Wednesday
My librarian friend Valerie Hotchkiss sent me a book that she has been teaching in an online bibliotherapy class, which at one point I visited. Because Maryanne Wolf’s Reader, Come Home: The Reading Brain in a Digital World so directly coincides with my own interests, I share here a passage from the opening letter.
In it, Wolf looks at how she came to study the impact of screens on our brains. I love the passion with which she talks about her early reading experiences.
Excerpted from Maryanne Wolf, Reader, Come Home
What we read, how we read, and why we read change how we think, changes that are continuing now at a faster pace. In a span of only six millennia reading became the transformative catalyst for intellectual development within individuals and within literature cultures. The quality of our reading is not only an index of the quality of our thought, it is our best-known path to developing whole new pathways in the cerebral evolution of our species. There is much at stake in the development of the reading brain and in the quickening changes that now characterize its current, evolving iterations….
[W]hen I was a child learning to read, I did not think about reading. Like Alice, I simply jumped down reading’s hole into Wonderland and disappeared for most of my childhood. When I was a young woman, I did not think about reading. I simply became Elizabeth Bennet, Dorothea Brooke, and Isabel Archer at every opportunity. Sometimes I became men like Alyosha Karamazov, Hans Castorp, and Holden Caulfield. But always I was lifted to places very far from the little town of Eldorado, Illinois, and always I burned with emotions I could never otherwise have imagined.
Even when I was a graduate student of literature, I did not think very much about reading. Rather, I pored over every word, every encrypted meaning in the Duino Elegies by Rilke and novels by George Eliot and John Steinbeck, and felt myself bursting with sharpened perceptions of the world and anxious to fulfill my responsibilities within it.
I failed my first round at the latter miserably and memorably. With all the enthusiasm a young, flimsily prepared teacher can have, I began a Peace Corps-like stint in rural Hawaii along with a small and wonderful group of fellow would-be teachers. There I stood daily before twenty-four unutterably beautiful children. They looked at me with complete confidence, and we looked at each other with total, reciprocated affection. For a while those children and I were oblivious to the fact that I could change the circumstances of their life trajectories if I could help them become literate, unlike many in their families. Then, only then, did I begin to think seriously about what reading means. It changed the direction of my life.
With sudden and complete clarity I saw what would happen if those children could not learn the seemingly simple act of passage into a culture based on literacy. They would never fall down a hole and experience the exquisite joys of immersion in the reading life. They would never discover Dinotopia, Hogwarts, Middle Earth, or Pemberley. They would never wrestle through the night with ideas too large to fit within their smaller worlds. They would never experience the great shift that moves from reading about characters like the Lightning Thief and Matilda to believing they could become heroes and heroines themselves. And most important of all, they might never experience the infinite possibilities within their own thoughts that emerge whole cloth from each fresh encounter with worlds outside their own. I realized in a whiplash burst that those children, all mine for one year, might never reach their full potential as human beings if they never learned to read.
From that moment on, I began in earnest to think about reading’s capacity to change the course of an individual life.
