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Tales of Literacy for the 21st Century, 2016, etc.) draws on neuroscience, psychology, education, philosophy, physics, physiology, and literature to examine the differences between reading physical books and reading digitally. Access to written language, she asserts, is able "to change the course of an individual life" by offering encounters with worlds outside of one's experiences and generating "infinite possibilities" of thought. An antidote for today’s critical-thinking deficit.”Ī cognitive neuroscientist considers the effect of digital media on the brain. In this epistolary book, Wolf (Director, Center for Reading and Language Research/Tufts Univ.
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She advocates “biliteracy” - teaching children first to read physical books (reinforcing the brain’s reading circuit through concrete experience), then to code and use screens effectively. “This rich study by cognitive scientist Maryanne Wolf tackles an urgent question: how do digital devices affect the reading brain? Wolf explores the “cognitive strata below the surface of words”, the demotivation of children saturated in on-screen stimulation, and the power of ‘deep reading’ and challenging texts in building nous and ethical responses such as empathy. This is a clarion call for parents, educators, and technology developers to work to retain the benefits of reading independent of digital media.
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Wolf stays firmly grounded in reality when presenting suggestions-such as digital reading tools that engage deep thinking and connection to caregivers-for how to teach young children to be competent, curious, and contemplative in a world awash in digital stimulus. In describing the wonders of the “deep reading circuit” of the brain, Wolf bemoans the loss of literary cultural touchstones in many readers’ internal knowledge base, complex sentence structure, and cognitive patience, but she readily acknowledges the positive features of the digitally trained mind, like improved task switching. When people process information quickly and in brief bursts, as is common today, they curtail the development of the “contemplative dimension” of the brain that provides humans with the capacity to form insight and empathy. A “researcher of the reading brain,” Wolf draws on the perspectives of neuroscience, literature, and human development to chronicle the changes in the brain that occur when children and adults are immersed in digital media. This is an even more direct plea and a lament for what we are losing, as Wolf brings in new research on the reading brain and examines how the digital realm has degraded her own concentration and focus.”Ī decade after the publication of Proust and the Squid, neuroscientist Wolf, director of the Center for Reading and Language at Tufts University, returns with an edifying examination of the effects of digital media on the way people read and think. “The author of “Proust and the Squid” returns to the subject of technology’s effect on our brains and our reading habits. New York Times Book Review, New & Noteworthy Provocative and intriguing, Reader, Come Home is a roadmap that provides a cautionary but hopeful perspective on the impact of technology on our brains and our most essential intellectual capacities-and what this could mean for our future. Wolf draws on neuroscience, literature, education, technology, and philosophy and blends historical, literary, and scientific facts with down-to-earth examples and warm anecdotes to illuminate complex ideas that culminate in a proposal for a biliterate reading brain.
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This book comprises a series of letters Wolf writes to us-her beloved readers-to describe her concerns and her hopes about what is happening to the reading brain as it unavoidably changes to adapt to digital mediums.
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From the author of Proust and the Squid, a lively, ambitious, and deeply informative epistolary book that considers the future of the reading brain and our capacity for critical thinking, empathy, and reflection as we become increasingly dependent on digital technologies.