Stop the press, reading is dead, don't read all about it!
Reading is dying! Or so the headlines claim... Again?!
The irony isn't lost on me - I've been reading numerous articles about how social media and AI algorithms are killing reading. This isn't a new narrative. Back in 1984, Tefler and Kann worried about television killing reading achievement. In 1977, Anderson et al. raised concerns about fast-paced TV programs impacting kindergarten students' attention spans. In 1961, Belson documented newspapers and magazines declining as TV rose in popularity.
Each generation has its 'reading killer.' But here's what I've learned from endurance sports - it's all about priorities. As a multiple ironman finisher, ultra-marathoner, and general endurance fanatic people ask how I find time to train. Simple: when others choose Netflix, I choose to run. When others socialize over dinner, I would rather grab a coffee during a long bike ride. Not necessarily better choices, but definitely feeding different priorities.
Reading isn't less popular - it's competing for priority in an increasingly crowded field. Neuman & Prowder noted this pattern back in 1982: as priorities shift with age, reading for enjoyment decreases (they also found that television watching decreased as other activities challenged for priority, such as work). The issue isn't digital distractions or attention spans - it's about choices and how we prioritize reading, especially in education.
Look at current school practices: disconnected texts, one-size-fits-all read alouds, and anchor texts (the clue's in the name - an anchor drags). We've created an environment where reading is a task to complete rather than an experience to enjoy.
Human connection matters. Recently, I recommended books to some students. Soon they were recommending books back to me. One suggestion led to a student devouring everything by that author. That's how reading spreads - through genuine connection and shared enthusiasm.
When I'm leading a classroom, it doesn't matter which, there is at least 10 minutes of reading time. Everyone reads, including me. We share connections - text-to-self, text-to-world, text-to-text. Sometimes we write, sometimes we discuss, sometimes we just listen. We're not reading the same thing, we may not even be reading in the same format, but we're reading. I've watched entire science lessons transform into ethics debates because of what students were reading. Did I hit the planned objective? No. Did I inspire a love of reading and discourse? The Grade 10s' passionate debates suggest yes.
Here's what needs to change:
Get rid of:
Bring in:
All research shows that more choices mean less time per activity. That's human nature - our brains seek efficiency and we love diversity, doesn't it make us 'well-rounded' to balance 1000 hobbies... This drive gives us innovation but can lead us to overlook activities requiring investment, like reading.
Social media and AI aren't killing reading. Our choices are. And we can choose differently.
We've had this idea that 'all teachers are teachers of reading' for a while in various permutations, but has anyone actually stopped to ask what that looks like or what that means?
The solution isn't complex: create environments where reading is natural, necessary, and enjoyable. Where it's not just another task but a genuine tool for learning and growth. Where students read because they want to, not because they have to.
If we believe reading matters, let's prioritize it - especially as we 'redesign education' for this supposed 'future'.
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1 周Reading is far from dead, I’d suggest Danny. Arguably there are more youngsters and adults reading than ever before on digital mobile devices. However, the issue is associated with WHAT they are reading (social media hype and bullsh1t rather than crafted fiction, autobiography’s etc.) and HOW they read (snippets rather than chapters or complete books at a time).