Anne Mangen, an associate professor at the Center for Reading Research at the University of Stavenger in Norway, has conducted research on the benefits and drawbacks inherent in digital reading modalities.  She notes, "Several experiments in cognitive psychology have shown how a change of physical surroundings has a potentially negative affect on memory. We should include this in our evaluation of digital teaching aids. The technology provides for a number of dynamic, mobile and ephemeral forms of learning, but we know little about how such mobility and transience influence the effect of teaching. Learning requires time and mental exertion and the new media do not provide for that." (Emphasis mine.)

Mangen describes how the clicking and scrolling which are a part of digital media delivery interrupt a child's focus.  I would liken it to asking a child to multi-task while their brain is trying to learn.  As a reader's brain works to decode the text and comprehend the message with all of its nuances, throwing in an interrupting event every couple of paragraphs forces the brain to work redundantly to "catch up" again.  Instead of a smooth, steady and progressive flow of information, it becomes stilted.

To give you a more concrete idea of this process, try to read a book with your children in the room with you.  How many times did you reread the same sentence or paragraph either because you had to find your place, or because you can't remember what you just read? 

Hypertext stories, which are becoming more prevalent as high-speed internet is more accessible in the school and the home, includes not only text, but also videos, sound, hypertext (links to additional material) and pictures.  While supplemental or descriptive material can add to a learning experience, such as with an online encyclopedia, the constant navigating and renavigating in the hypertext story format can also diminish the brain's ability to concentrate for a substantial length of time.  This format also interferes with the use of imagination in reading.

"The digital hypertext technology and its use of multimedia are not open to the experience of a fictional universe where the experience consists of creating your own mental images. The reader gets distracted by the opportunities for doing something else," Mangen says.

What do we, as moms, take away from this research?  How can we apply the right blend of book resources and new media resources to our children's education?

Three recommendations from Professor Mom:

• Never give up your books.  Even without the scientific back-up, we know that books are a source of brain development, growth, and magic.  I would suggest that every home should have a large collection of books that children can touch and browse and fall in love with.

• Don't discount the wonders of modern technology.  Technology provides us with many amazing tools for learning that didn't exist even 15 years ago.  From researching penguins on the internet to emailing with a penpal in the Mediterranean, the World Wide Web opens up a world of knowledge to our children.

• Use balance.  As with almost everything in life, moderation is the key.  Children's brains need to work hard everyday so that nuerons develop appropriate connections.  Minds need to be stretched and girded up with stories of value and integrity.  Imaginations need to be fueled by words (and, yes, sometimes boredom!) 

Provide an environment that takes advantage of the learning tools that technology gives us and taper those tools with the resources that make the brain work hard.  By creating a balanced approach to learning, you can provide your children with a well-rounded learning experience.

The University of Stavanger (2008, December 22). Storybooks On Paper Better For Children Than Reading Fiction On Computer Screen, According to Expert. ScienceDaily. Retrieved December 29, 2008, from http://www.sciencedaily.com/releases/2008/12/081219073049.htm