The Anishinabek Nation stands in solidarity with Namaygoosisagagun First Nation, which has experienced devastation from the recent wildfires, displacing all citizens from their homes and community.
In the spirit of Ngo Dwe Waangazid Anishinaabe (One Anishinaabe Family), the Anishinabek Nation is accepting donations on behalf of Namaygoosisagagun First Nation to help the community navigate through this crisis. If you are able to, please donate via e-transfer to: [email protected]
Donations can also be made by credit card through PayPal or Canada Helps with further information at https://an7gc.ca/donate/
100% of donations are dedicated to supporting Namaygoosisagagun emergency response and community recovery efforts.
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You gotta be able to take an L if your moral and ethical belief systems are to be capable of guiding you. Otherwise you just have an idealized self where you get really mad and scared when anyone points out it isn't actually you. How the fuck are you gonna walk the walk if you can't handle being told when you are not, in fact, actually walking it
you cannot just socially transition into being a good person you are going to have to settle for being a messy human being who has to try and fail and keep trying to get better like everyone else. yeah even when it's embarassing and sucks for you a lot.
ok so, I approached my local library with a proposal to donate a mural as a way to A: build portfolio/gain practical experience and B: give back to a beloved public institution. The director was very enthusiastic about it and i've been working on it since the beginning of March. Come with me as I endeavor to paint what is in all honesty an excessive amount of birds
I wanted the birds to look like they were actually in the space so first thing after doing the draft was to do a lighting study
after that I covered the walls in letters in lieu of a projector/vr headset bc i have neither of those :) Then i take a picture of the section of wall and superimpose the lineart over top of it so I can pencil in the lines
et voila
and that was a whole week on it's own so next comes the paintin' >:)
my chains are broken i am FREE. although i did have a great deal of fun with this, the barring on the wings itself took me like four days and i am READY to move on
this was a week and a half of continuous work so please excuse me for getting a little emotional in the bg 🙏
BIRD NUMBER 10!!! The Male Mallard Duck, Anas platyrhynchos
the male and female ones are gonna be posted separately bc they're taking a lot longer lol but yea! super happy i was able to capture the iridescent green of the head, i found metallic green and blue paint at a craft store that really made his head POP. it looks better in person i promise
ALSO!! As this is the 10th one, BIG announcement. The end is in sight!!!!! I plan to finish within the next 3 weeks and there will be a small dedication ceremony/ unveiling happening at the library to commemorate its completion on the 16th of May. If you live in the Western New York region and want to check it out for yourself shoot me a dm!
Also thank you everyone for your kind words and support throughout this whole process, it's been a genuine treat thinking there are potentially thousands of you out there cheering me on while I paint this 🥹
we're movin right along with bird numero 11!! The lady Mallard!! Anas platyrhyncos
the 16th is looming in the distance so i'm trying to get thru these as quickly as i can so i can have as much time for the GBH as possible. i still need to do the names next to all of them so i've got about a week and a half to finish everything which is GREAT because i have adhd and nothing gets my ass in gear like a fuckin deadline, let me tell you
power couple that they are, here's bird number 12 and 13,
the Northern Cardinals, Cardinalis cardinalis
and NOW that they are complete, ITS GO TIME, in the next five days (library's closed for mother's day 😭😭) i need to have the GBH fully rendered, the names of the birds vectored, weeded, masked, applied to the wall, and then painted, plus additional cattails throughout. I may be able to get away with just getting the GBH done in time for the unveiling and then just have the names and cattails added later, but i'm gonna really try to get it all done in time. BUT, i have a plan. Part of why i take so long on these is because i really am just figuring it out as I do it lmao. there have been many a time where i am sitting on top of the ladder googling "how to paint birds" but I think if i take the time tomorro to do all that figuring out how to approach it beforehand, this will go a lot faster. I may also recruit some of my artist friends to help with the placing of the names... hrmm we'll see.
Anyways, shout out to the librarian who tracked down exactly the thing i needed so i could figure out where to place the highlights in my birds eyes, ur the real mvp
thank you to everyone who reached out or got excited about this project, it genuinely gave me the fuel i needed to keep going. In total, the 480+ total hrs it took me to cover this wall pales in comparison to how long its expected to spend on there, hopefully imparting a sense of beauty and love for the natural world to the next generation and here's hoping i'm only getting started with these.
one of my favorite bits in lord of the rings is something the movies didn't really try to do because it's entirely internal, but sam's carrying the ring and it starts trying to do its work on him, so he's having these intrusive visions of himself marching at the head of a vast and terrible army, and he just starts laughing because, me? samwise gamgee? sam gamgee the general sam gamgee the dark lord are you for real? man i just want to go home and do some gardening. and the ring gets frustrated and it starts trying to figure out other stuff that would actually tempt sam and it's finally like, okay, but hear me out: imagine if you could have...A REALLY REALLY BIG GARDEN
Oh ur straight??..... so which one of you in the relationship just tries to eat carbs and sugars and which one is desperately trying to get the other some Nutrients
This was genuinely what it was like growing up in New Agey circles btw, my mum's friends would come round like "So I went out to the woods this weekend and fasted and meditated and I had a vision of the Sacred Stag and all my guardian angels and I asked them how to find love and they said that I need to focus on my own healing first and stop repeating cycles of the past" and then the very next week it'd be like "So I'm back with James again" girl..... the Sacred Stag could not have been more clear....
"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 “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"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
Speaking as a childhood Harry Potter fan, the enduring persistence of its popularity including amongst adults is 100% because it is slop without substance.
It flirts with the idea of rebellion and emancipation from slavery but ultimately discredits those notions by having the rebel leader become a lead cop in the institution that was repressing him and by making emancipation seem silly.
It reflects the chauvinisms of a British aristocrat who offers an impossible narrative of an abused child escaping abuse through the purity of their Aryan magic blood. It’s a fantasy that doesn’t even pretend to offer catharsis or self-actualization, merely hundreds of pages of occasionally racist drivel about a special little boy who joins the SS after reforming them from the inside.
That’s why it has maintained such reverence - because it doesn’t actually offer a subversive story but the aesthetic of one while reflecting the conservative biases of the author. It speaks to a certain liberal perspective that is progressive only so far as the oppressed don’t hurt their feelings.
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