Context and Background: A Long-Standing Trend Amplified

The current concerns surrounding AI and reading are not arising in a vacuum. Rather, they are superimposed upon a pre-existing trend of declining engagement with books. As Baron highlights, this shift has been observable for some time, affecting both children and adults.

Data from the National Assessment of Educational Progress (NAEP) in the United States paints a stark picture. The percentage of fourth graders who reported reading for enjoyment almost every day saw a notable decrease, falling from 53% in 1984 to 39% in 2022. The trend is even more pronounced for eighth graders, with daily recreational reading dropping from 35% in 1984 to a mere 14% in 2023. This suggests a generational shift in reading habits, with younger individuals demonstrating less inclination towards reading for pleasure.

Similar patterns are evident internationally. A 2024 National Literacy Trust survey in the U.K. revealed that only one in three 8- to 18-year-olds expressed enjoyment in reading in their spare time, a decline of nearly 9 percentage points from the preceding year. For older students, a comprehensive 2018 survey of 600,000 15-year-olds across 79 countries indicated that 49% reported reading only when required for academic purposes, an increase from 36% approximately a decade prior.

Higher education is not immune to this trend. Baron’s own research, conducted with literacy researcher Anne Mangen, has found that university faculty are increasingly reducing reading assignments, often in response to student resistance. This phenomenon is exemplified by a poignant observation from cultural commentator David Brooks, who noted an instance where students at a prestigious university struggled to identify a single book that had profoundly impacted them during their four years of study. Their explanation—that they “only sample enough of each book to get through the class”—underscores a potential shift from deep engagement to superficial consumption of academic texts.

The adult population also exhibits a declining engagement with reading. In the United States, a 2023 YouGov survey indicated that just 54% of Americans read at least one book that year. South Korea presents an even more pronounced case, with only 43% of adults reporting having read a book in 2023, a sharp decline from nearly 87% in 1994. The Reading Agency in the U.K. has observed similar trends, with 35% of adults identifying as “lapsed readers”—those who once read regularly but no longer do. A significant factor cited for this change is the increased time spent on social media, with 26% of lapsed readers attributing their cessation of reading to this habit.

The term “lapsed reader” may now encompass a broader spectrum of individuals, including those who deprioritize reading due to a lack of interest, the allure of digital distractions, or the availability of AI-driven reading aids.

The Historical Precedent of Reading Shortcuts

The concept of using external aids to navigate complex texts is not new, and AI is merely the latest iteration of a long-standing practice. Before the advent of AI, tools like CliffsNotes, first published in the late 1950s, offered summaries and analyses of literary works, providing students with an alternative to exhaustive reading. Centuries prior, the Royal Society of London produced summaries of scientific papers in its journal, “Philosophical Transactions,” recognizing the need to distill vast amounts of information. By the mid-20th century, abstracts had become a standard feature of scholarly articles, allowing readers to quickly assess relevance before committing to a full read.

The internet further expanded the landscape of reading shortcuts. Services like Blinkist condense nonfiction books into concise summaries, often referred to as “Blinks,” available in both audio and text formats. These platforms cater to individuals seeking the core information of a book without dedicating the time to read it in its entirety.

In-Depth Analysis: Generative AI’s Elevated Role

While previous reading aids provided summaries or analyses, generative AI represents a significant leap forward in its ability to process and interpret information. AI-powered applications are not only capable of generating summaries but can also conduct comparative analyses, answer complex questions, and even synthesize information from multiple sources. This dramatically alters the potential for students and researchers to bypass the act of direct reading.

Baron points to AI-driven tools like BooksAI, which offer summaries and analyses previously crafted by human experts, and BookAI.chat, which allows users to “chat” with books. In these scenarios, the necessity of engaging directly with the original text is effectively removed. For students tasked with comparing literary works, such as Mark Twain’s “The Adventures of Huckleberry Finn” and J.D. Salinger’s “The Catcher in the Rye” as coming-of-age novels, AI tools like Google NotebookLM can not only summarize each book but also perform the comparative analysis and even generate pertinent discussion questions. This level of assistance, while efficient, can circumvent the personal growth that stems from vicariously experiencing a protagonist’s journey and internalizing their struggles.

In the realm of academic research, AI platforms such as SciSpace, Elicit, and Consensus are transforming literature reviews. By locating relevant articles and then summarizing and synthesizing their findings, these tools drastically reduce the time required for researchers to get up to speed on a topic. Elsevier’s ScienceDirect AI explicitly advertises its benefit: “Goodbye wasted reading time. Hello relevance.” However, Baron cautions that this efficiency may come at the cost of the researcher’s own critical judgment. The ability to independently discern relevance and forge unique connections between ideas is a fundamental aspect of scholarly inquiry that could be diminished when AI performs these tasks.

The Concept of Cognitive Offloading

The increasing reliance on AI for cognitive tasks, a phenomenon known as cognitive offloading, is a critical aspect of this discussion. Research indicates that as individuals delegate cognitive work to AI, they may perceive themselves as less reliant on their own thinking capacities. A study utilizing EEG measurements, for instance, observed distinct brain connectivity patterns when participants used AI assistance for essay writing compared to when they wrote independently. While the long-term effects of this pervasive cognitive offloading on our ability to think critically and independently are still largely unknown, the implications for reading are particularly pertinent. If the practice of reading, analyzing, and formulating personal interpretations is replaced by AI-driven processes, these fundamental cognitive skills may weaken.

Beyond cognitive skills, the personal and emotional dimensions of reading are also at stake. The joy of encountering a poignant piece of dialogue, savoring a beautifully crafted sentence, or forging a deep connection with a character can be lost when AI mediates the reading experience. The alluring promise of AI-driven efficiency risks undermining not only literacy skills but also the very elements that make reading a rich and rewarding human activity.

Pros and Cons: A Balanced Perspective

While Baron’s analysis highlights significant concerns, it is important to acknowledge the potential benefits and underlying motivations for the adoption of AI in reading and learning processes. Examining both sides of the argument provides a more nuanced understanding of this evolving technological landscape.

Potential Pros of AI in Reading:

• Enhanced Accessibility: AI can make complex texts more accessible to individuals with varying reading levels or disabilities. Summarization tools can provide a foundational understanding, enabling deeper engagement for those who might otherwise be excluded.
• Efficiency in Research: For students and researchers, AI can significantly reduce the time spent on literature reviews and information gathering. This can free up valuable time for higher-level analysis and critical thinking.
• Improved Comprehension Aids: AI-powered tools can offer personalized explanations, define difficult terms, and provide contextual information, potentially aiding comprehension for challenging material.
• Discovery and Exploration: AI can help users discover new authors, genres, or academic papers based on their interests, fostering broader literary and intellectual exploration.
• Language Learning Support: For those learning a new language, AI can assist with translation, grammar explanations, and practice dialogues, making the reading process more supportive.

Potential Cons of AI in Reading:

• Reduced Motivation for Deep Reading: The availability of AI-generated summaries and analyses may diminish the intrinsic motivation to read texts thoroughly and engage with them in depth.
• Erosion of Critical Thinking Skills: Over-reliance on AI to interpret and analyze texts can lead to a decline in the development and practice of essential critical thinking skills, such as evaluating information, identifying bias, and forming independent conclusions.
• Loss of Personal Growth and Empathy: The vicarious experience of inhabiting a character’s world, understanding their struggles, and developing empathy through narrative immersion is a significant benefit of reading that AI summaries cannot replicate.
• Superficial Understanding: While AI can provide factual summaries, it may not convey the nuances, tone, or artistic merit of a text, leading to a superficial understanding of the material.
• Potential for Misinformation: Although AI models are constantly improving, they can still generate inaccuracies or “hallucinate” information, posing a risk if users blindly accept AI-generated content as factual.
• Diminished Enjoyment and Appreciation: The aesthetic pleasure derived from language, style, and narrative artistry can be lost when the reading process is automated.
• Cognitive Offloading Risks: As discussed, delegating reading and analytical tasks to AI could lead to a reduction in individuals’ own cognitive capacities and intellectual self-reliance.

Key Takeaways

• Pre-existing Decline: The trend of reduced reading engagement predates the widespread adoption of generative AI, suggesting broader societal factors are at play.
• AI as an Accelerator: Generative AI presents sophisticated shortcuts to engaging with texts, potentially exacerbating existing trends by diminishing the perceived need for direct reading.
• Beyond Summaries: Modern AI can perform complex analyses and comparisons, going beyond traditional reading aids and offering to “do the reading” entirely.
• Loss of Vicarious Experience: A significant concern is the loss of personal growth, empathy, and the development of understanding that comes from direct engagement with characters and their narratives.
• Cognitive Offloading Concerns: Reliance on AI for reading and analysis may lead to a decline in individuals’ own cognitive capacities and intellectual self-reliance.
• The Value of Direct Engagement: The nuanced appreciation of language, style, and artistic merit within texts is often lost when the reading process is mediated by AI.
• Historical Context: The use of reading aids is not new, but AI’s advanced capabilities represent a qualitative shift in the potential impact on reading habits.

Future Outlook: Navigating the Digital Reading Landscape

The integration of AI into our information consumption habits is likely to continue and deepen. As these technologies become more sophisticated and widely accessible, the choices individuals make about how they engage with texts will become increasingly important. The future of literacy may depend on our ability to harness the benefits of AI while actively mitigating its potential drawbacks.

One potential future scenario involves a bifurcated reading landscape. On one side, individuals who value deep reading and intellectual rigor may continue to prioritize direct engagement with books and original texts. On the other, a larger segment of the population might increasingly rely on AI-generated summaries and analyses for a quick grasp of information, potentially leading to a more superficial understanding of complex subjects. This could create a widening gap in intellectual engagement and critical thinking capabilities.

Educational institutions will face the challenge of adapting their curricula and pedagogical approaches. Educators may need to explicitly teach students how to use AI tools responsibly and ethically, while simultaneously reinforcing the irreplaceable value of deep reading, critical analysis, and independent thought. The assessment of learning may also need to evolve to account for the ways in which AI can be used in academic work, distinguishing between genuine understanding and AI-assisted output.

Furthermore, the development of AI itself may steer towards creating tools that augment human understanding rather than replace it entirely. Future AI could be designed to facilitate deeper reading by offering contextual insights, clarifying complex passages, or posing thought-provoking questions, all while preserving the user’s primary engagement with the original text. The role of AI could shift from being a “reader replacement” to a “reading enhancer.”

Ultimately, the future outlook is not predetermined. It will be shaped by individual choices, societal priorities, and the ongoing dialogue between technology developers, educators, policymakers, and the public. The conversation initiated by linguists like Naomi Baron is crucial in ensuring that as we embrace new technologies, we do not inadvertently sacrifice the fundamental human capacities that reading cultivates.

Call to Action: Reclaiming the Art of Reading

In light of these trends and potential future implications, it is imperative for individuals, educators, and institutions to take proactive steps to ensure that the practice and appreciation of reading are not lost in the digital age. The allure of efficiency offered by AI should not come at the expense of intellectual depth, personal growth, and the rich tapestry of human understanding that reading provides.

For Individuals:

• Cultivate Mindful Reading Habits: Make a conscious effort to dedicate time to reading books and long-form articles without the immediate aid of AI summaries. Set aside distractions and immerse yourself in the text.
• Embrace the Process: Recognize that reading is not just about acquiring information but also about the journey of discovery, the development of empathy, and the enjoyment of language. Savor the nuances and complexities.
• Critically Evaluate AI Use: When using AI tools for reading-related tasks, approach them with a critical mindset. Use them as aids to comprehension rather than replacements for direct engagement.
• Diversify Reading Sources: Explore a wide range of genres, authors, and perspectives to broaden your understanding and appreciation of literature and knowledge.
• Support Reading Initiatives: Participate in or advocate for programs that promote literacy and reading in your community and beyond.

For Educators and Institutions:

• Integrate AI Literacy: Teach students about the capabilities and limitations of AI, emphasizing the importance of ethical use and critical evaluation of AI-generated content.
• Redesign Assignments: Develop assignments that encourage deep reading, critical analysis, and original thought, making it more challenging or less beneficial to rely solely on AI shortcuts.
• Foster a Love for Reading: Create classroom environments that celebrate reading, encouraging discussion, interpretation, and personal connection with texts.
• Promote Digital Well-being: Educate students on the impact of digital distractions and encourage balanced media consumption habits that include dedicated time for reading.
• Advocate for Research: Support and conduct research into the long-term effects of AI on cognitive skills, literacy, and intellectual development.

The conversation about AI and reading is ongoing, and its implications will continue to unfold. By making conscious choices and fostering a commitment to the enduring value of reading, we can ensure that this fundamental human endeavor continues to thrive, enriching our minds and our lives for generations to come.