Pub Date : 2021-04-01DOI: 10.1093/OSO/9780190084097.003.0003
Naomi S. Baron
Chapter 2 begins by considering the different genres of text, particularly narrative (typically fiction) versus informational. It goes on to compare trade sales for print, eBooks, and audio with what’s happening in education, where cost is a major driver towards adoption of commercial digital materials, along with open educational resources (OERs). We also introduce issues around testing and the ways readers move through digital text by paging or scrolling. The chapter then raises the critical question of how much our success in reading on a particular platform (print, screen, or audio) is shaped by the technology itself and how much by the mindset we bring to using it. The issue of technology versus mindset is explored in depth in later chapters.
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Pub Date : 1900-01-01DOI: 10.1093/oso/9780190084097.003.0011
Naomi S. Baron
Chapter 10 asks us to think about two paradoxes. The first is that while print usage in the trade world has largely stabilized, the education market is aggressively adopting digital textbooks. Moreover, many students now judge print reading to be boring. The second paradox is that as screens potentially become the default mode for reading in schools, one of the much-touted goals of education, critical thinking, is ill suited to digital reading. While the notion of critical thinking remains ill defined, it surely includes reasoned analysis and reflection, for which the evidence indicates print is better suited. Digital tools, which are effective for information-seeking and fact-checking, also appear to be undermining our motivation for using our memory capacity. But readers are not defenseless. The chapter closes with concrete suggestions for mapping a way forward.
{"title":"The Road Ahead","authors":"Naomi S. Baron","doi":"10.1093/oso/9780190084097.003.0011","DOIUrl":"https://doi.org/10.1093/oso/9780190084097.003.0011","url":null,"abstract":"Chapter 10 asks us to think about two paradoxes. The first is that while print usage in the trade world has largely stabilized, the education market is aggressively adopting digital textbooks. Moreover, many students now judge print reading to be boring. The second paradox is that as screens potentially become the default mode for reading in schools, one of the much-touted goals of education, critical thinking, is ill suited to digital reading. While the notion of critical thinking remains ill defined, it surely includes reasoned analysis and reflection, for which the evidence indicates print is better suited. Digital tools, which are effective for information-seeking and fact-checking, also appear to be undermining our motivation for using our memory capacity. But readers are not defenseless. The chapter closes with concrete suggestions for mapping a way forward.","PeriodicalId":340835,"journal":{"name":"How We Read Now","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123740194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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