Pseudo-modern literature

In browsing the net, I recently came across a fascinating article in which Gary Robinson says that we are past postmodernism (although there are some intellectual remnants). He cites Kirby’s (as cited in Robinson, 2010) view that, in the previous ten years, globalised market economics have swamped postmodernism’s multiplicity of ‘truths’ with a sole, over-powering conformity of ‘consumer fanaticism’.  He calls the current era ‘pseudo-modernism’ and says that “it demands the individual’s active participation” by at least clicking, liking or commenting.  Essentially the ‘audience’ are writing at least part of the content as it happens; and this interactivity is making it difficult to archive, or even record  This includes reality shows where people text or tweet to the ‘actors’; online writing sites where kids are writing, and continually revising, their stories; games like minecraft where players are creating, and destroying, the game as they play; and the ebook where clickable interactive options make it not only non-linear, but virtually endless. 

It’s challenging being a librarian in this environment.

Robinson, G. D. (2010, May 27). What comes after postmodernism?: An evolving culture. Breakpoint. Retrieved from http://www.breakpoint.org/features-columns/articles/entry/12/14560

Is there any hope of reflective reading in a digital paradigm?

(Critics) are not recognising or do not want to recognise that the former traditional approaches to alphabetic literacy through reading print are not meeting the needs of young people who read texts much differently than the generations of teachers and educators who are teaching them (Zipes, 2009, p. 42).

I am inclined to agree with Manuel and Carter (2015, p. 125).  I believe that a balance of print, multimodal and visual media will provide a rich experience for students; combining the contemporary and the classic in a well-rounded curriculum to meet both their individual needs and preferences (Manuel and Carter, 2015, p. 122), and the required reflective ‘expansion of thinking’ (Wolk as cited in Zipes, 2009, p. 31) to achieve educational outcomes.  Hutchinson, Bexchomer & Schmidt-Crawford (2012) have provided an example of how a teacher can blend purposes and tools by using a digital tool to teach print and digital literacy skills.  As teachers come from all age groups and backgrounds, the teacher librarian will need to provide a variety of sources and texts to assist them all, regardless of their level of experience.  The TL will also need to ‘value-add’ by being able to make suggestions about how to mix and match the tools and texts to effectively engage the students in deep learning.

References

Hutchinson, A., Bexchomer, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. Reading Teacher, 66(1), 15-23. doi:10.1002/TRTR.01090

Manuel, J., & Carter, D. (2015). Current and historical perspectives on Australian teenagers' reading practices and preferences. Ausralian Journal of Language and Literacy, 38(2), 115-128.

Zipes, J. (2009). Relentless progress: The reconfiguration of children's literature, fairy tales and storytelling (eBook ed.). Longon: Routledge.

Why read?

The image is of a display at Bird City Library in Kansas 

http://bird.mykansaslibrary.org/wp-content/uploads/2015/10/no-app.jpg.  

The suggestion is that reading to a child as they sit on your lap (parent, grandparent) is a good bonding experience for both.  If this experience of 'reading' in a child's very early years is a positive and enjoyable one, then it should form a basis from which that child continues to read as they grow older.  Furthermore, as Haven (2007, p. 93) says the knowledge of story structure gained through this type of early exposure assists children with later comprehension of texts.  Some of my earliest memories are of my sister and I snuggled in under our dad's arms as he read to us each evening.   This is one of the reasons why I think that it is important for Teachers and Librarians to read exciting and interesting stories to their classes.  

Today I watched Princess Bride (for the umteenth time) and I was struck again by the value of reading to children. (In the movie, the grandfather comes to read to his sick grandson, and the book he brings is one that has been read to sons by the fathers of the family for several generations).  First thought is why that story?  It has a strong swashbuckling hero and a strong but feminine heroine and I imagine that one reason for reading it might have been to model roles.  Of course, in the movie the immediate goal is to entertain the boy, taking his mind of his sickness and being stuck in bed, while also providing him with some non-screen time.  In spite of the boy's initial hesitation due to the story's 'kissing' content, he soon becomes totally involved in the imaginary world of adventure that the reading evokes.  When the boy says "Grandpa, that's not fair" (the heroine was about to marry the bad guy) it struck me that this was another opportunity for the grandfather to teach the child about life, i.e. that it's not always fair - another didactic moment!