Academia: The Evolving Case For Reading

Academia: Go Into Plasticity

Thursday’s Child Has Far to Go

Academia: Mindful, Minefield

Thursday's Child Has Far to Go

Childhood And Education #17: Is Our Children Reading

Reading is the most fundamental thing in education.

College professors face an emerging challenge: We know students are no longer reading entire books

Some teachers increasingly are shifting their approach to reading, assigning fewer books than they once did.

Opinion | My Students Can’t Read

The generational collapse in literacy is measurable, persistent, and likely to get worse.

Academia: What Was "Digital Literacy"?

Short Shelf Lives Make For Bad Curricular Planning

How a flawed idea is teaching millions of kids to be poor readers

For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.

The End of Reading Is Here

Optimists once believed that universal literacy was inevitable. Now it seems that the age of reading might be a short anomaly in human history.

Creative Reading: Scaffolding Reading for Transformation

Reading augmentation systems increasingly help readers process text at scale. While these tools address real constraints of time and cognitive load, they often implicitly frame reading as information transmission, or "reading to discard," delegating interpretation and effort to the machine. Yet this delegation changes the outcome of reading. For example, in scholarly reading, deciding what a research text implies and why it matters is central to the work of scholarly production. We propose creative reading as an alternative goal: reading augmentation that supports readers in creating both readings and themselves as readers. By putting literary and narrative theories into conversation with scholarly sensemaking and creativity support, we present a provocation-oriented design space for valuing the process of reading as a way of preserving a plurality of readings and transforming readers over time.

Creative Reading: Scaffolding Reading for Transformation

Reading augmentation systems increasingly help readers process text at scale. While these tools address real constraints of time and cognitive load, they often implicitly frame reading as information transmission, or "reading to discard," delegating interpretation and effort to the machine. Yet this delegation changes the outcome of reading. For example, in scholarly reading, deciding what a research text implies and why it matters is central to the work of scholarly production. We propose creative reading as an alternative goal: reading augmentation that supports readers in creating both readings and themselves as readers. By putting literary and narrative theories into conversation with scholarly sensemaking and creativity support, we present a provocation-oriented design space for valuing the process of reading as a way of preserving a plurality of readings and transforming readers over time.

A budding discipline around how science gets read and judged - Aris

Scholarly publishing spent thirty years arguing about access. It has barely begun arguing about what readers do with the paper once they have it. At Aris we call that second argument scholarly interface design. Mike Morrison's community calls it ScienceUX. Either way it is becoming a field, and here is why it is worth your attention.

This is Not the End of Reading. It's the End of Modernism.

Why academics and journalists are confusing Modernism with reading itself.

The End of Reading Never Began

What “The End of Reading Is Here” gets wrong about literacy, intellectual authority, and American “decline”

A heartbreaking work of staggering genius

A book that redefines both family and narrative for the…

Andrew Tate Doesn’t Get the Point of Books

The erosion of deep reading weakens our capacity to grasp complex ideas.