Radical Change Theory and Synergistic Reading for Digital Age Youth

Autor/inn/en	Dresang, Eliza T.; Kotrla, Bowie
Titel	Radical Change Theory and Synergistic Reading for Digital Age Youth
Quelle	In: Journal of Aesthetic Education, 43 (2009) 2, S.92-107 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8510
Schlagwörter	Stellungnahme; Childrens Literature; Books; Change; Theories; Reader Text Relationship; Reading; Aesthetics; Age Differences; Age Groups + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Wandel; Theory; Theorie; Leseprozess; Lesen; Ästhetik; Age; Difference; Age difference; Altersunterschied; Age grop; Altersgruppe
Abstract	While it was perfectly clear to almost everyone during the 1990s that technology was changing, almost no one acknowledged the concomitant change in a sizeable and growing cadre of handheld books for youth. Some of those who did notice expressed puzzlement and regret at the break from a more traditional form and format; others expressed curiosity. Some others sought explanations. The purpose of this essay is to provide one explanation for the nature and character of these "changed" books and to demonstrate that they are somewhat different from, but firmly rooted in more traditional children's literature. Yet not only are books changing--at least some young readers are as well. In the 1990s, as youth who were born in the late 1970s began to mature, the authors, along with some other educators and scholars, noted what seemed to be a change from previous generations in how many youth approached thinking, learning, creating, and engaging with media, including reading handheld books. Various terms, including the net generation, digital natives, cyberkids, and Generation M (for Media), have been applied to these changed information seekers/learners/readers. The term "digital age youth" is most frequently used. The significance of this nomenclature comes from the environment that is described as the digital age and in which youth have been immersed from preschool through adulthood. Here, the authors explore how the assertion that at least some digital age youth process information differently is a mixture of perception, speculation, and reality. The authors make the case that the combination of readers and books can result in a unique--in some aspects--synergistic aesthetic reading experience. Synergistic reading is a special type of reading in which the sum of readers and readers, of readers and text, and/or of components of text is greater than the individual parts. (Contains 52 notes.) (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10