Amid rising concerns regarding artificial intelligence and digital distraction, a notable cohort of English professors is reinforcing policies that require students to use printed materials for coursework. This academic shift prioritizes physical engagement with texts over digital formats, according to a report by the Yale Daily News.
Professors are specifically targeting the use of generative AI chatbots, which they view as detrimental to the development of genuine critical thinking and original writing skills. Instructors who previously permitted digital reading on tablets or laptops are now tightening these technological restrictions to ensure focused engagement.
Professor Kim Shirkhani, course director for “Reading and Writing the Modern Essay,” stated that requiring print significantly improves classroom quality by reducing the temptation for students to rely on chatbot summaries. Shirkhani noted that reading on paper leads to more careful comprehension compared to screen-based reading.
Similarly, Professor Pamela Newton has eliminated the option for digital readings in her seminars this semester, framing the policy as a direct effort to counteract the pervasive influence of AI use. Newton expressed discomfort with the ambiguity of digital use, stating she felt "paranoid" about students texting during discussions, even when using tablets for annotation.
This trend is reflected in increased demand for printed course packets; TYCO Print saw 34 such packets offered this spring semester, an increase from 20 during the same period last year. While acknowledging the financial burden, professors noted that university programs exist to assist students with printing costs, equating the packet expense to purchasing a required textbook.
Conversely, some faculty maintain technology-inclusive policies, citing environmental impact and printing costs as primary concerns against mandatory printouts. Professor Stephanie Kelley supports digital access for accessibility and cost reasons, even while observing student distraction from activities like online shopping.
Ultimately, instructors mandating physical texts argue that literature courses are fundamentally a practice of sustained attention and developing nuanced inquiry. They aim for students to leave class with deeper questions derived from direct textual experience, rather than easily summarized bullet points.
Student governance bodies are attempting to mitigate the financial friction of this reversion, sponsoring stipends aimed at covering course material and printing expenses for low-income students. However, broader systemic changes to absorb these costs face hurdles, particularly in light of new federal endowment tax legislation.
