Something alarming is happening with reading in America. Leisure reading by some accounts has declined by about 50 percent this century. Literacy scores are declining for fourth and eighth graders at alarming rates. And even college students today are complaining to teachers that they can’t read entire books. The book itself, that ancient piece of technology for storing ideas passed down across decades, is fading in curricula across the country, replaced by film and TV and YouTube.

Why, with everything happening in the world, would I want to talk about reading? The business podcaster Joe Weisenthal has recently turned me on to the ideas of Walter Ong and his book 'Orality and Literacy.' According to Ong, literacy is not just a skill. It is a specific means of structuring society's way of thinking. In oral cultures, Ong says, knowledge is preserved through repetition, mnemonics, and stories. Writing and reading, by contrast, fix words in place. One person can write, and another person, decades later, can read precisely what was written. This word fixing also allows literate culture to develop more abstract and analytical thinking. Writers and readers are, after all, outsourcing a piece of their memory to a page. Today, we seem to be completely reengineering the logic engine of society. The decline of reading in America is not the whole of this phenomenon. But I think that it’s an important part of it.

Today we have two conversations—one with a journalist and one with an academic. First, Atlantic staff writer Rose Horowitch shares her reporting on the decline of reading at elite college campuses. And second, Nat Malkus of the American Enterprise Institute tells us about the alarming decline in literacy across our entire student population and even among adults.

If you have questions, observations, or ideas for future episodes, email us at PlainEnglish@Spotify.com.

Host: Derek Thompson

Guests: Rose Horowitch and Nat Malkus

Producer: Devon Baroldi

Links

"The Elite College Students Who Can’t Read Books"

"Testing Theories of Why: Four Keys to Interpreting US Student Achievement Trends"

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