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Deep Thinking and Deep Reading in an Age of Info-Glut, Info-Garbage and Info-Tactics
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"From Now On
The Educational Technology Journal
Vol 6 No 6 March 1997
Deep Thinking and Deep Reading
in an Age of Info-Glut, Info-Garbage
Info-Glitz and Info-Glimmer
Abstract
According to Birkerts ( Gutenberg Elegies , 1994), the search for truth requires deep reading and deep thinking. While the arrival of new electronic information technologies threatens to overwhelm us with info-glut and info-garbage, the post-modem school will raise a generation of highly skilled "free range students" capable of simultaneously grazing the Net and reading deeply. To achieve this goal, schools must make a dramatically expanded commitment to questioning, research, information literacy and student-centered classrooms. Students will need a radically different skills array to negotiate this new information landscape.
I. Introduction
The search for truth should be the central focus of learning and schools. Deep reading and deep thinking are dual processors which inform such a search and lead us toward insight and illumination.
Much of the recent talk of Information Highways and the Internet misses the point. This opportunity is all about learning to make meaning with courage and independence from vast resources of variable quality and reliability.
If the business of schools in a smokestack age was teaching and imparting information, we must now shift to a focus upon learning.
Despite the hoopla and the hype, making meaning in the Information Age is not all it is cut out to be.
The implications for those who work in the so-called "knowledge industries" - schools, colleges, publishers, researchers, etc. - are immense. Our work must shift dramatically in focus and purpose.
Young people will be finding out about their worlds in ways which differ considerably from the learning of decades"
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