Theorizing E-Readers: Changing reading from Gutenberg to Kindle
The Kindle is the most popular e-reader on the market. Amazon reports that e-books are outselling traditional books on their site. While book sales are dropping and fewer adults and teens are reading books, digital book (e-books) sales are booming. This change in reading behaviours is the most revolutionary change since Gutenberg’s printing press.
Up to the Middle Ages virtually every book was a manuscript painstakingly handwritten. Only a few popular texts those approved by the Church were made into multiple copies. Books were expensive and accessible by those with the privilege of money, time, and ability to read. The masses were left out of reading, as they did not have the education to be able to read or the money for books nor time for reading. When Gutenberg invented the printing press this all changed.
The printing press had the effect of multiplying the output and cut the costs of books. Information was made available to a larger population who were eager for any information (Kreis, 2000). Soon after the printing press the Renaissance happens brought on by ideas and thoughts being able to be freely shared.
Printed books have been a mainstay for readers for centuries. Recently though, there has been a steady decline in reading among both adults and teens (NEA, 2007). As people get their information from TV and the internet, they go to books less often. Book sales and reading of books declines but other types of reading flourish. In comes the e-reader.
The e-reader is a digital reading device. Loaded with digital books the reader can carry hundreds or thousands of books in a small lightweight device. They typically have a 6-inch screen and use E-ink technology making the print similar to books. Many models do not need backlight making it easier on the eyes. They also have features such as built in dictionaries, highlighting, note taking, bookmarking, text to speech, and adjustable font size. The e-reader is much more than a book.
E-readers are beginning to be used in the classroom and the results are promising. Many students report an increase motivation in reading with the e-readers. They read more books and enjoyed the experience (Harland et al., 2010). The transportability makes the e-reader convenient to read on the bus, while waiting at the doctor office, during lunch, while travelling, outside (no glare screens), or anywhere. In the classroom e-readers give students the ability to have books at their fingertips as e-books can be downloaded in one minute they can have any book they want now. Struggling readers take advantage of the text to speech and dictionary features to help them read difficult text.
With nearly half of Americans 18-24 reporting reading no books for pleasure and the rising cost of books, the e-reader is making reading accessible and relevant to the masses. People who own e-readers tend to spend more time than ever reading (Fowler, 2010). The e-reader is bringing reading back to young people.
The trend toward e-readers is so new that we don’t know the full impact yet. Is it a fad? Will it be replaced by something else? Will the novelty wear off and reading again plummet? We need to embrace this technology and make use of it in schools. Let’s meet the students where they are in the digital world.
References
Fowler, G. A. (2010, Aug. 25). The ABCs of E-Reading: New Devices Are Changing Habits. People Are Reading More, Even While in a Kayak. Retrieved Oct. 9, 2011, from http://online.wsj.com/article/SB10001424052748703846604575448093175758872.html#articleTabs%3Darticle
Harland, P, and A. Plante, and J. Marker, and C. Falter, and K. Thompson, and K. Guilmett, and M. Hogan. (2010). The High School Book Club- Now With Kindles! Teacher Librarian, 37 (5), pp. 57-59.
National Endowment for the Arts. (2007, Nov.). To read or not to read: a question of national consequence. Retrieved Oct. 9, 2011, from http://www.arts.gov/research/ToRead.pdf
The Applied History Research Group. (1997). End of Europe’s Middle Ages: The Impact of the Printing Press. Retrieved Oct. 9, 2011, from http://www.ucalgary.ca/applied_history/tutor/endmiddle/bluedot/print.html