Can Gen Z Read?
if they can't why are they so good at captions?
A popular theory circulating online suggests actress Lea Michele does not know how to read. While I have no particular interest in Glee or Broadway, I find this theory fascinating. At first glance, it seems shocking that an adult woman with seemingly unlimited resources would be illiterate. However, upon further reflection, this theory reveals a troubling, ableist, and elitist assumption—that every successful, intelligent adult must be a proficient reader. Elizabeth Bennet, a famously untutored character from Pride and Prejudice has become an iconic figure for booksmart girls in the 21st century.
Recently, several articles have emerged questioning the ability of Generation Z (Gen Z) to read, learn, and lead. These critiques often target Gen Z's supposed failures without addressing the systemic issues affecting them, particularly the shortcomings of those who are supposed to be guiding them—*ahem* the adults. While the decline of print reading is obvious, (in fact print reading has declined greatly amongst all generations) data indicates that Gen Z is actually reading more than their predecessors and is more globally aware than previous generations.
Platforms like BookTok demonstrate that Gen Z does, in fact, read—if not always in traditional forms, then at least by purchasing and valuing books. A survey by Forbes found that while younger readers are increasingly turning to digital formats, they still engage with literature in meaningful ways. This indicates that for many, reading is less about mastering traditional texts and more about engagement with content in various forms. The idea that Gen Z is entirely uninterested in reading is a misconception. In fact, The Annie E. Casey Foundation reports that while only 26% of Gen Z students demonstrate proficient reading skills, their interest in self-directed learning is higher than previous generations.
The current emphasis on and aggrandizement of autodidacts creates a hurdle Gen Z must overcome, they must teach themselves. Education has been leaning this way for decades, since the United States discovered their inefficiencies and developed rigid protocols and testing for teachers to follow.
My own experience with reading in schools, particularly during "rotary reading" exercises, was less than positive. I recall feeling anxious about when my name would be called, which often distracted me from the text. These exercises, designed to encourage reading, instead left me dreading public speaking and undermined my enjoyment of literature. Teachers should not merely facilitate reading but should adapt their methods to meet students' individual needs and interests. Effective educators must do more than enforce reading; they should foster an environment where critical thinking, comprehension, and personal engagement with texts can thrive.
The Socratic method, which involves discussion and critical thinking rather than assigned reading, shows that education isn't confined to textbooks. In fact, while the internet has provided a platform for discourse and research, the overwhelming amount of information can often render results meaningless. The challenge lies not in accessing information, but in discerning its relevance.
If blame must be assigned it can not fall upon the student.
Of course, we must blame the student if we are to assign them a value based on their academic performance.
The concept of meritocracy, while not invented but perhaps best defined by Michael Young's The Rise of Meritocracy (1958), was intended as a critique of a society where the uneducated were vilified. It was a dystopian universe we have decided to emulate. After all, it must be a good idea. We read it in a book.
Looking deeper into the pool of meritocracy, we find Plato’s The Republic, holding wisdom and virtue as the greatest tenants for leadership. Interestingly, this approach underscores fairness, and suggests that all members of a group have something equally relevant to contribute. There is no lesser class. Literacy is not a pre-requisite for societal value.
Gen Z has witnessed the decline of meritocracy, with Millennials—often praised for their academic achievements—reaching adulthood to find few tangible rewards for their efforts. The widespread notion that Gen Z should avoid “sell-out” professions further perpetuates the idea that there are certain careers that contribute more value to society than others. However, this belief underestimates the importance of all forms of work and fails to recognize the diverse ways people can find purpose and success.
It is the role of the education system to help students navigate this complex landscape. Teachers should not only guide students to become proficient readers but should also help them discover meaningful, practical ways to contribute to the world. Education must evolve to meet the needs of a generation unmotivated by the hollow promises of yesteryear. Perhaps the issues facing Gen Z are less about a generation unwilling to learn and more about a generation being led by stewards who themselves are bound to a nonsensical system.
Sources:
PS Mag, "There’s a Crisis of Reading Among Generation Z." PSMag.com
The Annie E. Casey Foundation, "Generation Z Statistics." AECF.org
Forbes, "Survey Highlights What Gen Z is Reading on Their Phones." Forbes.com
Chronicle of Higher Education, "Is Reading Over for Gen Z Students?" Chronicle.com
The New York Times, "Why College Students Are Reading Less." NYTimes.com