Blab AI
Hastings College Student Highlights Declining Literacy Rates and AIs Growing Classroom Role
On a crisp June afternoon at Hastings College, first‑year art and secondary‑education major Madi Holman seized the spotlight during the university’s annual Academic Showcase to voice a growing concern: the steady erosion of U.S. literacy skills amid an AI‑infused learning landscape.
Holman opened with a clear taxonomy of literacy—media, digital, critical, informational, reading, and writing—before citing a 2025 study that documents a consistent drop in literacy scores since 2013. The research links the rise in classroom technology to the trend, noting that the lack of device‑use regulations until recently has limited students’ opportunities for independent research. According to the data, only about one in four eighth‑grade students meets the recommended reading level.
The student then turned to teachers’ frustrations with generative‑AI tools such as ChatGPT and Grammarly. These platforms produce responses based on prompts, but Holman warned that they can generate misinformation or oversimplified content. “Teachers love completed work, but not at the cost of students lacking effort,” she said, underscoring the tension between efficiency and learning. She added that socioeconomic and racial disparities contribute to unequal access to resources, driving higher AI usage in under‑resourced schools. When students rely on AI for answers, critical‑thinking skills decline, she noted, “Every time confidence in artificial intelligence increases, critical thinking decreases.”
Holman traced the expansion of technology in schools. Digital tools were already present before the COVID‑19 pandemic, but their use surged during the 2020 shutdown and has remained widespread through platforms such as Google Classroom, Kahoot, and Quizlet. Some schools have even reduced or eliminated spelling instruction because students rely on grammar and spell‑check tools. She cautioned that AI can make teachers’ jobs harder, as students learn from corrections and feedback that may not apply when the work is generated by a machine.
Instead of discouraging AI, Holman proposed a balanced approach. She suggested using AI to generate discussion points or create electronic flashcards to support study, rather than to produce full essays or provide test answers. “AI is here to stay, so we must create a culture that understands AI,” she concluded. Holman, a member of Hastings College’s forensics team and a national quarterfinalist in dramatic interpretation, highlighted the broader context of the Academic Showcase, a spring event that allows students to share presentations and performances with the community while classes are canceled for the day.
The speech, written by English major Caspian Weeden from Pueblo, Colorado, reflects a growing concern among educators and students about AI’s impact on literacy. It calls for clearer guidance for teachers, equitable access to resources, and a culture that treats AI as a tool rather than a replacement for learning. While the presentation raised questions, it did not outline specific policy actions. School districts across the country are still debating how to regulate device use and integrate AI responsibly. Researchers and educators continue to study the long‑term effects of AI on reading proficiency, keeping the conversation open as new tools emerge.
Holman opened with a clear taxonomy of literacy—media, digital, critical, informational, reading, and writing—before citing a 2025 study that documents a consistent drop in literacy scores since 2013. The research links the rise in classroom technology to the trend, noting that the lack of device‑use regulations until recently has limited students’ opportunities for independent research. According to the data, only about one in four eighth‑grade students meets the recommended reading level.
The student then turned to teachers’ frustrations with generative‑AI tools such as ChatGPT and Grammarly. These platforms produce responses based on prompts, but Holman warned that they can generate misinformation or oversimplified content. “Teachers love completed work, but not at the cost of students lacking effort,” she said, underscoring the tension between efficiency and learning. She added that socioeconomic and racial disparities contribute to unequal access to resources, driving higher AI usage in under‑resourced schools. When students rely on AI for answers, critical‑thinking skills decline, she noted, “Every time confidence in artificial intelligence increases, critical thinking decreases.”
Holman traced the expansion of technology in schools. Digital tools were already present before the COVID‑19 pandemic, but their use surged during the 2020 shutdown and has remained widespread through platforms such as Google Classroom, Kahoot, and Quizlet. Some schools have even reduced or eliminated spelling instruction because students rely on grammar and spell‑check tools. She cautioned that AI can make teachers’ jobs harder, as students learn from corrections and feedback that may not apply when the work is generated by a machine.
Instead of discouraging AI, Holman proposed a balanced approach. She suggested using AI to generate discussion points or create electronic flashcards to support study, rather than to produce full essays or provide test answers. “AI is here to stay, so we must create a culture that understands AI,” she concluded. Holman, a member of Hastings College’s forensics team and a national quarterfinalist in dramatic interpretation, highlighted the broader context of the Academic Showcase, a spring event that allows students to share presentations and performances with the community while classes are canceled for the day.
The speech, written by English major Caspian Weeden from Pueblo, Colorado, reflects a growing concern among educators and students about AI’s impact on literacy. It calls for clearer guidance for teachers, equitable access to resources, and a culture that treats AI as a tool rather than a replacement for learning. While the presentation raised questions, it did not outline specific policy actions. School districts across the country are still debating how to regulate device use and integrate AI responsibly. Researchers and educators continue to study the long‑term effects of AI on reading proficiency, keeping the conversation open as new tools emerge.
