Generative artificial intelligence has quickly become a familiar part of many teenagers’ daily lives. The National Literacy Trust (NLT) has published findings from its 2025 Annual Literacy Surveys, which included responses from over 60,000 young people aged 13 to 18, and more than 2,900 teachers across the United Kingdom. Within that vast dataset, 32,757 young people reported using generative AI.
The figures highlight a sharp rise in weekly AI use, from 31.1 per cent in 2024 to 45.6 per cent in 2025, with older teenagers most frequent in their usage. According to the research, many young people are turning to AI to support their literacy activities, from improving vocabulary to receiving feedback on writing. At the same time, concerns about overreliance are increasing, with one in four admitting they simply copy AI outputs.
As a long-established bookseller, All Top Books is interested in how new technologies influence reading, writing and the culture of literacy. The question is whether AI will remain a supportive tool, or risk undermining the very skills that underpin learning and creativity.
Key Takeaways
- Nearly half of 13–18-year-olds now use generative AI weekly (45.6 %) to support literacy tasks.
- Top AI uses include improving vocabulary (39.5 %), checking grammar (35.2 %) and summarising texts (33.0 %).
- One in four young people admit to “just copying” AI outputs, raising concerns about originality.
- A majority of teachers (86.2 %) want AI to be taught critically, yet 66.9 % say they need more training.
- Enjoyment of reading and writing correlates with more responsible AI use and deeper engagement.
Did you know? A quarter of teens say they simply copy AI outputs rather than adapting them.
What the data shows
The NLT’s reports, Young People and Teachers’ Use of AI to Support Literacy in 2025, provide one of the clearest pictures to date of how young people and teachers are encountering generative AI.
Patterns of use
- Weekly use of generative AI has risen to 45.6 per cent, compared with 31.1 per cent in 2024.
- Teenagers aged 16 to 18 are the most regular users.
Literacy activities supported
Young people report using AI for a variety of literacy tasks. The table below sets out the proportions who engage in specific activities:
Literacy activity | Percentage of young people using AI |
Improving vocabulary | 39.5% |
Checking grammar and spelling | 35.2% |
Summarising a text | 33.0% |
Getting feedback on writing | 20.7% |
Understanding ideas in a text | 19.6% |
These figures suggest that AI is not confined to entertainment or casual queries. Many young people are weaving it into their reading and writing routines.
Concerns in the data
- A quarter of young people (25.1 per cent) admit to “just copying” AI outputs, an increase on 2024’s one in five.
- Attitudes remain divided: 65.5 per cent agree it is still important to learn to write without AI, 8.2 per cent disagree, while the rest are unsure.
- Teachers voice stronger anxieties: 66.5 per cent worry AI may devalue writing skills, and 48.6 per cent fear harm to reading development.
Despite these concerns, most teachers (86.2 per cent) believe students should be taught how to engage critically with AI. Yet two thirds (66.9 per cent) say they need further training to use AI effectively themselves.
Andrew Ettinger, director of education at the NLT, summarised the challenge: “AI is transforming how young people learn and express themselves, offering exciting new possibilities for creativity, collaboration and personalised support.”
How AI can enhance literacy
The survey data paints a nuanced picture. Many young people are not using AI as a shortcut, but as a tool to bolster their reading and writing confidence.
Vocabulary and comprehension
Nearly 40 per cent use AI to enhance vocabulary, and around one fifth turn to it to understand ideas in texts. For learners encountering complex material, this can break down barriers and encourage persistence.
Grammar, spelling and structure
Over a third use AI to check grammar and spelling. While spelling tools have long been part of digital writing, AI offers broader stylistic guidance. This can help students refine their work and feel more confident about presentation.
Summarising and feedback
One third use AI for summarising, while one fifth ask for writing feedback. This has the potential to support revision and editing skills, provided the outputs are critically reviewed rather than copied.
Enjoyment and motivation
The NLT research notes that those who enjoy reading and writing are more likely to use AI interactively. This suggests that literacy enjoyment can anchor responsible use, ensuring that AI remains a supplement rather than a substitute.
Inclusive possibilities
There is also scope for AI to support learners with additional needs. Students with dyslexia or those learning English as an additional language may find AI’s ability to rephrase, simplify or explain concepts particularly useful. Used carefully, it can act as an assistant that encourages independence rather than dependence.
AI may therefore act as a scaffold for literacy, particularly for those who struggle with confidence. The challenge is ensuring the support it offers strengthens long-term skill development.
The risks of overreliance
While there are clear benefits, the reports also warn of risks if AI use becomes habitual and uncritical.
Copy-and-paste culture
The proportion of students admitting to copying outputs has risen to 25.1 per cent. This is troubling because it discourages the process of drafting, revising and expressing original thought.
Weakening critical thinking
By leaning too heavily on AI for answers, young people risk losing the habit of questioning, comparing sources and developing their own interpretations.
Reliability and bias
AI outputs can contain errors or reflect biases in training data. Students who fail to check these risk embedding inaccuracies in their work.
Academic integrity
Teachers are already concerned that AI may devalue writing. The blurred boundary between personal work and machine-generated text raises questions of authorship and plagiarism.
Reading and motivation
Nearly half of teachers fear AI could harm reading development. If young people rely on summaries rather than engaging with texts themselves, sustained reading skills may weaken.
Teachers’ needs
Two thirds of teachers say they lack adequate training. Without clear guidance, both educators and students may struggle to balance AI use appropriately.
Psychological impact
Constant reliance on AI can also affect perseverance and concentration. Struggling through difficult passages or redrafting essays develops resilience. If AI short-circuits this process, young people may miss out on essential growth.
These risks reinforce the need to embed media literacy and reflective AI use into the curriculum, as the NLT research itself recommends.
Using AI responsibly in literacy learning
Given the benefits and risks, responsible integration is essential.
AI literacy education
- Teach young people the strengths and limitations of AI.
- Encourage them always to review, fact-check and revise outputs.
- Promote a questioning mindset: ask why AI produced a particular answer and whether it is reliable.
Classroom practice
Assignments could include:
- Comparing an AI-generated summary with a student’s own
- Asking students to annotate AI feedback and explain whether they accept or reject the suggestions.
- Drafting work without AI before using it to refine.
Teacher development
With two thirds calling for more training, there is a clear need for professional development. Workshops, peer-to-peer learning and clear institutional policies can help teachers feel confident.
Equity
Access remains uneven. Schools and communities must consider affordability and infrastructure so that AI tools do not widen existing divides.
Balancing literacy
AI must sit alongside, not replace, traditional practices. Encouraging young people to read widely, write regularly, and enjoy the creative process remains central.
Home and community role
Parents and libraries can also help by modelling balanced technology use. Discussing books at home, encouraging handwritten notes, and using AI only as a supplement reinforces the value of independent literacy.
Implications for the book ecosystem
All Top Books has roots in bookselling since 1980, and online retailing since 2002. As a business dedicated to reading, we recognise both opportunities and responsibilities in the age of AI.
- Curated selections: offer collections that nurture deep reading and critical engagement, complementing AI-assisted learning.
- Guides for parents and teachers: resources that help families and schools balance AI use with traditional reading habits.
- Support for independent bookshops: continue to champion the role of booksellers as promoters of literacy culture.
- Encouraging enjoyment: remind readers that books are not simply sources of information, but also of creativity, wellbeing and critical growth.
- Workshops and events: possibilities exist for collaboration with schools and libraries, focusing on how reading for pleasure supports responsible use of digital tools.
AI may change how people interact with texts, but the need for human-led reading and writing remains strong.
Conclusion: AI Literacy for Young People
AI is both a helpful assistant and a potential crutch. The NLT’s 2025 findings highlight a generation turning to technology to support vocabulary, comprehension and writing, but also reveal worrying signs of overreliance.
The majority of young people still value learning to write independently, and most teachers believe critical engagement with AI must be taught. Enjoyment of reading and writing continues to stand out as the strongest foundation for responsible use.
As Andrew Ettinger observed, literacy skills provide the foundations for navigating AI thoughtfully. At All Top Books, we remain committed to fostering that foundation, supporting readers of every age to use technology wisely while treasuring the enduring power of books.
Explore our newly published collection that help young people build strong writing and reading skills alongside AI tools.
Further Reading
- AI and Literacy: What Does It Mean for Young People?: A commentary by the National Literacy Trust on evolving definitions of literacy in the AI era
- Thinking Like a Scientist: Can Interactive Simulations Foster Critical AI Literacy?: Academic research exploring how interactive tools help learners engage more critically with AI
