The New York Times intends to offer a series of articles examining how the Internet is changing the way people read. The first offering in this series examines whether online reading is a positive or negative influence on the development of reading skills.
The facts are that children are spending less time reading traditional content, i.e., books, and scores on tests of reading proficiency are stagnant. My interpretation is that researchers have yet to relate these two trends in a way that would argue for a causal relationship, but some early data and the opinions of some are leaning toward pointing to the Internet as a negative influence. A potentially independent and much more optimistic observation notes that online literacy (locating and processing online information) may represent a different and valuable form of literacy. Some organizations are urging that this proficiency be developed and also evaluation. Perhaps both sustained reading and online scanning are valuable.
At present, positions range from the nature of online reading is rewiring the brain to process information in a different fashion, to the nature of online searching rather than thinking has resulted in the loss or failure to develop sustained thinking/reasoning strategies (see earlier post – Has Google made us stupid?), to the opportunity to explore and search has resulted in the development of additional strategies.
The Times article offers a nice overview of the alternative positions.
As an aside – I hate the way the Times makes use of linking. Rather than linking to a related article, the link is to a themed collection (articles about the Organization for Economic Development, articles about the University of Michigan, etc.). Perhaps I am missing the point – the link is to the organization and there is no article on the specific issue – but what would be the point of making such a link?
Tags: onlineliteracy, 21st century learners, generations
