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Critical Reading in a Screen Paradigm: From Deficit to Default
- Pedagogy
- Duke University Press
- Volume 21, Issue 2, April 2021
- pp. 205-224
- Article
- Additional Information
Abstract:
An important step in teaching critical reading for online civic reasoning is building teachers’ own acceptance of and comfort with screen literacies, understanding them not as alternative to gold-standard book literacies but as normative. To do so, teachers must better understand how web- based texts, and the reading of them, differ from the “classical” critical reading most teachers are used to. This article examines the “quantum” nature of web-based texts — their fundamental instability, their reader constructedness, and their nature as processes rather than objects — and relates these features to hyper-reading and other reading strategies that research shows allow engaged readers to screen-read critically.