Schilhab, T., Balling, G., & Kuzmičová, A. (2018): Decreasing materiality from print to screen reading (original) (raw)
2018, First Monday
The shift from print to screen has bodily effects on how we read. We distinguish two dimensions of embodied reading: the spatio-temporal and the imaginary. The former relates to what the body does during the act of reading and the latter relates to the role of the body in the imagined scenarios we create from what we read. At the level of neurons, these two dimensions are related to how we make sense of the world. From this perspective, we explain how the bodily activity of reading changes from print to screen. Our focus is on the decreased material anchoring of memories.
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Decreasing materiality from print to screen reading
First Monday
The shift from print to screen has bodily effects on how we read. We distinguish two dimensions of embodied reading: the spatio-temporal and the imaginary. The former relates to what the body does during the act of reading and the latter relates to the role of the body in the imagined scenarios we create from what we read. At the level of neurons, these two dimensions are related to how we make sense of the world. From this perspective, we explain how the bodily activity of reading changes from print to screen. Our focus is on the decreased material anchoring of memories.
CREATING MEANING WITH PRINT: THE TRANSACTIVE MODEL OF READING
This short article describes and demonstrates the 3 cueing systems the brain used to identify words during the act of reading. Also described are the 2-way flow of information during the reading process, the relative unimportance of letters, and problems with over-emphasizing phonics instruction.
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