INF533 Assignment Post 1

Is the printed book dead?

As an avid physical reader the thought of the demise of printed books is almost incomprehensible, however, digital literature environments have continued to expand as technological advances have been made. The increase of electronic modes of communication is a step as revolutionary as the mobile printing press (Rettberg, 2012), however, the chances of printed books ‘dying out’ are over-exaggerated by media sources (Darnton, 2009). The impact of this shift is the notion that humanity have entered into the ‘information age’ and as the library is an information service (Darnton, 2009), it is a necessity that in my profession of Teacher Librarian, the maintenance and up-kept of changes and developments is crucial to our knowledge and skills.

The influx of digital literature and technology and tools are utilised due to what they can add to literature, rather than to replace physical literature. Sadokierski (2013) discusses that the value of the electronic book (eBooks) is through what eBooks can offer that print books cannot. The one of the most appealing aspects of eBooks is the efficiency, immediacy and variety available. Librarians can incorporate digital literature to provide reluctant readers with a novel experience, create new texts that dynamically interacts with the readers and offer support within the classroom. Felvegi & Matthew (2012) address the potential that electronic texts can reduce costs in both storage and production, provide opportunities for diverse learning locations and shift teaching pedagogy to assist students in developing the 21st century skills necessary.

As a new graduate, my experience in the classroom and library environment are quite limited and my current knowledge and practices in play are reversed to using Wushka and a variety of digital uses through Google Suite. Walsh (2013) articulates the differing components of digital environments and the digital forms present currently. The digital environments are engaging readers in a unique way that teachers need to be present of and incorporate these skills into their teaching and learning.

References

Darnton, R. (2009). The information landscape, Chapter 2 in The case for books by Robert Darnton,  New York: Pubic Affairs pp. 21-41 http://csuau.eblib.com/patron/FullRecord.aspx?p=496489  

Flevegi, E. & Matthew, K.I. (2012). eBooks and literacy in K-12 schools, Computers in the schools, 29(1-2), 40-52. DOI: 10.1080/07380569.2012.651421

Rettberg, J.W. (2012). Electronic literature seen from a distance: the beginnings of a field. Retrieved from http://www.dichtung-digital.org/2012/41/walker-rettberg.htm

Sadokierski, Z. (2013, November 12). What is a book in the digital age? [Web log post]. Retrived from http://theconversation.com/what-is-a-book-in-the-digital-age-19071

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA)

One thought on “INF533 Assignment Post 1

  • August 5, 2019 at 4:18 PM
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    Good focus on how digital literature will add to the experience of reading and not take away from the paper-based format! (:

    Reply

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