Deep Literacy

I read an interesting article earlier today called "The Erosion of Deep Literacy," by Adam Garfinkle.  Garfinkle argues that the development of "deep literacy"--immersing one's self in a text, as opposed to the kind of quick and superficial skimming that we do online or on our phones--is linked to the modern development of conscience, interiority, and individuality, as well as to the imaginative ability to grasp different perspectives that is essential to a well-functioning liberal democracy.  He thus also wonders whether the decline of deep literacy might be linked to the growing appeal of simplistic and authoritarian political agendas on both the left and right.

The article covers a lot of ground--too much, frankly--attempting to link the spread of deep literacy to everything from the Reformation to the repeated waves of "Great Awakenings" in American history to the success of democracy.  This one variable surely cannot account for so much, and I admit to being skeptical in places.

Still, I myself definitely find it harder now than I did twenty years ago to sit and read a sustained text over a couple of hours.  And I have heard many colleagues say the same.  Research in neuroscience does indeed suggest that internet usage rewires our brains.  And there is no doubt that my students are less able (and willing) to read and comprehend literary or philosophical texts than they were even as recently as five years ago.  The change has been strikingly rapid.

Students may find Garfinkle's essay interesting as a spur to reflection on the place of both reading and technology in their own lives.