Hey y’all are there like actual online person to person welsh classes for a fuck ass American who feels stuck in their progress and relies to much on the welsh dictionary and grammar book and translators because I would like to be able to make an in depth post WITHOUT using those things for once. I feel like a fraud!
I have tried preply, the results I get are slim to none.
The Madog Center classes are fantastic! They do cost money but they’re not too expensive and the instructor I had a couple years ago was very nice and fun. https://www.rio.edu/campus-life/campus-facilities/madog-center-welsh-studies/welsh-language-classes
"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.
I am whatever the opposite of a speed runner is. I am a game meanderer. I have to look at literally everything. I am overly cautious in every way. I forget to pause and wander away from the game. I take a minimum 7 hours to get through any given level. If you give me a timer I will cry.
Dod nôl for another week of Welsh music suggestions! This week, I've got something a bit more downtempo, RnB and electronic, but it does come from a rock musician.
Lloyd Steele spent years as the guitarist with the celebrated hard rock band Y Reu. During lockdown, with the band unable to meet or do much live, Lloyd returned to his dayjob of being an engineer full-time, but also found a little time to release his debut solo release, a relaxed, peaceful electronic track called Mwgwd (Mask). That came out in 2022, and the song explores his own identity as a gay black man in his smaller Welsh speaking community. He's released a few more equally lovely singles since, and seems to be returning to collaborating this year with an electronic artist called Crwban.
they should invent a searching for jobs that doesn't open a miles-deep pit of despair and rage within me that gets deeper and wider with every scroll because it's all shit that is impossible for me to do because I am not a real human like other people
It's very endearing to me how many people are willing to keep an eye on a video feed so they can push a button and let a fish in the Netherlands get to the other side of a dam.
It is genuinely baffling to me, in a very kind and positive way, especially coupled with the local news continually going several shades of 'wtf, this thing is a roaring success again and we don't quite get why'. They've already quadrupled their capacity for simultaneous clicks and it's still nowhere near enough and there's just... Bewilderment.
I think people want to help the environment in small but tangible ways, which is hard right now because of.. well... because of The Horrors. And being able to say 'wow! I helped this creature cross a dam' makes you feel good.
I also think that most people can relate to a small, helpless creature trying to get from one place to another and there's a FUCKIN WALL in the way.
But to come back to point 1- Citizen Science fills a hole in the soul that wanted to go out on adventures and discover things when we were younger, but the study of it was hard or we didn't have the money or our schools were garbage. But you don't have to have a degree to do things like... press a button or download and use an app, or count or transcribe notes.
Anyways- here's some Citizen Science links if the Fish Doorbell makes you feel happy and you yearn for more ways to help scientists do stuff:
Foldit (folding proteins)
Fathomverse (sea animals)
Project Monarch (butterflies)
Bioblitz, an event where citizens identify as many species in an area within a period of time
Species Watch (animal species)
BOINC’s Compute for Science
Zooniverse is a website that hosts information on many citizen science projects
Label trees in aerial photos
Count cells in fossils and modern leaves
Digitize Atmospheric Data
Count penguins
US-based Citizen Science Database
eBird (bird identification)
Merlin (bird identification by sound)
iNaturalist (nature identification)
MapSwipe (collaboration between several Red Cross organizations and Doctors Without Borders, update vital geospatial data)
Mild rant from me about Hans Zimmer's involvement in Dragon Age:
I just think it's such sellout behavior to hire expensive movie composers (Zimmer is also known to be a transphobic asshole lol) known for their blockbuster soundtracks for your game when you already had the most iconic soundtrack ever for the previous installment, except the composer was lesser known.
Most people hear the swell of violins and immediately think it must be the best soundtrack ever, but if I am really honest, the DATV soundtrack so far sounds like the most generic slopfest with the laziest leitmotif I had the misfortune to hear in a long while.
Hiring people for their name alone is something I find incredibly shameful. Like I cannot even put into words how nasty it is in my eyes, because it actively takes away from lesser known creatives in the industry who could have made a name for themselves. And it doesn't matter to me if Zimmer only did the Main Theme or whatever, because in that case, it shouldn't be his name that is plastered everywhere but Balfe's! But everyone is talking about Zimmer anyway for exactly the reasons I already mentioned.
Even just the thought of how expensive this endeavor must have been... That money could have gone to other, more important places, easily. It makes the layoffs also that much more bitter in my eyes. Idk. I adore Dragon Age and I am still a huge fan and I will play it, but stuff like that make me angry. I don't need some Zimmer who has been sitting his ass on his laurels from 10 years ago in my franchise. I'd rather have a no name person, or Trevor Morris, to get a chance again.
One of the craziest things about Dragon Age (and this might help those of you who don’t go here kind of understand what people are yelling about in the coming months) is its lore. But I don’t mean that in the way you’re probably thinking.
I mean, quite literally, the way it presents its lore to you. In picking up notes and books as you go along and sifting through the codex, the game effectively asks you to act as an anthropologist. You’re met with a host of primary and secondary sources, some many hundreds of years apart from one another, written by anyone from the highest Chantry scholar to John Farmer, and you’re meant to constantly be questioning every piece of information you’re given. What biases are present in what I’m reading? What is fact and what is complete fabrication and what is, potentially, a slightly twisted version of a fact? How does one source potentially contradict another? The lore is one giant mystery-puzzle that you get to piece together across three games, and what conclusions you draw are going to be entirely different from someone else’s, and so on.
And yet, the series still does something even cooler than any of that. You realize, at a certain point, that this idea you have been engaging with on a meta-level — this idea that history is biased and fallible, that it’s written by colonizers and conquerers, genocidal racists and religious zealots, that the ability to control historical narrative is the prize you win for spilling the most blood — that idea is one of, if not perhaps THE most important, overarching theme of the series. The way that we remember history — what we remember and what we don’t, and why — and the impact that has on people on a sociological, political, cultural and psychological level, on both a macro and micro scale. It’s the entire thesis of the series’ main villain’s whole motivation.
And there’s gonna be a lot of people that don’t care about all that but me personally it makes me want to gnaw on a cinder block and scratch at my walls
I’m still mad about this because it happens frequently. Students at all levels of education need library and research instruction–they should get it before graduating high school, they should be getting it in several different classes in college, and there should be something in grad school–seriously, there are people in my master’s program who don’t know anything besides Google.
And don’t say “they should have learned in [previous level of university education].” Do you think every person continues education within a few years of their first degree? THEY DON’T. Even if they did get a then-good introduction to research, you think nothing changed between 2008 and 2018? How about the doctoral student I met today whose last degree–and last experience with academic libraries–was in 1996? How about the guy in my master’s cohort who got his bachelor’s degree in 1987?
Because look. See that very specific topic the student wanted? There may or may not be actual scholarly articles about it. But here are a few things you can do:
First, zoom out. Start broad. Pick a few phrases or keywords, like “tech companies” and “culture.” See what comes up.
Actually, back up. First, does your library’s website search include articles, or do you have to go into a database? My library’s website searches some of our 200+ databases, but not all. And you’ll need to find (in advance search or adjustable limiters that pop up after your initial search) how to limit your search to scholarly and/or peer-reviewed articles.
What other keywords are related or relevant? For the search above, you could use a combination of “silicon valley,” “company/ies” or “organization/s,” “sharing,” “collaborative,” “workplace culture,” “social culture,” “organizational culture,” and those are just the ones I can come up with off the top of my head.
Did you find something that looks promising? Great! What kind of subjects/keywords are attached (usually to the abstract, sometimes in the description section of the online listing)? Those can give you more ideas of what to search. Does it cite any articles? Look at those! Some databases (ilu ProQuest) will also show you a selection of related/similar articles.
If you’re researching a very specific topic, you may not find any/many articles specifically about your subject. You may, for example, have to make do with some articles about west-coast tech companies’ work cultures, and different articles about creating sharing/collaborative environments.
That said, this student did the right thing: they tried what they knew to do, and then reached out for help.
Also: Everyone has forgotten how to browse the stacks. As in, find a book that’s relevant, go to the stacks, then look at what’s near it on the shelf. You will find stuff that way that would never turn up on a search. It really works and can be a useful supplement to electronic research even though it involves your corporeal form and books made out of paper.
my law school requires a legal research class. you take it as a 1L, and it’s mandatory. you are signed up for it automatically along with all your other 1L courses. it’s a wise thing to do, because you’re fucked as a lawyer if you don’t know to find, you know, the law.
I have a library and information science degree, which I often refer to as a degree in google, and I’m only being a little facetious with that. I often impress people with my ability to find things online, but it’s only because I’ve taken so many classes in research methods that I know how to phrase a search well. It’s so important, not just in school!
Goddammit there is so much information and so many way to access it that it burns my biscuits when we don’t give students the tools they need to succeed at this. Hell yeah all y’all above!
And here’s what I’ve got to add:
Ask a Librarian
Seriously guys librarians are here to help. We would love to help you find the right resource for your particular informational need and we’ve been trained to do so as efficiently and effectively as possible. Nowadays you don’t even have to go to the library in person as many libraries offer online chat services as well as the option to contact via email. Further, and I think very importantly we are dedicated to our patrons rights to privacy. To quote the American Library Association the “rights of privacy are necessary for intellectual freedom and are fundamental to the ethics and practice of librarianship.”
Search the Stacks
This is one of my favorite ways to immerse myself in an area of study. While a good subject or keyword search will lead you to some good results sometimes is just as fruitful to go the library and plunk yourself down in section and browse all the books in a topic area. Libraries will label the (book)stacks based on whichever classification system they use and you can use the links below to figure out which area of the stacks you’ll want to look through.
Dewey: used in public libraries
LOC /Library of Congress: classification system used in university libraries
Some websites like gutenberg project are dedicated to making public domain books accessible to the public. Using the search term public domain books is a good way to go about looking for more sources of them. Open sourced is another good term to use when trying to find freely accessible books online and that’s not just limited to fiction books but textbooks are also offered by various sites.
Project Gutenberg is an online archive of tens of thousands of books that have enter the public domain that can be freely accessed.
Openstax is one website that provides access to Higher Ed and AP open sourced textbooks.
Libguides and Pathfinders
As stated above librarians are in the business of connecting people to resources. If we can’t do so in person then we also do so by creating guides that can be found and used when we aren’t around. These guides are filled with search terms, books, articles, reviews, lists, links, and anything else we think would be helpful for patrons trying to explore a particular topic area.
Pathfinder is a particular term used for these guides. Libguides is a particular platform which to host these guides. Using either word at the end of your search terms online will bring up guides that have been created in that particular subject area. Or you can explore libguides directly with your search terms to find what guides librarians across the country have created.
Note: Using pathfinder in your search terms may pull up resources about Paizo Publishing’s same titled tabletop RPG series and while dragons are cool you can modify your search to library pathfinder to exclude these resources.
Other than using a search engine or libguides directly I find a great many pathfinders on university library sites. Usually what I do is find a university’s library webpage, find their pathfinder/research guides/guides section, and then browse through their lists of guides. These are generally organized by field of study so just pick the one you are interested in and look through the resources they have listed.
Some of the resources will be accessible for anyone while some might be locked for students of the particular university. If the article, book, or resource is locked by a school portal you can either search for it online outside of the university portal or you can go to your own university/public library to see if they have access to the resource there. Even if they don’t have it currently in their collection libraries are often connected with other branches and may be able to request an interlibrary loan of what you need.
Online Reference Resources
Sometimes the problem isn’t finding information but finding good information. Below are two sites that I use regularly to help me with this issue when searching online for resources.
The Reference and User Services Association of the American Library Association gives a list of the best free reference sites on the internet
The Ipl2 is a good authoritative source to find general information on a variety of topics. Even though the website is no longer updating there are still a plethora of subject guides that can be explored.
Open Sourced Journals and Articles
Just as there are open sourced books and textbooks so too are there open sourced journals and articles available. Again you can add the term open sourced when searching for these resources.
DOAJ is the Directory of Open Access Journals and you can search through here to find both articles and journals freely available to access.
Journal Article Tips
Finally whenever I’m searching through journal articles there are a few things I always like to keep in mind.
Build context. Once you find an article that is relevant to your search you can do this by exploring the citations. Both those that the article you are using references in its bibliography and those that reference the article itself.
Every database is going to do this differently but generally with a few clicks you can find out who has cited an article that you have read. If nothing else try popping the title of your article into google scholar and you’ll see a blue ‘Cited by’ below the description. Also in some cases you can click on the author directly in a database to see what else they have written in the subject. Totally ask your librarian for help navigating the particular database you are using again they will be stoked to do so.
Building this context of literature by finding and reading these extra articles is important to building a critical understanding of your topic and will allow you to build the best possible defense of your arguments. This will also allow you to see if the article you’ve initially selected is in itself a viable position or if it is an outlier of its field.
If you can try and find reviews of literature articles and special issue/special topic editions of journals. These are your best friends in the resource world as these types of articles and journals compile a great deal of information on particular topic in a tiny space. They are immensely helpful in building context in an area of thought and useful to finding out what to read further to be informed in an area of study. Add those words to your search terms to see if you can get some useful resources.
this is why it’s so fucking irritating to see smug Europeans be like “Americans have no excuse for your ignorance when Google is free” - hey shitbag, knowing how to ask the right question is in and of itself a valuable skill that must be taught, and having the resources to ask the question at all is only half the battle. Google may be free but the rest of this is in short supply
Research is one of my favorite things in the world, simply because so many things are unknown, unresearched, forgotten, and buried in old documents no one looks at anymore, or hidden in sources people don’t usually see as academic, or tucked away in a totally different field.
It’s a fun and interactive quest, using your skills of observation to sniff out something that might be a clue and follow its trail until you discover a lead.
The best is when you are following a chain of citations and catch an author being sneaky and straight-up lying about or misrepresenting a source. Betcha thought you could get away with it, huh????
One thing I want to add: if you have access to a library, see if they have Libkey Nomad!
It's a browser extension that automatically searches your library's resources for anything you find online. So in the above example, if you found something linked in another library's research guide and want to use it, Libkey would find it for you if your library also has it.
We suggest it to patrons who prefer web searching, too. Find something on Google Scholar that's behind a paywall? Your library may provide access and while you can always copy and paste the information into the library search, if your library doesn't have the ability to search several databases at once and you don't want to have to try a bunch, Libkey is a huge timesaver.
As an academic librarian, I wish that I could make this happen.
Instead, here are two cheap methods to get access to many of those databases:
1. Go physically to the academic library nearest you. It might even be in a museum. You don’t have be an alum. You might have to pay an access fee and/or parking. But. Most research databases (including JSTOR) cover walk-in usage. No authentication needed. Sometimes it is even enough to be on the campus wi-fi. Ask the library staff for details.
2. Use the digital resources offered by your local public library. They may have access to similar or even better research databases. Especially newspapers. (I work at a small specialized institution, so I refer students there all. the. time. for subjects that are outside of the core curriculum.)
Lastly, please direct some of your anger towards the research database vendors and distributors as well as journal publishers. They are usually for-profit companies (that keep merging and acquiring each other) . They set up the arcane terms and pricing. They want to be monopolies and they know they have a captive audience.
there's a line between encouraging people to keep an open mind about DAV and pretending the layoffs don't matter & the grim internal reports regarding DAI's production didn't happen and I need 'True Fans' to find it quickly
Rebuilding a live service title into a single player game in three years and having it looking this good was not easy & should be gassed up
And also staff sued for fairer severance deals last Fall when negotiations fell through, plus a lot of the crew responsible for making this release possible are gone
Doesn't have to be either-or 😭 that's all I'm saying
publishing companies will be like ~ooh this is a hardcover oooh it's so durable that will be $35~ and then you see the actual book and it's like. "perfect"-bound with endbands glued on crooked and a completely plain paper cover under the dust jacket. my dudes this shit is a mass market paperback with delusions of grandeur
i can explain in more detail with pictures when i get home from work, but executive summary:
both trade paperbacks and mass market paperbacks are usually constructed via perfect binding, where you take a stack of loose-leaf sheets and dunk the spine edge in, basically, hot-melt glue (low-temp thermoplastic with a little flexibility to it). stick a cover on the outside of that bad bitch and you're done. very easy and cheap to manufacture, but not durable; not only does the soft cover provide no protection, pages can fall out individually if the glue fails for whatever reason. (i don't have a picture handy but just grab any mass market paperback off your bookshelf and look at the spine)
typically, or perhaps traditionally, when binding a hardcover ("case-bound") book you assemble the sheets into signatures, which are sewn to each other to form a text block, like so:
(well, admittedly, using both linen tape and french link stitch is sort of the belt-and-suspenders of textblock construction. in my defense though look at the fucking size of this tome) but the point is that even before you've gotten around to gluing anything, the textblock hangs together and functions as a book, albeit an unusually wobbly one -- so if the cover completely falls off or something, the rest of the book still hangs together.
the other method of construction i see on many mass-manufacture hardcovers and some trade paperbacks is that they've folded the signatures and sewn them individually (one at a time, not to each other) -- this is easy to do on a specialized sewing machine -- and *then* potted the spine in glue, like you do for perfect binding. this is less liable to lose pages if you fuck up the spine, because instead of each page being glued in individually, they're sewn together into signatures which provide more glue surface area apiece. (i can post a picture when i get home...)
uhh oh yeah endbands. endbands are the little decorative bits that get glued onto the textblock before it gets cased in -- this is in itself sort of a cheapo mass-manufacture imitation of more traditional sewn endbands, which actually provide some structural stability; modern glued-on endbands are really just decorative. here's a picture of a sewn endband on an example book from the bookbinding museum in sf (left), and a different textblock with endbands glued on (right). (the latter also has mull glued onto it, which is like... starched cheesecloth, kind of? you can use kozo paper here too; it also helps stabilize the spine for extra durability)
anyway on mass-manufacture hardcovers i often see really half-assed endbands that are glued on crooked or slightly undersized or something and i'm like "are you even TRYING" (they are not)
and also usually on recently manufactured books the entire case (the "hard cover" of a case-bound hardcover) is covered in paper, including the hinges, which is a terrible decision because the hinges are the part of the book that MOST needs the durability, being The Primary Moving Part. at least fucking cover the spine and hinges in bookcloth i beg. please. for me
@just-evo-now i am back home! where my books live!! so i can take pictures of the bindings :D
a couple of perfect-bound paperbacks:
the benefit of perfect binding, such as it is, is that all the pages can be aligned with each other and the spine is nice and square. (the other benefit is that it is cheap.) but if you're folding pages into signatures you're always gonna get some creep where the inner pages of the signature extend a little bit further towards the fore-edge [edge opposite the spine] than the outer pages do; you can either leave it like that for a deckled edge or trim it off for a neater finished look. (personally i am not a huge fan of deckled edges but Madame La Guillotine can only handle so much book, you know)
a paperback and a hardcover with the signatures-potted-in-glue style (i wish i knew what it was called):
i quite like the green endband on this hardcover! matches the cover nicely, is an appropriate size, aligned well, etc. (in addition to gluing them on crooked, the other common Endband Sin is to make them too damn short and it looks ridiculous)
the cloth-bound hardcover from the first image in this post, pub date 1978:
as you can see, it has much more flexibility than the potted-in-glue style (which can bend a little bit, but cracks if you open it too far), because the signatures are sewn to each other, with some kind of mystery green paper glued over them for stability (and, deeper in the spine, brown... something. fabric?? some of my other vintage books seem to use thin brown canvas...). no endband, but honestly it doesn't really need one.
and! here is a 1945 pocket handbook for engineers (you know, with useful integrals and trig tables and unit conversions and stuff in it) in norwegian, which was falling apart when i got it (i picked it up on the cheap with the intention of hopefully fixing it someday):
the cover is nonfunctional and the stabilizing paper on the spine has gotten so crumbly as to be useless (i got about halfway through peeling it off), but the textblock itself is in pretty good condition, because the signatures are sewn securely to each other -- if you squint you can kinda tell they used kettle stitches on the ends and chain stitches in the middle and i thiiink the chain stitches are where the loose loops on the top came from. anyway, i can pretty much finish peeling off the old crumbly paper stuff and glue on some new kozo paper (and ensure the loose loops are tucked safely away/glued down) and this bad bitch will be ready for a new cover!
i was scrolling through the tags on the 'how many books have you read this year' poll and i just want every 0-5 book reader to know that whether you're dyslexic, you have trouble focusing, you have a job or other full time responsibilities, or perhaps you are just a slow reader by nature, that you're a better reader than this person
Yes, it was a crass marketing for a sugar cereal made of chintzy plastic
Today you're just expected to eat Capn Crunch because that's what you do as a child, that's what breakfast looks like. Which is... fine, I guess. Sugar still tastes good. That's still a pleasure you're otherwise asked to disavow by the protein shake nutribottles advertised on podcasts.
But it also means the idle minor joy of getting a random toy present, as a reward for nothing, just because you exist, is stripped. That random spark of joy is gone, replaced with nothing.
Where did the public pool go? the neighborhood park? the atrium food court public place to gather?
Same thing. All of them were just replaced with nothing.
Kids today have many good things. But it shouldn't be a trade off. They should get to have instant messages with friends and go skating at the park. They should get to play amazing modern video games at home and go trick or treating for halloween. They should be able to have stickers and markers and macaroni art as well as youtube and streaming libraries and fortnite dances.
Also. Kids now are just used to people constantly trying to sell them stuff.
When I was a kid, we had advertising on TV, radio, magazines, and billboards. It was easy to recognize and you could work around it. There were certain types of TV, like PBS or cable, that did not have commercials.
Now, kids are inundated with advertising constantly. YouTube and social media have replaced TV and radio for a lot of families, where in addition to ads every 1-3 minutes, many YT stars have sponsored bits in their videos. Social media constantly tries to sell you things. They have found a way to put advertising into the pumps at gas stations. There are so many things, like access to TV shows and Disney movies, that are locked behind a paywall. They can't even read a newspaper if they wanted to.
I did a school visit a while back to a group of about 100 fourth graders to tell them about the library's upcoming Summer Reading Program. They were totally unimpressed by me telling them cheerfully that if they met their reading goals, we would give them books for free. I thought they were just tired because it was close to the end of the day, and then one kid raised his hand to resignedly ask the question they were all thinking:
Kid: How much does this cost?
Me: Nothing. It's a free library program.
Kid: Uh huh, like you are going to give us books for free. How much does it really cost?
Me, confused: ... nothing. You don't have to give us any money at all. You just have to do the reading and fill out your reading log, and you will have earned the books to take home and keep forever.
Kid, in disbelief: Oh come on. If you don't charge us, how are you gonna make money?
Me, taken aback: We don't make money, we're a library.
Kid, exasperated: What do you mean you don't make money?
Me: We're a public service, like the fire department or schools. You don't have to pay to use those either.
There is a ripple in the crowd as 100 disbelieving 9 year olds take this in.
Other kid: How do you afford to do anything if you don't make money? Like where do you get the money to do stuff if we don't have to pay you?
Me: Through things like government grants and taxes.
Third kid: So let me get this straight. That means that if some people don't pay their taxes --
Teacher: Friend, this is a great conversation for Social Studies and not during library time! Ms. Intrepidheroine, would you like to show us the LEGOs you brought?
And that's the story of how I realized that children absolutely expect you to try to sell them something if you come in to do a "special talk" even if it's for a library.
