In EDS ansehen

Reading shreds beyond pandemic. A critical-reflective analysis of reading in the digital era.

Gespeichert in:
Bibliographische Detailangaben
Titel: Reading shreds beyond pandemic. A critical-reflective analysis of reading in the digital era.
Autoren: Bonafede, Paolo
Quelle: Ricerche di Pedagogia e Didattica; 2023, Vol. 18 Issue 1, p45-56, 12p
Schlagwörter: DIGITAL technology, HABIT, PANDEMICS, READING, DISTANCE education, PHILOSOPHY of education, PREPAREDNESS
Abstract (English): In recent years, with the temporal distortions produced by the pandemic, distance learning has emerged as an emerging, temporary and partial solution, thanks to new technologies. In the digital era, the relationship between learning and technological devices is worthy of investigation. Studies on changes in cognitive processes (reading and memory) deriving in part from the habit of persistent use of ICT raise questions about the school of the future. In this paper, we want to explore the role that deep reading takes on in the hyper-accelerated context of digital contemporaneity, in which reading has been fragmented. Starting from philosophical references (Braidotti, Floridi, Stiegler), the contribution intends to expand theoretically Maryanne Wolf's proposal on the need for biliteracy (alphabetic and digital) as a key to today's education. [ABSTRACT FROM AUTHOR]
Abstract (Italian): Negli ultimi anni, con le distorsioni temporali prodotte dalla pandemia, la didattica a distanza (DaD o DDi) è emersa come una soluzione temporanea e parziale, grazie alle nuove tecnologie. Nell'era digitale il rapporto tra apprendimento e dispositivi tecnologici è oggetto di ricerca. Gli studi sui cambiamenti nei processi cognitivi (lettura e memoria) derivanti in parte dall'abitudine all'uso persistente delle TIC, sollevano interrogativi sulla scuola del futuro. Con questo contributo si vuole esplorare il ruolo che la lettura profonda assume nel contesto iperaccelerato della contemporaneità digitale, in cui la lettura è stata frammentata. Partendo da riferimenti filosofici (Braidotti, Floridi, Stiegler), il contributo intende ampliare teoricamente la proposta di Maryanne Wolf sulla necessità della bi-alfabetizzazione (alfabetica e digitale) come chiave per l'educazione odierna. [ABSTRACT FROM AUTHOR]
Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Datenbank: Complementary Index
Beschreibung
Abstract:In recent years, with the temporal distortions produced by the pandemic, distance learning has emerged as an emerging, temporary and partial solution, thanks to new technologies. In the digital era, the relationship between learning and technological devices is worthy of investigation. Studies on changes in cognitive processes (reading and memory) deriving in part from the habit of persistent use of ICT raise questions about the school of the future. In this paper, we want to explore the role that deep reading takes on in the hyper-accelerated context of digital contemporaneity, in which reading has been fragmented. Starting from philosophical references (Braidotti, Floridi, Stiegler), the contribution intends to expand theoretically Maryanne Wolf's proposal on the need for biliteracy (alphabetic and digital) as a key to today's education. [ABSTRACT FROM AUTHOR]
ISSN:19702221
DOI:10.6092/issn.1970-2221/15554