vagabond filmmaker

When I asked why, a student answered honestly: It was too long, and she kept losing track of what the paper was about. This was not a remedial class: These were students who had cleared the admissions process and written essays good enough to get them here. Yet a routine academic reading assignment had defeated them.

Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote, and what I am seeing in my classroom is no longer a hunch. There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.

In February 2024, Adam Kotsko, who teaches in the Shimer Great Books School at North Central College, wrote in Slate that students who once handled 30 pages of reading per class meeting now seem “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.

The Chronicle of Higher Education’s 2024 investigation found the same pattern across institutions as different as the Stevens Institute of Technology and Wellesley College, where the average SAT exceeds 1400. Nicholaus Gutierrez, an assistant professor at Wellesley, told The Chronicle that the baseline for what students consider a reasonable amount of work has dropped so noticeably that he has cut his readings accordingly; a 750-word essay now strikes many students as long. At Stevens, the science and technology studies associate professor Theresa MacPhail described following the mantra of “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”

Worse, the national data tell the same story in colder language. On the 2011 National Assessment of Educational Progress (NAEP) writing assessment, which is the most recent comprehensive writing benchmark, only 24 percent of 12th graders reached the Proficient level, and just 3 percent reached Advanced; another 21 percent scored below Basic. The reading side of the ledger is worse, and getting worse fast: The 2024 NAEP results released in September 2025 show 12th-grade reading scores at the lowest level recorded since the assessment began in 1992. Thirty-two percent of 12th graders now score below NAEP Basic in reading, meaning that, in the assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” And yet more than half of these same seniors reported being accepted to a four-year college. That last sentence is the whole problem in one line: We are admitting a cohort that cannot read at a college level and are pretending otherwise.

Why is this happening? One reason, of course, is smartphones.

I came into teaching as a skeptic of the anti-smartphone argument: I had a phone in my pocket throughout high school and college in the 2010s, and I read long books anyway. I now think I was wrong, because the neuroscience has caught up. In a 2017 paper, Adrian F. Ward and colleagues at the University of Texas at Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — measurably reduces available working memory and fluid intelligence on cognitive tests, with the largest effects on the most phone-dependent users. A 2022 study by Motoyasu Honma and colleagues at Japan’s Showa University used near-infrared spectroscopy to compare reading on a smartphone with reading the same passage on paper, and found that smartphone reading produced overactivity in the prefrontal cortex, suppressed sigh generation, and led to general lower comprehension scores; the authors argued that the sigh inhibition and prefrontal overload were causally linked to the comprehension decline.

So when a student tells me they “kept losing track” of a 20-page article, I have to acknowledge that they may be describing a measurable neurological condition. The neural pathways that support sustained attention are built by use, and they atrophy without it. Your body is a use-it-or-lose-it system, and the brain is no exception.

Another reason for the decline in student reading capability is increasing reliance on generative AI. In June 2025, Nataliya Kosmyna and colleagues at the MIT Media Lab released a preprint titled “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — and monitored brain activity with a 32-channel EEG. The ChatGPT group showed the lowest neural connectivity of the three, with up to 55 percent reduced connectivity compared with the brain-only group, and “consistently underperformed at neural, linguistic, and behavioral levels.” Eighty-three percent of LLM users could not quote a single line from essays they had written minutes earlier. When the LLM group was forced to write without AI in a follow-up session, their brain activity did not bounce back to baseline; the researchers coined the term “cognitive debt” for the lingering deficit.

This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s engagement with writing tasks, and it is consistent with what those of us in front of classrooms are watching happen in real time. When I assign analysis, I am not trying to extract a polished product; I am trying to put the student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” It deprives them of building the strength to do any substantial cognitive work at all.

There is a final factor that is contributing to this decline in reading skills, and that is that the students arriving in my classroom today are the first cohort to have experienced Common Core-influenced reading instruction across the entirety of their K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” from disconnected short passages, the same format used on the standardized tests that increasingly determine school funding. The education scholar Natalie Wexler, among others, has documented this pivot in detail: Students drilled on “finding the main idea” in two-paragraph excerpts never build the stamina or background knowledge that longform reading requires. The pandemic then added fuel to a fire that was already burning. NAEP scores for 13-year-olds dropped sharply in 2022 and have not recovered. A 2023 EdWeek survey found that 24 percent of secondary-school administrators described pandemic learning loss in English and language arts as “severe or very severe.”

In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” The ability to read deeply and reason at length is fragmenting along class lines as ultra-processed digital media replaces text in everyday life, much as ultra-processed food has replaced cooking. Her longer treatment of the subject in First Things makes the more provocative case that we are witnessing the end of print culture itself, and with it the end of the cognitive substrate on which modern liberal democracy was built.

I see this stratification in the classroom and on the page every week. My students from districts that protected sustained reading through small class sizes, strict phone policies, and faculty who refused to teach to the test all arrive with their attention relatively intact. My students from districts that surrendered to devices and standardized testing arrive cognitively winded. A democracy that requires a literate electorate is now training one fraction of that electorate out of literacy while marketing to the other a “deep work” lifestyle as a luxury good. The students who cannot read a 20-page article today are the voters who will not be able to read a bill, or the jurors who cannot follow a closing argument, tomorrow.

I do what I can in my own classroom to address the problems. I break 20-page articles into two halves and assign the first half with explicit analytical tasks. I require exploratory writing before formal drafts. I model (visibly, on the board) how to track an argument across pages or distinguish a source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” the moment I step back.

But I want to be plain about the limits of what an individual instructor can do, and all of these solutions have costs. Scaffolding a 20-page article into halves compromises the integrity of the argument I am asking students to engage, just as modeling note-taking in a credit-bearing rhetoric course is using a college slot to teach a middle-school skill. None of the syllabi I teach are designed to deliver this type of cognitive rehabilitation, and pretending otherwise has produced credential inflation. We cannot keep conferring degrees on students who cannot do what the degree is supposed to certify.

I’m afraid I don’t have answers. I do, however, have some questions that may point us in the right direction. If higher education is going to respond to the reading crisis as a structural problem rather than a private burden carried by composition instructors and adjuncts, it has to stop avoiding the following questions: If a majority of incoming students cannot read at a level the curriculum requires, are we admitting students we cannot serve, or offering a curriculum we cannot provide?

Why are first-year writing and reading-intensive general-education courses still the most adjunctified, lowest-paid, highest-load corner of the university, at the precise moment when their work has become the most important work the institution does? What is the responsible institutional response for AI usage: Is it a syllabus statement, or a sequencing principle that requires students to demonstrate the cognitive work themselves before AI assistance is permitted?

Why are most college classrooms still phone-permissive by default? K–12 districts from Florida to California are now banning phones bell to bell; higher education has somehow lagged behind the public schools. Universities benefit from a pipeline they did not build and refuse to repair. What would it mean for a university system to invest seriously in the reading instruction happening in the high schools that feed it, rather than treating remediation as something to be quietly outsourced to first-year composition instructors?

The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that “students will adapt.” They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish students’ sentences before they’ve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."

— Tyler Jagt, 1 June 2026, "My Students Can’t Read"

Andy Goldsworthy

Early morning calm

knotweed stalks

pushed into lake bottom

made complete by their own reflections

DERWENT WATER, CUMBRIA

Searching for Taiga Bean Geese in Port Renfrew, BC

That controversial paper was born of the Cold War. To listen for Soviet submarines, the U.S. Navy installed chains of underwater listening posts in the Pacific and Atlantic. This network, known as the Sound Surveillance System, or SOSUS, picked up a deluge of oceanic noises. Some were clearly biological. Others were more mysterious. One especially enigmatic sound was monotonous, repetitive, and low, with a frequency of 20 Hz—an octave below the lowest key on a standard piano. This hum was so loud that people doubted it could be coming from an animal. Did it have a military origin? Was it produced by underwater tectonic activity? Did it come from waves crashing on some distant shoreline? The actual source only became clear when Navy scientists started following the sounds to their sources, and often found a fin whale at the end.

Human hearing typically bottoms out at around 20 Hz. Below those frequencies, sounds are known as infrasound, and they’re mostly inaudible to us unless they’re very loud. Infrasounds can travel over incredibly long distances, especially in water. Knowing that fin whales also produce infrasound, Payne calculated, to his shock, that their calls could conceivably travel for 13,000 miles. No ocean is that wide. Together with oceanographer Douglas Webb, Payne published his calculations, speculating that the largest whales “may be in tenuous acoustic contact throughout a relatively enormous volume of ocean.” The response was brutal. Leading whale researchers told him that his paper was pure fantasy. Colleagues hinted that critics had been questioning his mental health behind his back. “When you get to distances like that, people just refuse to believe that it’s true,” Payne tells me.

Payne’s work made a more positive impression on Chris Clark. A young acoustician and former choirboy, Clark was recruited by Roger and Katy Payne to be a sound technician on a 1972 trip to Argentina to study right whales. It was a thrilling and formative time. Camped on a beach beneath the Southern Cross, with penguins bumbling past and albatrosses wheeling overhead, Clark began listening to whales. He placed hydrophones in the water to eavesdrop on their songs and found ways of assigning specific recordings to individual whales. He went on to compile libraries of whale calls, recorded all over the world, from Argentina to the Arctic. And all the while, Payne’s idea of giant whales talking over oceans stuck with him.

In the 1990s, with the Cold War over and the threat of Soviet subs diminished, the Navy offered Clark and others a chance to observe real-time recordings from their SOSUS hydrophones. Amid the spectrograms—visual representations of the sounds that SOSUS picked up—Clark saw the unmistakable signal of a singing blue whale. On his first day, Clark saw that more blue whale vocalizations had been recorded from a single SOSUS sensor than had been described before in the entire scientific literature. The ocean was awash with their calls, and those calls were coming in from enormous distances. Clark calculated that one individual was 1,500 miles from the sensor that recorded it. He could listen to whales singing in Ireland with a microphone situated off Bermuda. “I just thought: Roger was right,” he says. “It is physically possible to detect a blue whale singing across an ocean basin.” (...)

Although blue and fin whale songs can traverse oceans, no one knows if the whales actually communicate at such ranges. It’s possible that they’re signaling to nearby individuals with very loud calls, which just happen to extend further afield. But Clark points out that they repeat the same notes, over and over again, and at very precise intervals. A singing whale will stop calling when it surfaces for air, and come back on the beat when it submerges. “That’s not arbitrary,” he says. It reminds him of the redundant and repetitive signals that Martian rovers use to beam data back to Earth. If you wanted to design a signal that could be used to communicate across oceans, you’d come up with something similar to a blue whale’s song.

Those songs might have other uses, too. Their notes can last for several seconds, with wavelengths as long as a football field. Clark once asked a Navy friend what he could do with such a call. “I could illuminate the ocean,” the friend replied. That is, he could map distant underwater landscapes, from submerged mountains to the seafloor itself, by processing the echoes returning from the far-reaching infrasounds. Geophysicists can certainly use fin whale songs to map the density of the ocean crust. But can the whales do so?

Clark sees evidence in their movements. Through SOSUS, he has seen blue whales emerging in polar waters between Iceland and Greenland and making a beeline—a whaleline?—for tropical Bermuda, singing all the way. He has seen whales slaloming between underwater mountain ranges, zigging and zagging between landmarks hundreds of miles apart. “When you watch these animals move, it’s as if they have an acoustic map of the oceans,” he says. He also suspects that the animals can build up such maps over their long lives, accruing sound-based memories that lurk in their mind’s ear. After all, Clark recalls veteran sonar specialists telling him that different parts of the sea had their own distinctive sounds. “They said: If you put a pair of headphones on me, I can tell you if I’m near Labrador or off the Bay of Biscay,” says Clark. “I thought that if a human being could do this in 30 years, what could an animal do with 10 million years?”

The scale of a whale’s hearing is hard to grapple with. There’s the spatial vastness, of course, but also an expanse of time. Underwater, sound waves take just under a minute to cover 50 miles. If a whale hears the song of another whale from a distance of 1,500 miles, it’s really listening back in time by about half an hour, like an astronomer gazing upon the ancient light of a distant star. If a whale is trying to sense a mountain 500 miles away, it has to somehow connect its own call with an echo that arrives 10 minutes later. That might seem preposterous, but consider that a blue whale’s heart beats around 30 times a minute at the surface, and can slow to just 2 beats a minute on a dive. They surely operate on very different timescales than we do. If a zebra finch hears beauty in the milliseconds within a single note, perhaps a blue whale does the same over seconds and minutes. To imagine their lives, “you have to stretch your thinking to completely different levels of dimension,” Clark tells me. He compares the experience to looking at the night sky through a toy telescope and then witnessing its full majesty through NASA’s spaceborne Hubble telescope. When he thinks about whales, the world feels bigger, stretching out in space and time.

Whales weren’t always big. They evolved from small, hoofed, deer-like animals that took to the water around 50 million years ago. Those ancestral creatures probably had vanilla mammalian hearing. But as they adapted for an aquatic life, one group of them—the filter-feeding mysticetes, which include blues, fins, and humpbacks—shifted their hearing to low infrasonic frequencies. At the same time, their bodies ballooned into some of the largest Earth has ever seen. These changes are probably connected. The mysticetes achieved their huge size by evolving a unique style of feeding, which allows them to subsist upon tiny crustaceans called krill. Accelerating into a krill swarm, a blue whale expands its mouth to engulf a volume of water as large as its own body, swallowing half a million calories in one gulp. But this strategy comes at a cost. Krill aren’t evenly distributed across the oceans, so to sustain their large bodies, blue whales must migrate over long distances. The same giant proportions that force them to undergo these long journeys also equip them with the means to do so—the ability to make and hear sounds that are lower, louder, and more far-reaching than those of other animals.

Back in 1971, Roger Payne speculated that foraging whales could use these sounds to stay in touch over long distances. If they simply called when fed and stayed silent when hungry, they could collectively comb an ocean basin for food and home in on bountiful areas that lucky individuals have found. A whale pod, Payne suggested, might be a massively dispersed network of acoustically connected individuals, which seem to be swimming alone but are actually together."

Here (and pictured blow) is a link to the book the above passage is from, which is by renowned and Pulitzer Prize-winning science journalist Ed Yong. And here's a link to the young readers version, for any young readers or people who know them!