Reading After Readers
Jonathan Boymal, writing about education in the AI era, argued that deep reading, historically treated as foundational to intellectual development, requires reassessment. The humanist tradition from Simone Weil through Maryanne Wolf emerged "under conditions of relative informational scarcity." Those conditions no longer hold. Students now encounter algorithmic language that "asks less to be interpreted than to be accepted." The response, Boymal suggests, is lateral reading: moving across contexts rather than diving into single texts, asking where claims come from and how meaning differs elsewhere.
The counterpoint came from Johanna Winant in Boston Review, defending close reading's ongoing power. Close reading, she argues, "grounds and extends an argument, reasoning from what we all know to be the case to what the close reader claims is the case." Her students at West Virginia University learned to build arguments from the ground up, noticing details small enough to fit under a finger. One became a nurse who writes notes for doctors using argumentative techniques learned from literature. Another used the method to write a police report about an assault "so she would be understood and believed." Close reading, in this telling, isn't literary technique—it's transferable attention to detail that works in courtrooms and hospitals.
The Family Quarrel
Look at what close and lateral reading share. Both assume an autonomous reader navigating information. Both treat texts as discrete objects to be approached with the right technique. Close reading says go deep; lateral reading says don't be naive. But both preserve the modernist figure of the individual reader making choices about what to trust and how to engage.
This is a family quarrel. The participants disagree on tactics while sharing deeper assumptions: the reader as subject, the text as object, reading as something the subject does to the object. The debate generates heat because both sides sense something is shifting, but neither quite names it. They're arguing about which room to occupy while the building's foundation moves.
The question isn't close versus lateral. It's what happens to reading when the reader—the individual, autonomous, choosing reader—starts to dissolve.
