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Kathryn MacCallum, Associate Professor of Digital Education Futures within the School of Educational Studies and Leadership at the University of Canterbury, NZ observes, We know COVID-19 and its associated changes to our work and learning habits caused a marked increase in the use of technology.
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More surprising, perhaps, is the impact these lockdowns have had on children’s and young people’s self-reported enjoyment of books and the overall positive impact this has made on reading rates.
A recent survey from the UK, for example, showed children were spending 34.5% more time reading than they were before lockdown. Their perceived enjoyment of reading had increased by 8%...
These findings suggest physical books continue to play a critical role in fostering young children’s love of reading and learning. At a time when technology is clearly influencing reading habits and teaching practices, can we really expect the love of reading to be fostered by sitting alone on a digital device?...
...pandemic that has accelerated digital progress, we can’t let these developments obscure the place of real books in real — as opposed to virtual — lives.
Source: The Conversation AU
