If you’ve read the news lately — or, more likely, heard it, watched it or spied half a headline on your friend’s Instagram feed — you’ve been told that literacy is doomed. High school seniors are reading at the lowest levels in over 20 years, and college students don’t know how to read a book cover to cover. There is plenty to mourn in these developments, but as an English syllabus fixture of yore might have said, reports of literacy’s death are greatly exaggerated.
Having come of age amid Covid-19 lockdowns and the proliferation of social media, young people crave the forms of human connection that teach us to live in the world we actually inhabit, not the one we see onscreen — asking questions, thinking together and beholding the strangeness of the reality passed down to us. As it happens, books are uniquely powerful objects around which to organize these sorts of activities.
That’s why the act of engaging with written texts — the basis of our cultural, political and intellectual life for over 500 years — is not coming to an end. It’s changing to meet new needs by offering the kinds of experiences digital technologies can’t provide: synchronous, IRL encounters with other human beings.
In other words, the future of reading is a party.
Books are bringing people together. Gen Z reading groups are popping up across the United States and the Silent Book Club, a community that gathers for silent reading, now has over 2,000 chapters across 68 countries. Reading retreats and summer camps hosted by the Bad Bitch Book Club regularly convene between 15 and 90 enthusiasts for weekend-long getaways, giving new meaning to the term “escapist literature.” Sally Mercedes, the events coordinator at Magic City Books in Tulsa, Okla., sees bookstores playing an increasingly social function for their customers. “A lot of bookish people tend to be introverts,” she told me. “We need a space where we know that we’re on common ground with others.”
Other experiments are remixing the traditional book club format or breaking out of it entirely. The Consumption Book Club, a “literary and culinary event series” organized by the Gen Z artists Colette Estelle and Kyle Barnes, brings to life works such as Jeff VanderMeer’s “Annihilation” via meticulously themed dinner parties and facilitated conversations. A recent public reading of Allen Ginsberg’s “Howl” organized by 20-somethings drew hundreds of people to Washington Square Park in New York City. The Strother School of Radical Attention, where I work, helps to gather groups over a dozen times a month in six states for Sidewalk Study, a practice of reading and enacting long-form texts while moving through public space.
These gatherings vary in location, duration and subject matter, but their unifying spirit is simple: that reading can be as much a mode of vibrant sociality as it is of secluded interiority.
Easy as it is to forget, sitting alone and reading in silence — the activity that professors tend to worry about — was once a novelty. In his “Confessions,” Augustine of Hippo relates stumbling upon Ambrose, Bishop of Milan, in a moment of perplexing absorption: “While reading, his eyes glanced over the pages, and his heart searched out the sense, but his voice and tongue were silent.” That Augustine bothered to describe this scene tells us something about the way reading commonly took place in the ancient world: as a public practice, recited before groups of lettered and unlettered listeners alike. Herodotus is thought to have read portions of his histories aloud, and performative “recitationes” of written texts were a favored form of entertainment and debate in Imperial Rome.
The practice of reading in and for groups endured in modern times in spaces of religious worship, workers’ study groups and avant-garde literary performances. But the spread of the printed word and the subsequent democratization of literacy cemented solitary, silent absorption as the dominant image of the reading person. This is the kind of reading we are taught to do in school. It is also the kind of reading that students are now failing to do in ever greater numbers.
Why? There’s no denying that young people are suffering from the harms of smartphone use and cognitive outsourcing to artificial intelligence. These are serious problems, but they are only half the story. Students understand as well as anyone else that long-form text is no longer the exclusive, or even the most effective, tool for distributing knowledge, connecting people across time and space and coordinating complex decisions. We’re in a moment of eclipse: The informational function of books is declining, and their experiential function is coming to the fore. This shift can bring new vitality not only to the lives of readers but also to long-form texts themselves.
Engaging with books as instruments for group experience is not the sort of reading that we encounter in classrooms, but it has plenty to teach us about the complexities of inhabiting the world together — and the ways that our literary inheritance can prepare us for the challenge. While educators may never abandon traditional instruction in solitary reading, right now they face an enormous opportunity to impart a new vision for the role of literacy in public life.
Last month I helped to organize one of these gatherings in Dumbo, on the Brooklyn waterfront: an all-night group recitation of Walt Whitman’s “Song of Myself” on the eve of the poet’s 207th birthday. We had 25 RSVPs, but, swelled by plus-ones and walk-ins, ended up with closer to 50 people in attendance. Two or three older Whitman enthusiasts joined us, but nearly all of the other people seemed to be in their 20s.
After four hours of recitation, singing, repetition, call and response and countless other experimental reading methods, we decamped to the shore of the East River, where around 2 a.m. we let out a full-throated collective yawp. In the breathless quiet that followed, a recent college graduate standing beside me admitted that she had never even read Whitman before. Several nodding heads assured her she wasn’t the only one. Then, emboldened by the company, she proposed: “Let’s do it again?”
Peter Schmidt is a founder and the program director of the Strother School of Radical Attention, where he also serves as the editor in chief of The Empty Cup, a dispatch on the politics of attention.
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