Harry,
I am always interested to read broad, comprehensive assertions such as those you've reported to have been made by University Pomopeu Fabri. Was there any indication of the extent of research that produced the conclusion that digital interactive media has created a new kind of "reader?"
Thanks,
Janet
Dr. J. Nepkie
SUNY Distinguished Service Professor
Professor of Music and Music Industry
Fine Arts 145
State University College
Oneonta, NY 13820
tele: (607) 436 3425
fax: 607 436 2718
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From: <[log in to unmask]>
Reply-To: Teaching Breakfast List <[log in to unmask]>
Date: Mon, 29 Nov 2010 11:46:44 -0500
To: <[log in to unmask]>
Subject: Re: Reading Online vs. Paper
Dear TBers,
Carlo Scolari (University Pomopeu Fabri, Barcelona, Spain) says that digital interactive media has created a new kind of "reader" who is accustomed to interactivity, networked information, screen fragmentation, more rapid pace of presentation, intertextuality, multiple screens, and rapid shifting between interfaces.
Based on my reading, it appears that many students have not bought into screen reading. Those that have, however, may be a different kind of reader than we are accustomed to.
Cordially,
Harry
Harry E. Pence
SUNY Distinguished Teaching Professor Emeritus
SUNY Oneonta
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From: Teaching Breakfast List [[log in to unmask]] On Behalf Of Greenberg, James ([log in to unmask])
Sent: Tuesday, November 23, 2010 8:40 AM
To: [log in to unmask]
Subject: Reading Online vs. Paper
TBers,
Reminder that the last TB of the year will be Dec. 1, 8 am, Starbucks in the Hunt College Union.
I just finish reading Nicolas Carr's new book The Shallows: What the Internet is Doing to Our Brains?. In it, he makes a compelling case that the fragmented media of today's Internet is fundamentally changing our brains. He covers the topic pretty well (from my uneducated perspective), moving from working memory/long term memory issues, to how we react to different formats. Faculty that study reading tell me there may be something to this. They point out the numerous studies suggesting that reading from paper is a cognitive process, while reading from the screen is more a visual process. Of course generalizing this complex process is always risky. I'm curious....
Do you expect your students to read "from the screen" ?
Do you suggest to them, they print things out before reading them, and if so why? If not, why not?
Do you have an anecdotal information that suggests one approach might be better than another?
Hope to see you all Dec. 1. Until then, don't each too much.
Mr. James B. Greenberg
Director Teaching, Learning and Technology Center
Milne Library
SUNY College at Oneonta
Oneonta, New York 13820
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