Reading is becoming less often a solitary exchange between reader and text. As artificial intelligence is increasingly stepping in to summarize, interpret, and even “read” on our behalf. What does this shift mean for how we learn and engage with the world?
These questions were at the center of a recent virtual book launch conversation between Naomi Baron, author of Reader Bot: What Happens When AI Reads and Why It Matters, and Dean Seth Green. Drawing on decades of research into how humans engage with texts, Naomi examined how AI is reshaping reading practices and why those changes matter for education, culture, and democratic life.
Rather than focusing on what AI can do, the conversation asked what we risk losing when reading becomes increasingly mediated by machines. Naomi’s work brings together insights from language, technology, and higher education to challenge assumptions in the digital age.
What Is at Stake for Readers
During the conversation, Naomi raised concern about a growing trend: the long-term decline of voluntary reading among students. She noted that this pattern has been observed over the past decade and may be accelerating as AI tools become more capable and more widely used.
As these tools take on tasks once central to the reading process, Naomi warned of a deeper motivational shift.
“If we take away the impetus for doing things like reading to relax, escape, empathize, or analyze by letting AI do it for us, then we undermine our motivations as well,” said Naomi “And we end up weakening our analytical skills.”
Naomi emphasized that the implications extend well beyond academic performance. Reading shapes how we engage with ideas, culture, and civic life. When AI mediates our understanding of texts, it also influences how judgments are formed, potentially narrowing the range of perspectives that inform public discourse and democratic participation. Her remarks encouraged reflection on how this shift may affect critical thinking and human insight more broadly.
What Happens When AI Reads for Us?
AI is evolving rapidly, reshaping how people read, write, and learn. As more readers rely on AI to synthesize and interpret texts, the conversation has shifted from defining what AI is to examining how it should be used. Central to her argument is a key distinction between human and machine reading.
Human readers bring context, experience, and interpretation to a text. AI processes language without understanding meaning in the same way. That difference has significant consequences for comprehension, learning, and judgment.
Naomi cautioned against outsourcing the full reading experience to AI, particularly when engaging with literature or complex narratives. At the same time, she offered practical guidance for using AI in ways that support rather than replace active reading, including:
- Co-reading tools: Helping navigate complex novels, such as creating a character list for Anna Karenina.
- Accessibility: Simplifying texts for younger readers or non-native speakers without replacing engagement with the original work.
- Technical or informational texts: Providing overviews before delving into detailed or technical content, helping readers find their way through dense material.
As AI becomes more prevalent in education, understanding both its strengths and its limitations allows educators and learners to guide its use thoughtfully rather than avoid it altogether.
Preserving Engagement in the Age of AI
Naomi’s research has long explored how digital technologies shape cognitive habits. While AI offers clear benefits, it also raises concerns about diminished engagement and a loss of ownership in the learning process. One of the most pressing risks, she noted, is the gradual erosion of active, reflective reading.
She offered guidance for educators and lifelong learners seeking to integrate AI responsibly while remaining intellectually engaged:
- Read more, actively – Engage directly with texts, whether in print or digital formats, aloud or silently.
- Guide the use of AI – Use AI as a tool to support understanding and access, but not as a replacement for critical engagement.
- Maintain ownership and reflection – Ensure learners are thinking, analyzing, and making meaning independently, even when AI is part of the workflow.
The conversation served as a reminder that while AI can open new possibilities for learning, it also demands intentional and reflective use. Preserving the depth and richness of human reading is not about resisting technological change, but about making deliberate choices that keep readers actively engaged with ideas, texts, and the world around them. Watch the full conversation here.
