Radical Pedagogy

Radical Pedagogy (2017)

Volume 14 Issue 2

ISSN: 1524-6345





Reclaiming the Deep Reading Brain in the Digital Age



 

Mary Keator

Department of English

Westfield State University, USA

E-mail: mkeator@westfield.ma.edu

 

 

Abstract


Although students today are adept at scrolling, surfing and searching the

web, they struggle to read deeply and interpret meaning. They spend hours on their handheld digital devices unaware that the time they spend on these devices is in fact altering their neuro-circuitry and weakening their ability to engage in deep reading. This article focuses on some of the current challenges digital devices pose to students, specifically their ability to be present, read deeply and interpret meaning in what they are reading both in a literary text and in the world around contemplative method called lectio divina as a possible remedy that instructors can use in the classroom to build awareness and strengthen students’ ability to read deeply and interpret meaning for their lives.

Keywords: digital devices, neuro-circuitry, deep reading, critical inquiry,

                         lectio divina, meditative thinking, calculative thinking, leisure,

                         interpret meaning, literary texts, higher education

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