Different kinds of reading – internet and literature

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I’m aware that my reading behaviour on the internet is different from when I read a book, in particular fiction. In addition, I think that my book reading focus has altered since I’ve discovered hyperlinked online reading.

I’ve included a paragraph from a piece written by Sven Birkerts on Britannica blog, Reading in the open-ended information zone called cyberspace.

Again, I’m not saying good or bad, I’m just saying. When I am online I am perpetually aware of open-endedness, of potentiality, and psychologically I am fragmented. I make my way forward through whatever text is in front of me factoring in not just the indeterminacy of whatever is next on the page, I am also alert, even if subliminally, to the idea of the whole, the adjacency of all information. However determined I am to focus on the task at hand, I am haunted by this idea of the whole. Which is different than what I might experience sitting in a library chair knowing that I’m in the midst of three floors of stacks. The difference has to do with permeability, with the imminence of linkage, and it is decisive.

 Here is the complete article.

I’d like to explore this topic to gain an understanding of something that affects our students and us as teachers.

What do others think about the author’s views? What are your thoughts about the different kinds of reading? Do you think our generation of online students are affected, and is this positive or negative?

2 thoughts on “Different kinds of reading – internet and literature”

  1. If we can steer our students to use the Internet in dynamic ways as we edubloggers are doing, the Internet is the place to be for engagement, vitality, and empowerment.

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