Book Review: Reader, Come Home: The Reading Brain in a Digital World

Blake, Katherine

doi:10.1177/00220574211016425

Cited by 1 publication

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“…As material and social aspects of reading dynamically interweave on digital reading platforms, definitions of literacies shift towards socio-material concepts of ‘assemblages’ that challenge the divisions between the social and material aspects of reading (Kucirkova, 2021; Kumpulainen et al, 2020; Medina et al, 2022; Merchant, 2021). The importance of embodiment in contemporary reading practices foregrounds how these literacies are relational, contingent on the context and content of interactions (Mangen, Hoel and Moser, 2019).…”

Section: Medium-dominated Studies Of Reading For Pleasurementioning

confidence: 99%

“…In contrast, deep reading, characterised by readers’ ability to reflect, synthesise and slow down information-processing (Wolf, 2018b), is associated with print reading (Jerrim et al, 2020). Reports on some adult readers neatly map onto Wolf's hypothesis that shallow reading is associated with the digital format, but they do not pay attention to alternative explanatory factors that are relevant for early readers, including the intersection of text genres (Hillesund, 2010), readers’ motivation, intent and the purpose of reading (Blake, 2021; Johnson, 2021) .…”

Section: Key Issues In Contemporary Reading-for-pleasure Studiesmentioning

confidence: 99%

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The explanatory power of sensory reading for early childhood research: The role of hidden senses

Kucirkova

2022

Contemporary Issues in Early Childhood

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Sensory reading refers to reading that engages all six of the human senses – vison, hearing, touch, gustation, olfaction and proprioception. The author proposes that increased attention be paid to the three ‘hidden’ senses of gustation, olfaction and proprioception to advance innovative reading studies. She articulates the problematic of visually dominated multimodal research and print–digital media comparison studies, and extends the reading field to sensory reading that is not tied to a specific medium or mode of engagement but mediated by individualised sensory stimuli. This cross-disciplinary discussion of sensory reading opens up a new vista for affective literacies and integrates the tensions that emerge between psychological and new media studies concerned with material, ephemeral and embodied reading. This approach refines Rosenblatt's transaction theory and contributes new insights into materiality, ephemerality and the embodiment of reading, which dominate contemporary reading studies.

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