With the rapid growth in digital texts and their use on mobile media such as iPhones, e readers and laptops there has been little time for educators to catch their breath and consider the implications that e books and e readers will have on teaching, learning and literacy.
As with any new innovations, there are alarmist claims surrounding the increase in digital reading, particularly with younger and younger children having access to mobile media.
Sensationalist yes, but Mod (2010), captures the sentiment of many online writers on the topic when he poetically states;
Print is dying.
Digital is surging.
Everyone is confused.
(http://craigmod.com/journal/ipad_and_books/. Retrieved September 20, 2010)
A recent research paper by Terje Hillesund, ‘Digital Reading Spaces: How Expert Readers Handle Books, The Web and Electronic Paper’ offers a balanced consideration of the issues and implications This paper gives a comprehensive overview of e reading in all its forms.
Hillesund begins with a history of print and reading, dating back to codex in the second and third centuries, and particularly focusing on the physicality of reading through the ages. Whilst there is much research on the cognitive aspects of reading, Hillesund is of the belief that there has been little research done on the physical nature of reading - the handling of books and technology (2010:2).
This lack of attention to the physicality of reading has been interesting to consider. When I have been introducing e readers (the Kindle) to staff and students in my P-7 educational setting, their first comments have overwhelming been connected to the look and feel of the device. Comments have included “wow the surface is nice and soft like the cover of a book”, “it is lighter than a book isn’t it”, and “I could read that in bed and my hands wouldn’t get sore like with my laptop”.
Hillesund’s research participants were academics, but similar comments relating to the actual devices were common, with focus groups commenting on the size, ease with which it fits in the hand, use of buttons and screen size, before commenting on function (Hillesund,2010:3).
This focus on the actual device should not perhaps be surprising, laden as we are with a multitude of mobile media devices. Though it must also have the functionality they require, many mobile media users are concerned first with the look and feel of their phone or laptop.
The 2010 Horizon Report has e-readers as on the ‘mid term’ horizon, that is adoption into the mainstream of institutions in three to five years (Johnson, Levine, Smith and Stone,2010:6). However e-readers such as the Kindle, Sony Ereader, Kobo, Eco Reader and iPad are in their infancy in educational settings, particularly in the P-7 setting (Smith, 2010, Alder, 2010).
Hillesund’s research findings suggest that the experience of reading of a dedicated e reader is comparable to reading on paper. The 2010 Horizon Report continues the theme of e-readers having the potential to take over at least some of our print collections;
The capabilities of (e) readers have advanced to the point where the experience truly rivals that of reading a paper book. Paper and ink color, font, type size, even the way pages are turned, are all customizable. Text is clear and crisp, with enough contrast to make it easy to read, and the devices are comfortable to hold for long periods of time…electronic books have enjoyed a dramatic rise in popularity over the last year.
(Johnson, Levine, Smith and Stone,2010:17)
Some would question why an e reader – why not read an e book on a laptop, phone or desktop computer? From my own work with students I can already see a number of areas where an e reader is preferable to another mobile media device or a desktop PC;
- Many e readers (in this case the Kindle) are only for reading e books (the iPad is an exception at this point) meaning there is less opportunity for distraction.
- It is easier to have a digital text book next to your laptop if you are researching, flicking between screens from document to text book is not ideal.
Hillesund identifies a number of other areas in which an e reader device is a better option. The most noticeable differences are that computer screens do not create optimal reading conditions due to backlighting, low resolution and widescreen formats.
An area of great concern to educators is around the quality of digital reading. Detractors of digital reading claim that it is shallow, and that youth are no longer able to read for long periods. Hillesund states:
Screen–based reading behaviour is characterized by more time spent on browsing and scanning, keyword spotting, one–time reading, non–linear reading, and reading more selectively, while less time is spent on in–depth reading, and concentrated reading.
(Hillesund, 10:2010)
A valid concern with digital reading, and one which I experience myself, is that readers are easily distracted (the urge to click on hyperlinks being an example), and that there is little chance for the reader to be ‘lost in the book’ – something that all readers of fine literature enjoy (Hillesund, 5:22).
This practice of clicking frantically on hyperlinks and getting further and further from the original reading is often referred to as ‘squirreling’ or ‘power browsing’. Whilst it would appear that this could cause shallow reading many of the academics in Hillesund’s study indicated that it broadens the picture of what they are reading, and can in fact be beneficial. You can create your own ‘reading pathway’ in finding the information you require. The point is also made that paper articles and books are often not read from cover to cover…you find the sections of relevance and interest.
There are of course many forms of reading – reading of a narrative requires continuous reading from beginning to end, magazines and newspapers are read more quickly and selectively and academic texts and non fiction works are read selectively, often with extensive use of the contents and index.
Whilst reading on a desktop computer or even a laptop can lead to disconnected reading, my own experience of Kindle reading and that of my students is that e readers can very much be read as a novel. There is still the opportunity to ‘fall into a story’ with an e reader!
Blanchard and Moore have also done much research in the area of digital literacy. Their research supports Hillesunds, with findings suggesting that digital reading can have a profoundly positive impact on children’s literacy and engagement with reading (Blanchard, Moore, 2010). Executive Director of the Association of Booksellers for Children, Kristen Mclean, talks of the active and empowered readers of the future (McLean , 2010). Though not academic in nature, her blog post ‘The Kids are Alright’ discusses the different forms of literacy which are fast becoming important in this age of digital reading, and the mindful attention and creativity which are needed in a digitally networked world (McLean, 2010)
Concerns around digital reading are valid, and indeed sobering. Debate is important, and time and long term research will give us a more complete picture of the impact of digital reading. My personal belief is that educators must proactively move forward with the technological changes in reading and libraries. I am witnessing first hand the active engagement that can result from e readers and digital technology and I’m keen to further explore tools which will appeal to my learners.
The future of paper books and publishing is indeed filled with challenges and changes, but reading (in all forms) is never in doubt.
References:
Alder, A (2010) Louise Adler talks about eReading [podcast] Retrieved August 19, 2010 from http://www.abc.net.au/rn/breakfast/stories/2010/2903319.htm
Blanchard, J. & Moore, T. (2010). The Digital World of Young Children: Impact on Emergent Literacy. The Pearson Foundation. Retrieved August 15, 2010 from http://www.pearsonfoundation.org/literacy/research/emergent-literacy.html
Dorling Kindersley UK
Hillesund, T (2010),Digital Reading Spaces: How Expert Readers Handle Books, the Web and Electronic Reading
McLean, K (2010) The Kids Are Alright! Why Digitization and E-books are Good for Literacy. Retrieved August 1, 2010 from http://publishingperspectives.com/?p=14607
Mod, C. (2010). Books in the Age of the iPad. Retrieved August 20, 2010 from http://craigmod.com/journal/ipad_and_books/
Comment on Group 4 blog.
ReplyDeleteBy JOCELYN FREEMAN
I like the YouTube post put up by Group 4 titled: 'dying, don't think it's all going to survive.'
This has an interesting twist in it. At first we view text related to statements about print and media and youth today which lead us to think perhaps youth culture is not at all interested in books and the tradition of publishing which we have inherited today. This reflects a lot of views at the moment about the digitisation of the world and its consequences for publishing - and education. Long have we heard statements from people that youth are unable to develop and expand their minds because all they're interested in is popular culture, like Lady Gaga and the latest tragedies of Jo-Lo or Amy Winehouse.
But then, something interesting happens. There's a twist in the video and we see youth revealed as many of them really are - young, innovative, interested in the world, seeking to understand and admire historic and political figures like Ghandi, showing concern for the environment and our future as world citizens. It's a YouTube designed to sprinkle a bit of egg on the face of the non-believers, the cynics of youth today and to reinforce the integrity of a generation who are more digital savvy than ever, willing to contribute and be respected in contemporary society. As educators, it is our chance to listen and acknowledge the integrity of forthcoming digital generations and help them to discover and learn, guiding them in their research and sourcing of information.