Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Frank Hakemulder, Anne Mangen
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Abstract

The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers’ motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.

Abstract Image

纸上和屏幕上的文学阅读:阅读习惯和偏好与体验意义之间的关联
越来越多地使用数字技术对阅读产生了影响。在线阅读和屏幕阅读通常包括接触多个短小的多媒体信息片段,而长篇幅阅读正在减少。Meta 分析发现,在阅读信息类文本时,屏幕效果较差,而在阅读叙事类文本时则不然。模式效应的解释是 "浅阅读假说"(Shallowing Hypothesis),该假说认为,由于数字阅读材料通常是由短小的、去语境化的多媒体内容片段组成,而不是长篇的线性文本,因此屏幕阅读的增加会导致人们倾向于略读和扫描,而不是仔细阅读。实验发现,在阅读说明性/信息性文本时,"浅阅读假说 "是成立的,但对屏幕的习惯性增加对文学阅读的影响,目前还不甚了解。肤浅的阅读模式可能会损害一个人深入阅读文学文本的能力,进而对读者进行更缓慢、更反思、更努力的阅读的动机和倾向产生负面影响。本文介绍了三项实验的结果,这些实验探索了阅读行为、媒介偏好以及阅读纸质与屏幕文学短文之间的关联。虽然结果参差不齐,但总体上揭示了媒介的作用模式:更频繁地阅读屏幕上的短文,预示着更少倾向于坚持阅读较长文本所需的认知毅力,以及对文学文本更深层次和个人相关意义的思考。本文讨论了这些发现的教育意义。
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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