maybe this also depends on how you measure student achievement. changing the tools with which you conceptualize the world is bound to change the meaning of what we regard as achievements.
This link has been bookmarked by 107 people . It was first bookmarked on 17 Sep 2008, by rongy stamer.
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01 May 09
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21 Mar 09
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vision moves and rests. In this study, he found that
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Some educators spot the momentum and shrug their shoulders, elevating screen scanning to equal status with slow reading.
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08 Mar 09
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Screen reading is a mind-set, and we should accept its variance from academic thinking. Nielsen concisely outlines the difference: "I continue to believe in the linear, author-driven narrative for educational purposes. I just don't believe the Web is optimal for delivering this experience. Instead, let's praise old narrative forms like books and sitting around a flickering campfire — or its modern-day counterpart, the PowerPoint projector," he says. "We should accept that the Web is too fast-paced for big-picture learning. No problem; we have other media, and each has its strengths. At the same time, the Web is perfect for narrow, just-in-time learning of information nuggets — so long as the learner already has the conceptual framework in place to make sense of the facts."
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06 Mar 09
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15 Feb 09
Nele NoppeDon't agree with a lot of points here, like the title itself, but some interesting observations. Author asserts that "the shape and tempo of online texts differ so much from academic texts that e-learning initiatives in college classrooms can't bridge them". To the problem of students being unable to process long, in-depth 'traditional' texts, author offers the following solution: "let's restrain the digitizing of all liberal-arts classrooms. More than that, given the tidal wave of technology in young people's lives, let's frame a number of classrooms and courses as slow-reading (and slow-writing) spaces." I doubt it's even possible to create slow-reading 'islands' when the whole of students' lives takes place in a fast-reading environment, as the author confirms. Would it not be more effective/doable to adapt academic materials and the way we handle them, so that they can be better processed in 'fast-reading' manner?
internet education readers academia plwo presentation_cwwc done phd phd_unfinished
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So let's restrain the digitizing of all liberal-arts classrooms. More than that, given the tidal wave of technology in young people's lives, let's frame a number of classrooms and courses as slow-reading (and slow-writing) spaces.
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The shape and tempo of online texts differ so much from academic texts that e-learning initiatives in college classrooms can't bridge them.
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er federal technology subsidies (the E-Rate program) had granted 30 percent more schools in the state Internet access, they determined that "the additional investment
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09 Feb 09
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03 Feb 09
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"F for fast," Nielsen wrote in a column. "That's how users read your precious content."
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In the eye-tracking test, only one in six subjects read Web pages linearly, sentence by sentence. The rest jumped around chasing keywords, bullet points, visuals, and color and typeface variations.
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'Reading' is not even the right word." The subjects usually read only the first two words in headlines, and they ignored the introductory sections. They wanted the "nut" and nothing else.
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Those and other trials by Nielsen amount to an important research project that helps explain one of the great disappointments of education in our time.
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When they add laptops to classes and equip kids with on-campus digital tools, they add something else, too: the reading habits kids have developed after thousands of hours with those same tools in leisure time.
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Educators envision a whole new pedagogy with the tools, but students see only the chance to extend long-established postures toward the screen. If digitized classrooms did pose strong, novel intellectual challenges to students, we should see some pushback on their part, but few of them complain about having to learn in new ways.
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They convert history, philosophy, literature, civics, and fine art into information, material to retrieve and pass along.
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If it did, then in a 2006 Chronicle survey of college professors, fully 41 percent wouldn't have labeled students "not well prepared" in reading (48 percent rated them "somewhat well prepared"). We would not find that the percentage of college graduates who reached "proficiency" literacy in 1992 was 40 percent, while in 2003 only 31 percent scored "proficient." We would see reading scores inching upward, instead of seeing, for instance, that the percentage of high-school students who reached proficiency dropped from 40 percent to 35 percent from 1992 to 2005.
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This is to say that advocates of e-learning in higher education pursue a risky policy, striving to unite liberal-arts learning with the very devices of acceleration that hinder it.
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The step not taken here is a crucial one, namely to determine the relative effects of reading different "genres." We need an approach that doesn't let teachers and professors so cavalierly violate their charge as stewards of literacy. We must recognize that screen scanning is but one kind of reading, a lesser one, and that it conspires against certain intellectual habits requisite to liberal-arts learning. The inclination to read a huge Victorian novel, the capacity to untangle a metaphor in a line of verse, the desire to study and emulate a distant historical figure, the urge to ponder a concept such as Heidegger's ontic-ontological difference over and over and around and around until it breaks through as a transformative insight — those dispositions melt away with every 100 hours of browsing, blogging, IMing, Twittering, and Facebooking.
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Nielsen concisely outlines the difference: "I continue to believe in the linear, author-driven narrative for educational purposes. I just don't believe the Web is optimal for delivering this experience. Instead, let's praise old narrative forms like books and sitting around a flickering campfire — or its modern-day counterpart, the PowerPoint projector," he says.
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More than that, given the tidal wave of technology in young people's lives, let's frame a number of classrooms and courses as slow-reading (and slow-writing) spaces.
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27 Jan 09
Cindy MartinJackob Nielsen, a web researcher discussed the use of the Web for online reading.
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21 Jan 09
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04 Jan 09
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In this study, he found that people took in hundreds of pages "in a pattern that's very different from what you learned in school."
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A decade ago, he issued an "alert" entitled "How Users Read on the Web." It opened bluntly: "They don't."
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linearly
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Nielsen exclaimed, "'Reading' is not even the right word."
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a PDF file strikes users as a "content blob," and they won't read it unless they print it out. A "booklike" page on screen
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For them, the Web isn't a place for reading and study and knowledge. It spells the opposite.
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I mean the huge investment schools have made in technology, and the meager returns such funds have earned.
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no immediate impact
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test scores
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choolwide coordination was spotty
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Teachers didn't get enough training,
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the reading habits kids have developed after thousands of hours with those same tools in leisure time
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Educators envision a whole new pedagogy with the tools, but students see only the chance to extend long-established postures toward the screen.
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not so much about the content students
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It is about the reading styles
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If it did
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We would not find that the percentage of college graduates who reached "proficiency" literacy in 1992 was 40 percent, while in 2003 only 31 percent scored "proficient." We would see reading scores inching upward, instead of seeing, for instance, that the percentage of high-school students who reached proficiency dropped from 40 percent to 35 percent from 1992 to 2005
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"To Read or Not to Read" (to which I contributed) — precisely for downgrading digital scanning.
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"It takes some gerrymandering to make a generation logging ever more years in school, and ever more hours on the BlackBerry, look like nonreaders." (In truth, high-school students do no more in-class reading today than they did 20 years ago, according to a 2004 Department of Education report.)
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genres
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a lesser one, and that it conspires against certain intellectual habits requisite to liberal-arts learning
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screen scanning is but one kind of reading
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the urge to ponder a concept such as Heidegger's ontic-ontological difference
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Screen reading is a mind-set, and we should accept its variance from academic thinking
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antagonists
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03 Jan 09
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21 Dec 08
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08 Dec 08
Helaine .Slow reading counterbalances Web skimming
By MARK BAUERLEIN
When Jakob Nielsen, a Web researcher, tested 232 people for how they read pages on screens, a curious disposition emerged. Dubbed by The New York Times "the guru of Web page 'usability,'" Nielsen has gauged user habits and screen experiences for years, charting people's online navigations and aims, using eye-tracking tools to map how vision moves and rests. In this study, he found that people took in hundreds of pages "in a pattern that's very different from what you learned in school." It looks like a capital letter F. At the top, users read all the way across, but as they proceed their descent quickens and horizontal sight contracts, with a slowdown around the middle of the page. Near the bottom, eyes move almost vertically, the lower-right corner of the page largely ignored. It happens quickly, too. "F for fast," Nielsen wrote in a column. "That's how users read your precious content."
The F-pattern isn't the only odd feature of online reading that Nielsen has uncovered in studies conducted through the consulting business Nielsen Norman Group (Donald A. Norman is a cognitive scientist who came from Apple; Nielsen was at Sun Microsystems). A decade ago, he issued an "alert" entitled "How Users Read on the Web." It opened bluntly: "They don't."
In the eye-tracking test, only one in six subjects read Web pages linearly, sentence by sentence. The rest jumped around chasing keywords, bullet points, visuals, and color and typeface variations. In another experiment on how people read e-newsletters, informational e-mail messages, and news feeds, Nielsen exclaimed, "'Reading' is not even the right word." The subjects usually read only the first two words in headlines, and they ignored the introductory sections. They wanted the "nut" and nothing else. A 2003 Nielsen warning asserted that a PDF file strikes users as a "content blob," and they won't read it unless they print it out. A "booklike" page on screen, it seems, turns them off and sends them away. Aneducation reading online onscreen comprehension learning research
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09 Nov 08
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ruben vhThe author is trying to point out that reading the quick paced information on the internet is pushing away our (youth's) ability to perform "slow reading". Some interesting points but i don't agree with his automatic assumption (for which no arguments are provided) that reading dense texts is superior to reading newer forms of representing information (hypertext).
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Add Sticky Note"After seven years, there was literally no evidence it had any impact on student achievement — none."
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Add Sticky NoteThat's the drift of screen reading. Yes, it's a kind of literacy, but it breaks down in the face of a dense argument, a Modernist poem, a long political tract, and other texts that require steady focus and linear attention — in a word, slow reading. Fast scanning doesn't foster flexible minds that can adapt to all kinds of texts, and it doesn't translate into academic reading.
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Although i would also regret the decline of slow reading, i think this picture is not complete without making a distinction here between the different tools/media that generate "texts".
Maybe these new tools (computers, internet, ...) are not the best media for the dense texts generated by the "older" media. There are ways of representing information that more easily allow for "fast-scanning" (mind-mapping sofware like compendium and freemind), in fact pushing the hypertext idea to the extreme.
Because the internet today is imho still not using the original hypertext idea to its full potential (see Engelbart's "Augmenting Human Intellect). Basically, it's just old media (webPAGEs) linked together. See Lev Manovich for an interesting discussion on what we today call "new media" (The Language of New Media).
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09 Oct 08
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05 Oct 08
Katie DayMark Bauerlein is a professor of English at Emory University. His latest book, The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30)
teaching education books technology literacy reading digital imported_from_delicious
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02 Oct 08
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Ryan BretagThis is a great read with valid points often passed over in ed tech circles.
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30 Sep 08
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suhail mirzaYOUTH & TECHNOLOGY
Online Literacy Is a Lesser Kind
Slow reading counterbalances Web skimming -
Kate BowlesA strongly worded caution against the use of elearning in the liberal arts, based on research that examines the technical practice of reading on screen--is this a subset of reading/literacy, or a form of non-reading?
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28 Sep 08
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Online Literacy Is a Lesser Kind
Slow reading counterbalances Web skimming
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At the top, users read all the way across, but as they proceed their descent quickens and horizontal sight contracts, with a slowdown around the middle of the page. Near the bottom, eyes move almost vertically, the lower-right corner of the page largely ignored.
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In the eye-tracking test, only one in six subjects read Web pages linearly, sentence by sentence. The rest jumped around chasing keywords, bullet points, visuals, and color and typeface variations. In another experiment on how people read e-newsletters, informational e-mail messages, and news feeds, Nielsen exclaimed, "'Reading' is not even the right word." The subjects usually read only the first two words in headlines, and they ignored the introductory sections. They wanted the "nut" and nothing else.
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paul jonesReally a summary of the main points by Mark Bauerlein, a professor of English at Emory University, of his latest book, The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30). Dumb
blog internet web research technology media culture article online Education digital design science writing content literature usability reading literacy jomc449 antisocialnetworking
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Douglas KarrA fabulous article (thanks to Paul Dunay for the find) on usability and how folks are reading the web - and what impact it's having on youth and the way that they read as well.
Bookmarks Array reading literacy technology education web usability internet
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Scott DrummondA great (and thought-provoking) article that challenges us to consider the type of 'F' Fast learning identified by usability expert Jacob Nielsen as not the same as 'deep reading' or 'slow reading'. Yes, the y may all fall under the subset of reading, but
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27 Sep 08
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25 Sep 08
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23 Sep 08
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M C MorganHard not to say ho hum once again. Over-generalizing, and assigning to e-reading the typical fare of too much skimming, etc. Agreed: Close reading of print is a good thing and absolutely necessary in lib ed. Now, can we move on? \\
So let's restrain t -
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22 Sep 08
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National School Boards Association measures social networking at nine hours per week, much of it spent on homework help
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I continue to believe in the linear, author-driven narrative for educational purposes. I just don't believe the Web is optimal for delivering this experience. Instead, let's praise old narrative forms like books and sitting around a flickering campfire
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Educators must keep a portion of the undergraduate experience disconnected, unplugged, and logged off.
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21 Sep 08
Myra GiersdorfSlow reading counterbalances Web skimming
Literacy ReadingCorrelations InternetIssues onlinelearning Digital_Literacy
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Will RichardsonThat's the drift of screen reading. Yes, it's a kind of literacy, but it breaks down in the face of a dense argument, a Modernist poem, a long political tract, and other texts that require steady focus and linear attention — in a word, slow reading. Fast
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20 Sep 08
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Jim KleinhenzReading on the Internet: do we do it? Prof. Bauerlein says no, but I did. One interesting idea: fast eyes. Are we training our eyes to do a certain type of looking/ reading? This may be the case--but if we can train our eyes for fast looking, surely we can train them for slower more contemplative reading. Certainly no case is made here one way or the other, and I go away unconvinced.
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It looks like a capital letter F. At the top, users read all the way across, but as they proceed their descent quickens and horizontal sight contracts, with a slowdown around the middle of the page. Near the bottom, eyes move almost vertically, the lower-right corner of the page largely ignored. It happens quickly, too. "F for fast," Nielsen wrote in a column. "That's how users read your precious content."
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In the eye-tracking test, only one in six subjects read Web pages linearly, sentence by sentence
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Another Nielsen test found that teenagers skip through the Web even faster than adults do, but with a lower success rate for completing tasks online (55 percent compared to
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Those and other trials by Nielsen amount to an important research project that helps explain one of the great disappointments of education in our time. I mean the huge investment schools have made in technology, and the meager returns such funds have earned
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Backers, providers, and fans of new technology explain the disappointing measures as a matter of circumstance
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the reading habits kids have developed after thousands of hours with those same tools in leisure time.
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Once again, this is not so much about the content students prefer — Facebook, YouTube, etc. — or whether they use the Web for homework or not. It is about the reading styles they employ. They race across the surface, dicing language and ideas into bullets and graphics, seeking what they already want and shunning the rest. They convert history, philosophy, literature, civics, and fine art into information, material to retrieve and pass along.
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Besides, if you can call up the verse any time with a click, why remember it?
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To repeat, college students have spent thousands of hours online acquiring faster and faster eyes and fingers before they even enter college, and they like the pace. It is unrealistic to expect 19-year-olds to perch before a screen and brake the headlong flight, even if it is the Declaration of Independence in hypertext coming through, not a buddy's message.
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Add Sticky NoteIt equates handheld screens with Madame Bovary, as if they made the same cognitive demands and inculcated the same habits of attention
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Isn't this equation the authors? 'It equates text messages with Madame Bovery' or 'It equates handheld screens with books' . This is the point he's trying to make, yes?
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What we are seeing is a strange flattening of the act of reading
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plowing
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We must recognize that screen scanning is but one kind of reading, a lesser one, and that it conspires against certain intellectual habits requisite to liberal-arts learning
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Screen reading is a mind-set, and we should accept its variance from academic thinking
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its modern-day counterpart, the PowerPoint projector," he says
-
At the same time, the Web is perfect for narrow, just-in-time learning of information nuggets — so long as the learner already has the conceptual framework in place to make sense of the facts."
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Educators must keep a portion of the undergraduate experience disconnected, unplugged, and logged off.
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19 Sep 08
Ratcatcher"Educators must keep a portion of the undergraduate experience disconnected, unplugged, and logged off. Pencils, blackboards, and books are no longer the primary instruments of learning, true, but they still play a critical role in the formation of intell
web usability literacy in:chronicle via:keyvowel for:rethlefsen
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18 Sep 08
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Those and other trials by Nielsen amount to an important research project that helps explain one of the great disappointments of education in our time. I mean the huge investment schools have made in technology, and the meager returns such funds have earned. Ever since the Telecommunications Act of 1996, money has poured into public-school classrooms. At the same time, colleges have raced to out-technologize one another. But while enthusiasm swells, e-bills are passed, smart classrooms multiply, and students cheer — the results keep coming back negative.
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17 Sep 08
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Yvonne FrindleMark Bauerlein writes about online reading in ChronicleReview.com
Public Stiky Notes
Maybe these new tools (computers, internet, ...) are not the best media for the dense texts generated by the "older" media. There are ways of representing information that more easily allow for "fast-scanning" (mind-mapping sofware like compendium and freemind), in fact pushing the hypertext idea to the extreme.
Because the internet today is imho still not using the original hypertext idea to its full potential (see Engelbart's "Augmenting Human Intellect). Basically, it's just old media (webPAGEs) linked together. See Lev Manovich for an interesting discussion on what we today call "new media" (The Language of New Media).
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