It seems that as technology becomes an ever-increasing mainstay in more areas of our lives, the effect on our already-faltering literacy has been similarly stark, and it becomes a continually obsessive interest of written commentary. Or maybe I’ve just been paying more attention over time.
Here are a few things that seem especially relevant from recent weeks, which have caught my eye:
Thomas Spence, writing in the Wall Street Journal, about fixing the huge gap in literacy between girls and boys:
The appearance of the boy-girl literacy gap happens to coincide with the proliferation of video games and other electronic forms of entertainment over the last decade or two. Boys spend far more time “plugged in” than girls do. Could the reading gap have more to do with competition for boys’ attention than with their supposed inability to focus on anything other than outhouse humor?
Dr. Robert Weis, a psychology professor at Denison University, confirmed this suspicion in a randomized controlled trial of the effect of video games on academic ability. Boys with video games at home, he found, spend more time playing them than reading, and their academic performance suffers substantially. Hard to believe, isn’t it, but Science has spoken.
Lindsay Johns, in Prospect Magazine, on why black students should be taught the Western Canon, as opposed to focusing on “diversity literature:”
Dead white men, the pillars of the western canon, remain supremely relevant to black people in the 21st century, because their concerns are universal. At its best, the canon elucidates the eternal truths at the heart of the human condition. It addresses our common humanity, irrespective of our melanin quotient. Homer, Virgil, Dante, Chaucer, Shakespeare, Milton, Dickens—all male, all very white and all undeniably very dead. But would anyone be so foolish as to deny their enduring importance? Boethius’ Consolation of Philosophy, Boccacio’s Decameron or Pico’s Oration On The Dignity of Man are as germane to black people as they are to white. There is no apartheid in the philosophical musings of Cicero, no racial segregation in the cosmic grandeur of Dante and no ethnic oppression in the amorous sonnets of Shakespeare. These works can, if given the chance, speak as much to Leroy in Peckham or Shaniqua in the South Bronx as they can to Quentin in the home counties.
[Incidentally, in my experience, multicultural books aren’t promoted by actual minorities as much as they are by white teachers who are trying to “help” minorities.]
Carlin Romano, in The Chronicle of High Education, bemoans the detrimental effect on college reading assignments and literary scholarship by having a generation of students now entirely raised on digital technology: