Through the Prism

After passing through the prism, each refraction contains some pure essence of the light, but only an incomplete part. We will always experience some aspect of reality, of the Truth, but only from our perspectives as they are colored by who and where we are. Others will know a different color and none will see the whole, complete light. These are my musings from my particular refraction.


Reading Deeply

Fascinating. Reading comprehension is generally worse on computers and digital devices than books and print, but this argues that it's not necessarily due to anything inherently different about the formats so much as we're in the habit of reading everything distractedly on devices; and that we can train ourselves to do deep reading on them the way we do with books, but it will take concerted effort and practice.

Being a Better Online Reader

 . . . has found that good reading in print doesn’t necessarily translate to good reading on-screen. The students do not only differ in their abilities and preferences; they also need different sorts of training to excel at each medium. The online world, she argues, may require students to exercise much greater self-control than a physical book. “In reading on paper, you may have to monitor yourself once, to actually pick up the book,” she says. “On the Internet, that monitoring and self-regulation cycle happens again and again. And if you’re the kind of person who’s naturally good at self-monitoring, you don’t have a problem. But if you’re a reader who hasn’t been trained to pay attention, each time you click a link, you’re constructing your own text. And when you’re asked comprehension questions, it’s like you picked up the wrong book.”

Maybe the decline of deep reading isn’t due to reading skill atrophy but to the need to develop a very different sort of skill, that of teaching yourself to focus your attention. (Interestingly, Cairo found that gamers were often better online readers: they were more comfortable in the medium and better able to stay on task.) In a study comparing digital and print comprehension of a short nonfiction text, Rakefet Ackerman and Morris Goldsmith found that students fared equally well on a post-reading multiple-choice test when they were given a fixed amount of time to read, but that their digital performance plummeted when they had to regulate their time themselves. The digital deficit, they suggest, isn’t a result of the medium as such but rather of a failure of self-knowledge and self-control: we don’t realize that digital comprehension may take just as much time as reading a book. . . .


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