Literacy

Tuesday

Katherine Dee

Are we becoming post-literate?

Everybody is suddenly recognizing, almost in unison, that many major of the cultural shifts in recent years were accelerated, if not explicitly caused, by Covid lockdowns. In confinement we went online and when we spent more time in cyberspace than in meatspace, our brains began to change. The most significant shift is that we have turned away from books and reading, and as a result our attention spans are collapsing. The screen is eclipsing the page. In the US, reading for pleasure has crumbled; in Britain, a third of adults no longer read books at all. The “reading revolution” that expanded consciousness in the 18th century is in retreat. But what’s emerging is not illiteracy: it’s post-literacy. We are becoming post-literate.

post-literate

Tuesday

Eva Terry

A fireside chat with Usha Vance

Washington, DC Usha Vance is on a mission. This year's low reading scores have shocked the White House into action – so they have placed the Yale-educated Second Lady at the helm of the reading recovery ship. But as well as addressing faltering childhood literacy, Vance has a host of other tasks to complete for the Trump administration. Vance described her role in Trump 2.0 at the annual US-India Strategic Partnership Forum hosted at the Waldorf Astoria in DC Tuesday. It includes reading challenges, the Special Olympics and US-India relations – fueled by her children's interactions with the country's Prime Minister Narendra Modi. The conference followed the launch of the "Second Lady Summer Reading Challenge.

usha vance

Thursday

Philip Womack

We’re losing the ability to read

From our UK edition

A recent American study, called ‘They Don’t Read Very Well’, analyses the reading comprehension abilities of English literature students at two Midwestern universities. You may be surprised to discover that the title is not ironic. That they don’t read very well is an understatement along the lines of Spike Milligan’s ‘I told you I was ill’. The study’s subjects were given the first paragraph of Charles Dickens’s Bleak House, and asked to read it out loud, parsing the sentences for meaning. A doddle, you’d think, for anyone reading Eng lit at a university. Well, you’d be wrong. Most participants were unable to elicit a scintilla of sense from Dickens’s prose. It’s as if, dumbfounded, they’d been confronted with Linear B.

Tuesday

Dennis Duncan

The Assyrians were really not so different from us

From our UK edition

Among the most striking and memorable exhibits in the British Museum are the Assyrian reliefs depicting the royal hunt. These huge panels show the king, Ashurbanipal, shooting, spearing and stabbing a succession of lions, albeit ones that had been trapped beforehand and released from cages for the occasion. It is a magnificent work of art, carved in the city of Nineveh – on the outskirts of modern-day Mosul in northern Iraq – around the middle of the 7th century BC. My favourite section shows the king on horseback, riding full pelt, with no reins in his hands but only his bow and arrow.

Tuesday

David Honigmann

An AI visionary looks forward to the best of all possible worlds

From our UK edition

In 1993 Vernor Vinge popularised the notion of the Singularity – the point at which exponentially accelerating trends in multiple technologies move out of control in an endless positive feedback loop. Vinge was a science fiction writer; Ray Kurzweil is not. In 1993 he had already pioneered optical character recognition and synthesisers that could precisely mimic real instruments. His mission crystallised into making Vinge’s conceit a reality. He is principal researcher and ‘AI visionary’ at Google – and principal proselytiser, too, through any number of portentously titled books. The Age of Spiritual Machines (1999) set out his stall; The Singularity is Near (2005) staked a claim for human-level intelligence in computers by 2029 and a generalised apotheosis in 2045.

Wednesday

Marc Oestreich

Why can’t America produce proficient teachers?

“Record drops in teen math and reading scores.” “National Math, Reading Scores Hit Historic Lows.” “Test Scores Flashing Red!” The headlines roll in weekly, each more alarming than the last. In February, twenty-six schools in Baltimore failed to bring a single student up to the most basic math requirements. The same month, sixty-seven schools in Illinois couldn’t produce a single proficient reader. We’ve reached a national education crisis, and its roots run deeper than many are willing to admit. The pressing question is: why can’t America produce proficient students? But perhaps a more crucial question is: why can’t America produce proficient teachers?

teachers teaching

Thursday

Dennis Duncan

Is writing now changing the world for the worse?

From our UK edition

How do you feel about writing? Does that sound like a bizarre question? OK, what about this? Do you worry that you don’t read enough? About the encroachment of screen time into book time? About the decline of letter-writing or penmanship? In universities, where ChatGPT has made a nightmare of written assessments, lecturers have had to fall back on viva voce interviews to determine whether students are the true authors of the essays they submit. My hunch is that writing – the idea of writing – is now more fretted over than celebrated; that what we feel towards this venerable invention is, on the whole, something like a complex of anxieties. At the same time, of course, there is a wild negativity bias going on here.

Tuesday

Peter Wood

The slow death of ‘balanced literacy’

To start a fire, you need a match, something that burns and air. So to speak. If you don’t have a match, you can use flint, but that takes patience and skill. What you burn should have a low combustion point. And the air should have sufficient oxygen. Starting a fire, like starting anything, has predicates: the things you need before you can truly started. But when it comes to education, some people believe we can go directly to the steak sizzling on the grill, never mind the preliminaries. This hastiness never works out very well. The latest example is the slow death of “balanced literacy.” That’s the approach to teaching children how to read that was championed by Professor Lucy Calkins, from her perch at Columbia University’s Teachers College Reading and Writing Project.

literacy

Monday

Peter Wood

Stop reading

Like you, I enjoy reading. I know, of course, because you are reading this. But perhaps you also share my interest in preventing others from reading. In case you are not yet enlisted in the Restricted Literacy Movement, allow me to point out our three basic claims. (Call it RLM, why don’t we: acronyms don’t have to be read, after all.) First, literacy beyond the rudimentary has become unnecessary. Most people can do their jobs and find fulfilling leisure without it. Second, attempting to produce literacy in the unwilling is an expensive, typically futile undertaking. Third, literacy is simply harmful to many who have acquired it. It engenders discontent, self-doubt and destructive impulses.

reading