This workshop discusses how digital overstimulation and the proliferation of automated content with low semantic density impact attention, comprehension, and critical thinking. Led by an educator, a linguist, and a writer, the session integrates the neuroscience of reading, linguistics, and literary practice to analyze these effects and propose concrete pedagogical strategies. Participants will explore ways to strengthen deep reading, textual authorship, and intellectual autonomy in AI-mediated educational contexts, transforming reading and writing into active tools for cognitive quality and meaningful learning.