Soon after Maryanne Wolf published “Proust and the Squid,” a history of the science and the development of the reading brain from antiquity to the twenty-first century, she began to receive letters from readers. Hundreds of them. While the backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed to understand. There were the architects who wrote to her about students who relied so heavily on ready digital information that they were unprepared to address basic problems onsite. There were the neurosurgeons who worried about the “cut-and-paste chart mentality” that their students exhibited, missing crucial details because they failed to delve deeply enough into any one case. And there were, of course, the English teachers who lamented that no one wanted to read Henry James anymore. As the letters continued to pour in, Wolf experienced a growing realization: in the seven years it had taken her to research and write her account, reading had changed profoundly—and the ramifications could be felt far beyond English departments and libraries. She called the rude awakening her “Rip van Winkle moment,” and decided that it was important enough to warrant another book. What was going on with these students and professionals? Was the digital format to blame for their superficial approaches, or was something else at work?
Tricia Adams's insight:
an article from July - but I would agree with many of teh statements re online versus book reading - how does it affect you?
The Colorado School Library Survey is administered each year by the Library Research Service, an office of the Colorado State Library. Surveys are sent to traditional K-12 public educational institutions. Statewide estimates are produced by weighting survey data to reflect the universe of school libraries in Colorado. Survey responses are totals based on results from the school library staff who participated in the survey. This report highlights results from the 2012-13 Colorado School Library Survey. Printable version
A book is a heart that only beats in the chest of another,” Rebecca Solnit wrote in her gorgeous contemplation on reading. A century earlier, Kafka asserted in a memorable letter to his childhood friend that “a book must be the axe for the frozen sea inside us.” Indeed, the question of what books do for the human soul and spirit stretches from ancient meditations to contemporary theories about the four psychological functions of reading. But hardly anyone has articulated the enchantment of literature more succinctly yet beautifully than C.S. Lewis, a man deeply invested in the authenticity of the written word.
A study of 1,890 identical twins has found that strong early reading skill might positively affect later intelligence. The twins, who are part of an ongoing longitudinal study in the United Kingdom, share all their genes as well as a home environment. Differences shown in intellectual ability came from experiences they didn't share. The twin with stronger early reading skills was found to have higher overall intellectual ability by age 7.
Tricia Adams's insight:
Absolutely reinforces the value of reading at home and good school libraries being available to primary pupils.
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