Everyone criticizes Gen Z as a generation that grew up with computer screens and iPhones and is thus unable or at least unwilling to read books.
The scenes I have witnessed on streets and in airports seem to confirm this reading-adverse characterization. Everywhere you go, Gen Z is online, staring at screens. College professors report that many incoming students do not regularly read books. The message is that Gen Z posts on social media. It texts. It doesn’t do books.
Thus, Gen Z is hopelessly digital. Society needs to adapt to this virtual reality, and universities need to change their curricula accordingly.
Finding a Way Around the Problem
I don’t think this message is true despite all the appearances. This is because I found out that some GenZers can read under the right circumstances.
Of course, this discovery is anecdotal and may not apply across the board. However, with so much bad press on Gen Z, we should at least hear the other side.
At the same time, I don’t deny that there is a problem with reading among the newer generations. Everyone has seen this. As a teacher of college-aged Catholic young men, I have noticed it and discussed the issue with other teachers.
Changing the Context
On one such occasion, someone suggested holding an event where everyone could read and report on what they learned. This would make the solitary act of reading a bit more social and accountable.
I must admit that I was skeptical. I thought it might last a week or two until something more exciting appeared on the horizon. However, I committed myself to presenting the proposal to fifteen or so students under my care.
To my surprise, the young men were intrigued by the challenge. They thought the experiment would be interesting and were willing to give it a try.
Reading Monday Is Born
The event was structured to maximize the reading experience. We decided to hold the affair on Monday evenings after dinner and call it Reading Monday.
It consisted of getting together in a sitting room with any book of their choice. After a beginning prayer, the students would have one hour and fifteen minutes of silence to read. It was deliberately made slightly longer so that the person could engage more deeply in the exercise. It would also be a bit tedious to force them to go beyond impressions. They could read anywhere in the house.
At the end of the period, the participants would gather again in the sitting room, and each one (myself included) would have a few minutes to tell the others what they had read.
Giving a Report
At first, the going was a little tough as everyone got accustomed to the program. I did not know what to think about the first response. In those early days, I even canceled the program for a few weeks because of a busy schedule.
I was pleasantly surprised when the students complained about the cancelations and insisted on continuing.
The program developed over time. Soon, the most expressive part of the experience was the reports of the readers. All readers had to summarize what they had read. I found that the reports tended to be longer, not shorter, than required. I had to limit them to a few minutes each, lest the meeting finish too late.
I was amazed by their enthusiasm and passion when giving their reports. They revealed qualities I never imagined existed in them. Even the most introverted person showed himself to be quite loquacious. Each one had an angle that fit his personality.
Exposing Others to Books
Each book also corresponded to the reader. I was edified by their good selection of non-fiction books—history, biography, piety, lives of the saints, adventure, war and others.
An added benefit was that everyone was exposed to the books of the others. We learned together with the reader about the book. It gave rise to brief discussions. I put a few of the books on my reading list since they sounded so interesting.
The readers read at different speeds. Sometimes, someone hacks away at the book for a month or two, and we would hear the whole story. Others present new books quite often. Some students attack lengthy tomes, while others prefer short books.
In the end, they all came to look forward to the next Reading Monday. We are now entering our third year of reading.
Challenging the Narrative
What impresses me is how these Gen Z young men do not correspond to the flawed characterization of them now dominating the media. At least these young men like to read.
It suggests that something is wrong with the official narrative. Given how few Gen Z representatives were involved, I’m not sure what to conclude.
However, I think we can safely say that Gen Z can read books under favorable conditions. They feel the loneliness of their screens and welcome a social occasion to share something serious with others. They also have qualities that need to be coaxed out of them.
It also contained lessons for me. We should not be afraid of challenging the narrative, in proposing something different and being attentive to the reaction. Don’t give up when problems arise. Be bold and persevering. Trust in God. Something amazing can suddenly appear.
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The featured image is courtesy of Pixabay.
