Reading in the 21st century
Being bi-literate – what does this mean for children and kaiako?
ELP Lecture Series – May lecture – 7–9pm
Presented by Wendy Lee
The digital age has brought many interesting challenges into education for both children and adults. Researchers are now saying that the differences between text and screen reading should be studied more carefully and that the differences should be dealt with in education, particularly with younger children. There are advantages to both ways of reading and there is potential for a bi-literate brain to develop. This also has huge implications for adults and how they take on new information.
Neuroscientist Dr Maryanne Wolf is director of the center for dyslexia, diverse learners and social justice, at UCLA. Her research looks at how the brain takes on knowledge has this to say; “We can’t turn back, we should be simultaneously reading to children from books, giving them print, helping them learn this slower mode, and at the same time steadily increasing their immersion into the technological, digital age. It’s both. We have to ask the question: What do we want to preserve?” We also need to ask the question at what age is it an advantage to the child to begin engagement in digital media? Dr Wolf says reading too much on screens may threaten the young brain's ability to build its own foundation of knowledge and the desire to think and imagine for themselves. But what is too much? Come to this lecture and explore these ideas and what they might mean for the children you teach and also for you as a professional engaging in professional learning.