generation as a rule are already familiar, which may be utilised by the academic in the task of motivating students to do the reading.