Despite reading being recognized as a core academic skill, surprisingly little research has been undertaken into university lecture reading requirements. This article reports on the trial and evaluation of a minimalist reading model developed for students in arts and education subjects. Comprising annotated extracts from full texts ‘linked’ wherever possible via hypertext mark-up language to glossaries, e-dictionaries and online translation services, the minimalist model was intended to rethink pre-lecture reading requirements and conventional approaches to designing reading lists at the tertiary level. Findings indicate that while students are generally receptive to the redesign of conventional approaches to pre-lecture reading in the disciplines sampled, several participants expressed reservations about the model. The research provides insights into the study mores of the contemporary university student and re-emphasizes the need to ensure the diversity and complexity of the student cohort is catered for by educators and university managers as far as practicable.