{"id":50720,"date":"2020-01-15T11:06:22","date_gmt":"2020-01-15T19:06:22","guid":{"rendered":"https:\/\/world.edu\/?p=50720"},"modified":"2020-01-15T11:06:22","modified_gmt":"2020-01-15T19:06:22","slug":"if-you-can-read-this-headline-you-can-read-a-novel-heres-how-to-ignore-your-phone-and-just-do-it","status":"publish","type":"post","link":"https:\/\/world.edu\/if-you-can-read-this-headline-you-can-read-a-novel-heres-how-to-ignore-your-phone-and-just-do-it\/","title":{"rendered":"If you can read this headline, you can read a novel. Here\u2019s how to ignore your phone and just do it"},"content":{"rendered":"

\"\"<\/p>\n

Public anxiety about the capacity of digital-age children and young adults to read anything longer than a screen grab has come to feel like moral panic. But there is plenty of evidence to suggest we must take such unease seriously.<\/p>\n

In 2016, the US National Endowment for the Arts reported the\u00a0proportion of American adults<\/a>\u00a0who read at least one novel in 2015 had dropped to 43.1% from 56.9% in 1982.<\/p>\n

In 2018, a\u00a0US academic reported<\/a>\u00a0that in 1980, 60% of 18-year-old school students read a book, newspaper or magazine every day that wasn\u2019t assigned for school. By 2016, the number had plummeted to 16%.<\/p>\n

Those same 12th graders reported spending \u201csix hours a day texting, on social media and online\u201d.<\/p>\n

American literacy expert and neuroscientist Maryanne Wolf describes the threat screen reading poses to our capacity for \u201cthe slower cognitive processes such as critical thinking, personal reflection, imagination, and empathy that are all part of deep reading\u201d.<\/p>\n

She\u00a0asks<\/a>:<\/p>\n

Will the mix of continuously stimulating distractions of children\u2019s attention and immediate access to multiple sources of information give young readers less incentive either to build their own storehouses of knowledge or to think critically for themselves?<\/em><\/p><\/blockquote>\n

But rather than taking up defensive positions on either side of the digital-analogue reading divide, Wolf encourages us to embrace both. As parents and teachers we can help our children develop a\u00a0bi-literate reading brain<\/a>. There are several ways we can do this.<\/p>\n

Reading pathways<\/strong><\/h4>\n

Reading is a learned skill that\u00a0requires the development<\/a>\u00a0of particular neural networks. And different reading platforms encourage the development of different aspects of those networks.<\/p>\n

Screen-reading children, immersed from toddlerhood in the pleasures and instant gratification of skimming, clicking and linking, develop cognitive skills that make them adept power browsers, good at the useful ability to scan for information and analyse data.<\/p>\n

But Wolf suggests this kind of reading \u201ccan short-circuit the development of the slower, more cognitively demanding comprehension processes that go into the formation of deep reading and deep thinking.\u201d<\/p>\n

Unless the cognitive skills required for deep reading are similarly developed and nurtured, new generations of readers \u2013 distracted by the ready availability of digital information \u2013 may not learn to venture beyond the shallows of the reading experience.<\/p>\n

Along with others concerned with early childhood education Wolf advises encouraging paper literacy from infancy. She doesn\u2019t recommend forbidding devices. Instead we should regularly turn them off and make the time and space to read books on paper with children.<\/p>\n

We can model our own reading practices by setting aside our own smart phones to lose ourselves in a book.<\/p>\n

But how can secondary and tertiary teachers help inexperienced readers? The problem is likely to be aliteracy, meaning students can read but they choose not to because they don\u2019t see it to be important for learning. And because they haven\u2019t read much, it\u2019s hard work. The problem can seem intractable. But it can be done.<\/p>\n

Turn off the phone and read<\/strong><\/h4>\n

My first venture into helping tertiary students read better was a 2011-2013\u00a0cross-university government-funded project<\/a>\u00a0that set out to foster what we termed \u201creading resilience\u201d. We found if students were persuaded to prioritise reading as they did a test or an essay, they would invest the time to get into the zone that is the other world of the text.<\/p>\n

We complemented complex texts with a guide that encouraged students to think critically as they read and to keep going when the language seemed impenetrable, the narrative incomprehensible (or dull) and the length endless. Or when the siren call of the smart phone became irresistible.<\/p>\n

They experimented with switching off their devices for blocks of two hours while they simply read. And they did read.<\/p>\n

Students prioritised this difficult work because we rewarded pre-class reading with marks. Some classes uploaded one-page, carefully argued responses; others answered complex feedback-rich quizzes.<\/p>\n

I surveyed a large first-year introduction to literary studies at the University of Queensland in 2013 before testing a version of the same \u201creading resilience\u201d course in 2014. The rise in reading rates was exponential.<\/p>\n

The number of students who completed all ten primary texts (including the poem Beowulf and Toni Morrison\u2019s Beloved) more than tripled, and the number who completed the ten accompanying secondary texts (selected chapters from an\u00a0introduction to literary theory and criticism<\/a>) went up by more than six times.<\/p>\n

Reported student satisfaction for this course from 2008 to 2012 had ranged between 64% and 75%. Once reading resilience was introduced, many complained about the reading load yet the level of overall satisfaction jumped to 86%.<\/p>\n

We can all do it<\/strong><\/h4>\n

It\u2019s not just readers raised in a digital-age who have difficulty with long-form text. Have you have lost the skill of deep reading? Are you finding it increasingly difficult to stay with, say, a literary novel? You are not alone.<\/p>\n

Wolf, who despite having two degrees in literature, confesses to the shocking discovery that\u00a0recently she found herself<\/a>\u00a0struggling to stick with a beloved Herman Hesse novel.<\/p>\n

We too can switch off our devices and set aside a space and time to revitalise the neural pathways that once made us immersive readers.<\/p>\n

As Wolf\u00a0argues<\/a>, the skills of \u201cdeep reading\u201d that involve \u201cslower, more time-consuming cognitive processes [\u2026] are vital for contemplative life\u201d. Deep readers are likely to be more thoughtful members of the community at a time when good citizenship may never have been more important.<\/p>\n

Author Bio:<\/strong> Judith Seaboyer is a Senior Lecturer at The University of Queensland<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Public anxiety about the capacity of digital-age children and young adults to read anything longer than a screen grab has come to feel like moral panic. But there is plenty of evidence to suggest we must take such unease seriously. In 2016, the US National Endowment for the Arts reported the\u00a0proportion of American adults\u00a0who read […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":50721,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[11664],"coauthors":[],"class_list":["post-50720","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-reading-2"],"acf":[],"yoast_head":"\nIf you can read this headline, you can read a novel. 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