Around 2,500 years ago, Socrates (according to Plato) bemoaned the advent of literacy as corrosive to our memories: “[reading] will create forgetfulness in the learners’ souls, because they will not use their memories; they will trust to the external written characters and not remember of themselves.” He was right, but literacy, on the whole, was a good thing for society. (And we wouldn't have known what Socrate thought without it.) Literacy has been a source of power for two millennia. In societies where only a few can read, they dominate as they control the flow of information (and misinformation). Today, audio and video communication have l given that power to everyone with a smart phone. Democratising the power to spread misinformation is of doubtful value, but at least we can now all find three ways to put on our eyeliner or clear a blocked drain without the aggro of having to read.
So far, children still have to learn to read and write, though the reading they are set becomes ever briefer and less challenging. For decades we have seen children complain that they don't need to learn arithmetic as they can use a calculator. How long before they say they don't need to read and write because everything either is or can be audio/visual? And what does that mean for children's writers and children's books?
Picture books are rooted in oral tradition. They use word play, often rhyme, alliteration, repetition and musicality just as oral storytellers and poets have done for millennia. And to the recipient (the child) they are orally delivered, read by an adult or older sibling. Picture books are already giving children the tools they need to live in an oral culture. As authors and parents, we hope the pleasure they get from hearing picture books will prompt them to want to learn to read, to be able to repeat their pleasure whenever they want, without the assistance of a reading adult.
Many adults read very little, taking audio books, movies, TV, online video and music as their principal sources of both entertainment and information. But somone has to write all those still, at least for now. AI can produce derivative slop, but nothing wholly original, so it will all get increasingly samey as it feeds on itself (this is model collapse in AI jargon). It's unlikely everyone will be content with slop so there should be some market for thoughtful creativity still. And no one can write who does not read.
But the outcome of writing is not just articulating what you think, it's working out what you think. Socrates could, no doubt, work out his thoughts using spoken language, but I don't think we could do that now — precisely because the ability to record things, either in writing or digitally, has eroded those skills we once had. The human brain hasn't changed in 2,500 years, though. We could still develop those skills from infancy if we lived in an environment where it was necessary. And perhaps our descendants will again, after the apocalpyse when they can't read or write or have any access to digital repositories of information. For now, though, it's important to nurture the skills and pleasures of reading and writing. In the worst-case scenario, those children who grow up reading and writing when others don't will be those with power and knowledge. It's our books they will have been reading. What they read will show them how to think and suggest what they should think. We need to make our books count because the future of the world depends on them. — literally. No pressure, then.
And maybe it's time to re-read Ong's Orality and Literacy (1982)...
Anne Rooney
Coming soon: Science Museum Space Annual 2027, published August 2026


















