The Changing Spaces of Reading and Writing

Making Connections

Personal Connections– Learning

Four years ago I suffered an injury that tore one of the tendons that controls movement in my thumb. I eventually regained use of the thumb and was able to perform all daily activities with little trouble. All except one. It was difficult and very painful to write. So I turned to using the computer. I bought myself a laptop and thankfully my part-time job was a fully computerized environment. At first I saw it as a very efficient substitute writing tool; it was much quicker to type than to jot down notes. About half a year later I began to feel that learning was becoming more difficult, and causing more fatigue, and my creativity had been highly impacted.

It wasn’t until I took this course that I began to really investigate the relationship between the two.

In thinking about the definition of text and looking at the evolution of writing spaces and technologies made me reflect on my current and previous modes of learning. Earlier notes were meticulously underlined, highlighted, written in different colours (while also possible on the computer, rarely used these functions because I owned a black and white laser printer). The handwriting was all over the page, with little clumps of information, connected by arrows and diagrams. The margins were reserved for ‘outside links’, where I made personal connections and devised memory aids to help me synthesize and remember information and ideas. This practice also extended to any papers, textbooks, and novels that I read. However, the injury discouraged this and I ended up typing a few notes on the computer (instead of directly on the page—which made the information feel … disconnected).


The concept of remediation was also very useful in my understanding of the difficulties with embracing technological use in schools. As a TOC I visited many schools and saw many classrooms wherein the computer lab was used for typing lessons, KidPix, or research. Many schools also have Interactive White Boards (IWBs), and teachers use them as, in essence, a very cool replacement for a worksheet. Remediation helps frame and pinpoint the reason for this phenomenon: the use of technology is not just a set of skills, it’s a change in thinking and pedagogy. Literacy is not just literacy anymore, it has become multiliteracies and Literacy 2.0. Teachers cannot continue to teach reading and writing the same way as before, because text is not the same anymore.


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