Let’s not lose a love of books amongst reading technology, says Jennie Shearer.
In a fast paced world, multi-tasking is often necessary. I type this as I’m listening to my 7-year-old read her book to me and think, between the two of us, who would I rather be? The person typing away on a phone, praying auto-correct gets it right while my tired hands mistype, or my daughter reading (with beautiful expression) the book of the week?
This may sound hypocritical, given I’m writing this on my phone but I do hope that she does not lose the love of reading “proper books”. The avoidance of using technology for reading for pleasure is sacred to me and is something that I maintain myself. (My daughter isn’t reading aloud for my benefit, but because she loves it!) I do appreciate an app and support with eBooks; being able to look up a word instantly and the choice of thousands and thousands of books on hand is wonderful!
However, with technology penetrating so many parts of our world, and particularly literacy, we have to ask , “Is this the way literacy is evolving?”
Is technology developing literacy skills?
In schools, a huge amount of literacy apps and online platforms are available to support reading and vocabulary. They are developed to enable learners to work independently through reading skills with appropriately pitched activities and texts to develop confidence. These are often used as homework, encouraging the development of skills without the need for parental assistance. This also eases teachers’ workloads – ticking off that box which causes every school a conundrum. But where do we draw the line?
AI is gaining power daily, with more and more people turning to the variety of “helpful tools” to complete simple to complex tasks. Some of you might be old enough to remember the Microsoft paperclip – “I see you’re writing a letter…” – but today we are so much further. My worry is that the mistakes that are made are not noticed because so much trust is placed in these programs. Is that progress for us as society? Is that increasing our literacy levels and ensuring we have the skills to thrive?
I remember sitting in a governors’ meeting, explaining to the group of non-teachers about the lack of usefulness of an iPad for certain students, because their literacy was so bad that it couldn’t even work out what they were trying to say. While technology is immensely helpful, I worry it only benefits those with a certain level of literacy already. So, what about the rest?
Online tracking
As well as the use of technology to improve reading and writing, we find ourselves being engulfed in a world of online tracking. I don’t know about you, but I hate having to track the reading my children do on an app that incentivises them with more gems for more reads logged. I understand not every child likes to read – and that is another issue for another time – but the incentive of getting gems to spend on my phone is not one I want to encourage. Nor do I want to be subjected to the pressure of logging every read on said app. What happened to good old reading records? Is this an issue in itself? Do parents not know how to record reading by hand?
As a teacher, I understand the convenience of monitoring homework via an automated online system – plug in the dates and watch the data. However, surely reading should include more conversation and engagement from everyone involved.
Slowing down
When it comes to technology, there are always enhancements – but just because it is there, does it mean we have to use it? I enjoy the library sessions I have in my school, not because it’s quiet or the students can complete a task independently while I get some admin done, but because I love watching children and young people discover books.
They may not fully grasp what is happening in the text or they may be well past the book they’ve picked (in terms of reading skill), but the comfort books bring, the shared experience and the conversation, is immensely satisfying. It is a way to remind us to slow down and enjoy ourselves.
If this is not what literacy is about – reading, communicating, sharing and getting inspired – then what is its purpose?
Author
With over 15 years experience, Jennie has successfully spearheaded initiatives that close attainment gaps and elevate the quality of education, particularly in challenging contexts, with pastoral, literacy and teaching and learning foci. Her holistic approach to education addresses both academic and personal development to meet the diverse needs of students.
