hearing anything about the nolan odyssey is so funny. it's like "they cut the extremely important and infamous nobody scene" "the cyclops is a giant puppet that they put in an actual historical cave + gave circe animatronics for her pig transformation instead of cgi" "they dumped plastic skeletons in an environmentally protected location they were not supposed to be in" "they recreated ancient greek instruments in order to have an accurate score" "all of odysseus's agency is basically gone" "anne hathaway actually learned how to weave ancient looms" "the women in this movie are treated like shit" "they actually buried actors alive to get those underworld shots" "did you see what the fuck zendaya was fucking wearing holy shit you can't DO THAT, MA'AM" "what do you mean there was a legitimate epic the musical reference" "NOT A SINGLE FUCKING GREEK WAS CAST IN THIS MOVIE"
like did nolan have two guys standing at his side at all times whispering ideas in his ear and one told the truth and the other told lies and they didnt tell him which was which until they wrapped production cause
Not to sound like a decrepit, rambling corpse about it, but back in my day Word used to be a pre installed program that came with your computer, if you were running Windows.
No subscription. Just program.
On your computer. You got to use it forever and ever and never had to worry about it going away.
Because it was physically on your computer. As a program. That you actually owned. Not because you got it separately, but because it was a standard inclusion with your computer.
I'm sorry but I'll just never get over it. I remember when companies cared about their products being usable out of the box. I remember when our things belonged to us.
Old man shaking fist at cloud, wherein the cloud is the background of the Windows 98 logo.
ever since i was a little girl i knew i wanted to deny location sharing and turn off personalized ads and reject all non-essential cookies and not set up siri and face ID
"Six weeks into the term, I assigned my rhetoric and writing students a 20-page article. It was the same length I had assigned for five years and the same length I had read without complaint as an undergraduate a decade ago. Not one student finished it.
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 āintimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.ā Crucially, he added that this is ānot a matter of laziness on the part of the studentsā but of underlying skills they were never given a chance to build.
The Chronicle of Higher Educationās 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 āmeet your students where they areā for so long that she has begun to feel ālike a cruise director organizing games of shuffleboard.ā
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 assessmentās own language, they likely ācannot draw general conclusions based on concepts presented explicitly in a text.ā 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 Austinās McCombs School of Business showed that the mere presence of a participantās smartphone ā whether that be face down, powered off, untouched, or across the desk out of vision ā 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 Japanās 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 ākept losing trackā 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 āYour Brain on ChatGPT.ā They divided 54 participants into three groups writing SAT-style essays ā one using ChatGPT, the second group using a search engine, the last group using nothing ā 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 āconsistently underperformed at neural, linguistic, and behavioral levels.ā 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 ācognitive debtā for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brainās 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 studentās mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not āfree students up for higher-order work.ā 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 Kā12 schooling. Whatever the standardsā original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling āevidenceā 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 āfinding the main ideaā 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 āsevere or very severe.ā
In July 2025, the journalist Mary Harrington argued in The New York Times that āthinking is becoming a luxury good.ā 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 ādeep workā 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 sourceās claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into āthis is goodā and āmaybe add more detailsā 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.
Iām afraid I donāt 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? Kā12 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 āstudents will adapt.ā 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 studentsā sentences before theyāve 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."
ā Tyler Jagt, 1 June 2026, "My Students Canāt Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
I want to be very clear on this: it is not just dependence on smartphones and phones causing mental atrophy. It's that for decades we have taught Three Cueing System as a way to read, and while we are now beginning to correct, it is catching up with us. The reliance on smartphones and short form video are in part a result of illiteracy, not necessarily a cause of it, because we have failed to give students the tools to actually read but also paired it with the belief that they can read. They do not seek remedial reading help but blame the materials for being unclear or too difficult, when the fundamental problem is that the more complex the text, the less functional the three cueing system is. They are often quite literally guessing what the text says by searching for words they recognize (or think they recognize but cannot verify) and texts rapidly become impenetrable nonsense. Of course people will reach for their phones when 90% of the text they encounter in their daily lives and schooling is not accessible to them!
I do think you lose your right to medical privacy when you decide to become a politician and it is mad fucked up that these people hold our lives in their hands and are allowed to disappear for months on end with no explanation. You need a doctorās note to miss school for a cold but we have no clue if Mitch McConnell is dead or alive and Tom Kean was allowed to fuck off for 4 months without telling the public why. I donāt give a fuck about your privacy, youāre not protecting my privacy, if youāre leeching tax dollars and partying it up in a rich person rehab resort somewhere while your constituents vote against our access to healthcare, we should be allowed to know. Fuck you. I say this as a disabled person, Iām always having to explain the nature of my disability and the details of my health but weāre not allowed to know what the fuck is going on with these people.
ātumblr is nice because itās anonymous and irrelevant so it doesnāt affect my real life in any way.ā Wrong. if you are on here for long enough the words of your mortifying adolescent internet diary will be written on the subway walls and tenement halls and out of the mouths of coworkers and over the faces of tiktokers and and in reddit screenshots posted on instagram sent to you by your friends and in ai dupe novelty t shirts and in the smiles of strangers repeating bits you forgot you left lying around on here when you were a teenager. and also pinterest.
stupidest most mortifyingest ways this has happened to me so far
-first ever time was in high school when a friend told a joke from a post or something at marching band practice and I got super aggro and was like how did you find me and found out she did not know it was me. Sorry nicš
-screenshot of own post sent to me by friends with some variation of ālol you would find this funnyā āthis reminded me of youā or āthey write like you talkā x15-20 times
- go over to this girlās house to watch a movie in grad school. one of my dumb ass posts abt a book series she liked was printed out and thumbtacked to the bulletin board by the door.
-screenshot of a 15 note flop post I wrote otw to class showed up on a girl I had just met in collegeās instagram story
- someone I met from the other side of the country at a networking thing repeated phrase I wrote in stupid joke post the year before
- got told āthis is kinda dumb lolā by irl oomf and shown a TikTok of someone repeating something I wrote verbatim but less funny
- told my friend a story abt something funny that had happened to me earlier this week. He was like I know you stole this from Reddit you donāt have to lie. Whipped out his phone showed me a screenshot of my own post.
- quoted in an article on polygon dot com as āviral tumblr user.ā I didnāt use an article for comedic effect and they [sic]ād me. I found out about this happened to me because my father sent it to me and was like isnāt [article subject] interesting have you noticed this happening in your life
something something extremely sexy when magic users resort to physical violence. yeah i have the power of god and anime on my side but i also have THESE HANDS. i cast Punch You In The Face. i take my magic staff through which i channel the vast energies of the elements and the cosmos and i cast Severe Concussion And Skull Fracture. casting time for xenoglossy too long, chose the quicker route of Stab You In The Throat.
Hey hey, as a librarian, can I just say donāt pace yourself at the library. I get a lot of customers saying āoh I shouldnāt get too many books out at onceā but like you should!!!! Max out your card, take everything we have on a subject youāre interested in, make a book fort in your home. We love that shit! It doesnāt matter if you read them or not; just take them for an adventure and bring them back whenever theyāre due!
For public libraries, one of the ways we secure funding year to year is lending. Governments donāt want to fund more books if theyāre not being used and the way we measure use is by issues. Regardless of whether you read it or not, whether you have it for a day or a month, if you issue it to your library card, we get the stats! It makes the library look good!
Help your local library; get books out even if you know you canāt read them all!
Baby Bat Blog Since 2012 @animemeg27 - Tumblr Blog | Tumgag
