I'd rather be in outer space 🛸
Not today Justin
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2025 on Tumblr: Trends That Defined the Year
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we're not kids anymore.
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@gordo-tron
hey does anyone have that poem. about the author seeing two boys cuddling on a hotel lobby couch, where he refers to it as something like an island of safe anonymity or smth. its been 5000 years my college boyfriend had it written out and pinned to his wall
THANK YOU @witchoflight it is indeed "on traveling together" by Kayleb Rae Candrilli
Man notices an Eagle eyeing the fish he just caught
*gets back to the nest* baby you are NEVER gonna believe how i got this fish
"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 think one of the best parts about being a teenager in the early to mid 2010s was that cigarettes were definitely not cool anymore and vapes hadn’t popularized yet so my lungs made it out of my peak impressionable years relatively unscathed
I have such a vivid memory of being like 13, and seeing this ad on YouTube saying that they had gotten childhood smoking down to 7% in America. I was so happy for all my fellow American children. Then the following year, vaping came out.
ONLY YESTERDAY (1991) • dir. Isao Takahata
Sometimes I really want to take everyone under the age of 24 (as of 2026) by the shoulders and say:
"I'm really sorry that lockdown and the ongoing pandemic interrupted pivotal educational and social/emotional development moments for you. You have an uphill battle towards adjusting to a lot of community based efforts because you experienced a mass trauma during an incredibly important time in your life where you should have physically been around your peers learning to engage in shared community. There is no "but" here, I'm genuinely really sorry. Something many of us consider key points in our interpersonal growth as youths was taken from you, not without reason but without care for its impact on you. I hope you know we are eternally allies in our struggles and if that is something you struggle to know I hope you can learn it someday."
Because so many of the angriest, most disenfranchised people I see on this website are under 24 and I often try to put younger people's behavior in the context of where they might have been 2020. I've seen the impact on my siblings and their peers+friends first hand, all ages 18-24. We've talked about how its impacted them, the isolation, the attachment to the internet, the anxieties and phobias and fears it developed in them due to the pandemic, the political unrest, and the responses to both that we've seen since. I know they're not the only ones and I know how much being marginalized also influences that impact too.
It's terrifying. I know it must be terrifying for a lot of the young people on Tumblr too. I hope one day we're able to bridge all of those complex feelings into something collective and positive so we can do our best to prevent similar traumas from happening to future generations.
RIP Anthony Stewart Head (1954 - 2026)
Devils Horns sunrise during a partial eclipse (2019) photog. Elias Chasiotis, location: Al Wakrah, Qatar
happy pride month !
i've been phasing the phrase 'google it' out of my vocabulary and going back to 'look it up'. fuck you youve lost your generic trademark privileges
Trying to sleep during a heatwave is a great reminder that all oil executives need to die painful painful deaths
Rocky: we built our spaceship by unifying every mind on the planet to create a super hive mind, pooling out collective knowledge and problem solving skills to come up with a plan.
Grace: we gave the scariest woman I've ever met two coffees every morning, an unlimited budget, and enough legal immunity to cuss out any world leaders she wanted to and boy did she want to.
it’s funny how we’re getting to the point in the AI lifespan where you can feel the desperation from tech companies to have you use their AI features. instagram has moved their AI effects to the top of the menu when you’re creating a post for your story, exactly where the draw/edit button used to be. gmail is creating one-click AI-generated replies right before you open up the text box. spotify put a beta AI playlist generator on the front page that looks just like a search bar so all of their users accidentally click on it when they go to search for a song.
tech companies are shaking in their boots trying to prove to shareholders that their investment in AI is worth it, to the point where they’re tricking their users into using the AI features even for a split second in order to fudge the numbers. like awww is your little environment-destroying toy not wielding the results you hoped for? so sad!
Sick list of symptoms bro. Now try humanizing your behavior instead of pathologizing it.
Pathologizing: Hey sorry I yelled at you. I have this ADHD symptom called RSD that makes me really sensitive.
Humanizing: Hey, I’m sorry that I blew up like that earlier. In the moment I felt really attacked and overwhelmed and I reacted badly, but I know you didn’t mean to offend me with what you said, so that behavior is on me.
The thing about Miss Piggy is that she kind of has a Roger Rabbit comedy superpower where she wins nearly any conceivable fight she's in. But unlike other characters of which that's true, like say, Bugs Bunny, who tend to win because they make the opponent play the game with their rules, Miss Piggy wins because the joke is that she can beat the shit out of literally anybody.
i got these knockoff boots online and instead of the brand name on the tag they have the name of an apparently nonexistent martin scorsese movie??? what the fuck
THE ORIGINAL? ON MY DASH
this post led to a series of events that had martin scorsese himself reacting to his alleged movie goncharov and it has less than 400k notes almost 3 years later?
