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. .The new caveats about reading are part of a broader argument that advo- 18cates of digital literacy promote: digital literacy, unlike traditional print literacy,they argue, is not passive. The screen invites the player of a video game to puthimself at the center of the action, and so it must follow that games are teach-ing critical thinking skills and a sense of yourself as an agent having to makechoices and live with those choices, says James Paul Gee, one of the chiefcheerleaders of video games as learning tools.As Gee told the [New York] Times, You can t screw up a Dostoevsky book, but you can screw up a game. [Such] statements suffer from a profound misunderstanding of the reading 19experience and evince an astonishing level of hubris.The reason you can t screw up a Dostoevsky novel is that you must first submit yourself to the pro-cess of reading it which means accepting, at some level, the author s authorityto tell you the story.You enter the author s world on his terms, and in so doingget away from yourself.Yes, you are powerless to change the narrative or the 282 6 / THE MULTIPLE-SOURCE ESSAYcharacters, but you become more open to the experiences of others and, im-portantly, open to the notion that you are not always in control.In the process,you might even become more attuned to the complexities of family life, thevicissitudes of social institutions, and the lasting truths of human nature.The screen, by contrast, tends in the opposite direction.Instead of a reader,you become a user; instead of submitting to an author, you become the master.The screen promotes invulnerability.Whatever setbacks occur (as in a videogame) are temporary, fixable, and ultimately overcome.We expect to masterthe game and move on to the next challenge.This is a lesson in trial and error,and often an entertaining one at that, but it is not a lesson in richer humanunderstanding.Meanwhile, older children and teens who are coming of age surrounded 20by cell phones, video games, iPods, instant messaging, text messaging, andFacebook have finely honed digital literacy skills, but often lack the ability toconcentrate that is the first requirement of traditional literacy.This poses chal-lenges not just to the act of reading but also to the cultural institutions that sup-port it, particularly libraries.The New York Times recently carried a story aboutthe disruptive behavior of younger patrons in the British Library Reading Room.Older researchers and by old they meant over 30 lamented the boisterousatmosphere in the library and found the constant giggling, texting, and iPoduse distracting.A library spokesman was not sympathetic to the neo-geezersconcerns, saying, The library has changed and evolved, and people use it in dif-ferent ways.They have a different way of doing their research.They are usingtheir computers and checking things on the Web, not just taking notes onnotepads. In today s landscape of digital literacy, the old print battles likethe American Library Association s Banned Books Week, held each year since1982 seem downright quaint, like the righteous crusade of a few fusty tend-ers of the Dewey Decimal system.Students today are far more likely to protest aban on wireless Internet access than book censorship.Not every librarian is pleased with these changes.Some chafe at their new 21titles of media and information specialist and librarian-technologist. One li-brarian at a private school in McLean, Virginia, described in the Washington Posta general impatience among kids toward books, and an unwillingness to grap-ple with difficult texts. How long is it? has replaced Will I like it? he says, whenhe tries to entice a student to read a book.For an increasing number of librari-ans, their primary responsibility is teaching computer research skills to youngpeople who need to extract information, like little miners.But these kids are notlike real miners, who dig deeply; they are more like 49ers panning for gold.Tobe sure, a few will strike a vein, stumbling across a novel or a poem so engross-ing that they seek more.But most merely sift through the silty top layers, grabwhat is shiny and close at hand, and declare themselves rich. SYNTHESIZING SOURCES IN ACADEMIC ESSAYS 283If reading has a history, it might also have an end.It is far too soon to tell 22when that end might come, and how the shift from print literacy to digital liter-acy will transform the reading brain and the culture that has so long supportedit.Echoes will linger, as they do today from the distant past: audio books aremerely a more individualistic and technologically sophisticated version of theold practice of reading aloud.But we are coming to see the book as a hindrance,a retrograde technology that doesn t suit the times.Its inanimacy now rendersit less compelling than the eye-catching screen.It doesn t actively do anythingfor us.In our eagerness to upgrade or replace the book, we try to make readingeasier, more convenient, more entertaining forgetting that reading is alsosupposed to encourage us to challenge ourselves and to search for deepermeaning.In a 1988 essay in the Times Literary Supplement, the critic George Steiner 23wrote,I would not be surprised if that which lies ahead for classical modes ofreading resembles the monasticism from which those modes sprung.I sometimes dream of houses of reading a Hebrew phrase in whichthose passionate to learn how to read well would find the necessaryguidance, silence, and complicity of disciplined companionship.To those raised to crave the stimulation of the screen, Steiner s houses of read-ing probably sound like claustrophobic prisons.For those raised in the traditionof print literacy, they may seem like serene enclaves, havens of learning andcontentment, temples to the many and subtle pleasures of the word on thepage.In truth, though, what Steiner s vision most suggests is something sadderand much more mundane: depressing and dwindling gated communities,ramshackle and creaking with neglect, forgotten in the shadow of shining sky-scrapers.Such is the end of the tragedy we are now witness to: Literacy, themost empowering achievement of our civilization, is to be replaced by a vagueand ill-defined screen savvy.The paper book, the tool that built modernity, is tobe phased out in favor of fractured, unfixed information.All in the name ofprogress. This page intentionally left blank Part IVWRITINGTHE RESEARCHESSAY Most long essays and term papers in college courses are based on re-search.Sometimes, an instructor will expect you to develop and presenta topic using preassigned sources only; but, more often, you will beasked to formulate your own opinion and then to validate and supportthat opinion by searching for and citing authorities [ Pobierz całość w formacie PDF ]
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. .The new caveats about reading are part of a broader argument that advo- 18cates of digital literacy promote: digital literacy, unlike traditional print literacy,they argue, is not passive. The screen invites the player of a video game to puthimself at the center of the action, and so it must follow that games are teach-ing critical thinking skills and a sense of yourself as an agent having to makechoices and live with those choices, says James Paul Gee, one of the chiefcheerleaders of video games as learning tools.As Gee told the [New York] Times, You can t screw up a Dostoevsky book, but you can screw up a game. [Such] statements suffer from a profound misunderstanding of the reading 19experience and evince an astonishing level of hubris.The reason you can t screw up a Dostoevsky novel is that you must first submit yourself to the pro-cess of reading it which means accepting, at some level, the author s authorityto tell you the story.You enter the author s world on his terms, and in so doingget away from yourself.Yes, you are powerless to change the narrative or the 282 6 / THE MULTIPLE-SOURCE ESSAYcharacters, but you become more open to the experiences of others and, im-portantly, open to the notion that you are not always in control.In the process,you might even become more attuned to the complexities of family life, thevicissitudes of social institutions, and the lasting truths of human nature.The screen, by contrast, tends in the opposite direction.Instead of a reader,you become a user; instead of submitting to an author, you become the master.The screen promotes invulnerability.Whatever setbacks occur (as in a videogame) are temporary, fixable, and ultimately overcome.We expect to masterthe game and move on to the next challenge.This is a lesson in trial and error,and often an entertaining one at that, but it is not a lesson in richer humanunderstanding.Meanwhile, older children and teens who are coming of age surrounded 20by cell phones, video games, iPods, instant messaging, text messaging, andFacebook have finely honed digital literacy skills, but often lack the ability toconcentrate that is the first requirement of traditional literacy.This poses chal-lenges not just to the act of reading but also to the cultural institutions that sup-port it, particularly libraries.The New York Times recently carried a story aboutthe disruptive behavior of younger patrons in the British Library Reading Room.Older researchers and by old they meant over 30 lamented the boisterousatmosphere in the library and found the constant giggling, texting, and iPoduse distracting.A library spokesman was not sympathetic to the neo-geezersconcerns, saying, The library has changed and evolved, and people use it in dif-ferent ways.They have a different way of doing their research.They are usingtheir computers and checking things on the Web, not just taking notes onnotepads. In today s landscape of digital literacy, the old print battles likethe American Library Association s Banned Books Week, held each year since1982 seem downright quaint, like the righteous crusade of a few fusty tend-ers of the Dewey Decimal system.Students today are far more likely to protest aban on wireless Internet access than book censorship.Not every librarian is pleased with these changes.Some chafe at their new 21titles of media and information specialist and librarian-technologist. One li-brarian at a private school in McLean, Virginia, described in the Washington Posta general impatience among kids toward books, and an unwillingness to grap-ple with difficult texts. How long is it? has replaced Will I like it? he says, whenhe tries to entice a student to read a book.For an increasing number of librari-ans, their primary responsibility is teaching computer research skills to youngpeople who need to extract information, like little miners.But these kids are notlike real miners, who dig deeply; they are more like 49ers panning for gold.Tobe sure, a few will strike a vein, stumbling across a novel or a poem so engross-ing that they seek more.But most merely sift through the silty top layers, grabwhat is shiny and close at hand, and declare themselves rich. SYNTHESIZING SOURCES IN ACADEMIC ESSAYS 283If reading has a history, it might also have an end.It is far too soon to tell 22when that end might come, and how the shift from print literacy to digital liter-acy will transform the reading brain and the culture that has so long supportedit.Echoes will linger, as they do today from the distant past: audio books aremerely a more individualistic and technologically sophisticated version of theold practice of reading aloud.But we are coming to see the book as a hindrance,a retrograde technology that doesn t suit the times.Its inanimacy now rendersit less compelling than the eye-catching screen.It doesn t actively do anythingfor us.In our eagerness to upgrade or replace the book, we try to make readingeasier, more convenient, more entertaining forgetting that reading is alsosupposed to encourage us to challenge ourselves and to search for deepermeaning.In a 1988 essay in the Times Literary Supplement, the critic George Steiner 23wrote,I would not be surprised if that which lies ahead for classical modes ofreading resembles the monasticism from which those modes sprung.I sometimes dream of houses of reading a Hebrew phrase in whichthose passionate to learn how to read well would find the necessaryguidance, silence, and complicity of disciplined companionship.To those raised to crave the stimulation of the screen, Steiner s houses of read-ing probably sound like claustrophobic prisons.For those raised in the traditionof print literacy, they may seem like serene enclaves, havens of learning andcontentment, temples to the many and subtle pleasures of the word on thepage.In truth, though, what Steiner s vision most suggests is something sadderand much more mundane: depressing and dwindling gated communities,ramshackle and creaking with neglect, forgotten in the shadow of shining sky-scrapers.Such is the end of the tragedy we are now witness to: Literacy, themost empowering achievement of our civilization, is to be replaced by a vagueand ill-defined screen savvy.The paper book, the tool that built modernity, is tobe phased out in favor of fractured, unfixed information.All in the name ofprogress. This page intentionally left blank Part IVWRITINGTHE RESEARCHESSAY Most long essays and term papers in college courses are based on re-search.Sometimes, an instructor will expect you to develop and presenta topic using preassigned sources only; but, more often, you will beasked to formulate your own opinion and then to validate and supportthat opinion by searching for and citing authorities [ Pobierz całość w formacie PDF ]