Oeroude & spiksplinternieuwe mydiadventures@home.
NOTHING IS MORE COMMONPLACE THAN THE READING EXPERIENCE, AND YET NOTHING IS MORE UNKNOWN. READING IS SUCH A MATTER OF COURSE THAT AT FIRST GLANCE, IT SEEMS THERE IS NOTHING TO SAY ABOUT IT.
Giving reading a second glance, and find much to say about it: our investigations take us beyond the simple rubric of "literacy," which once was understood as a evolutionary advancement in the generalization, abstraction, and reliable transmission of otherwise ecannescent and changeable oral communication.
We all throw into question the assumption made a few decades ago, at the beginning of anthropological studies of literacy, that we could safely posit a "'central difference between literate and non-literate societies'". We are now coming to recognize a much more complex interplay of diffe-rent forms of human communication, from lullabyes to hypertext and beyond.
Likewise all of our essays make it clear that the question of causality - whether it is "writing itself that makes a difference", or writing is merely part of a larger context - will not get us very far, not only because reading is as much part of literacy as writing, but also because "writing" and "reading," unlike the speed of light, are hardly constant at all times and places.
At the origin of our collection lies our own experience as part of a collective reading group - a study class described in my own contributions ...
Inspired as I was to come to the ruins and restaurations by the example of all those that came and went before us: we successfully entered the world of traditional reading as an adult. Lacking the philological skills some of us had acquired, however, we remained somewhat of an outsider even though we wanted to be "in the book."
Giving reading a second glance, and find much to say about it: our investigations take us beyond the simple rubric of "literacy," which once was understood as a evolutionary advancement in the generalization, abstraction, and reliable transmission of otherwise ecannescent and changeable oral communication.
We all throw into question the assumption made a few decades ago, at the beginning of anthropological studies of literacy, that we could safely posit a "'central difference between literate and non-literate societies'". We are now coming to recognize a much more complex interplay of diffe-rent forms of human communication, from lullabyes to hypertext and beyond.
Likewise all of our essays make it clear that the question of causality - whether it is "writing itself that makes a difference", or writing is merely part of a larger context - will not get us very far, not only because reading is as much part of literacy as writing, but also because "writing" and "reading," unlike the speed of light, are hardly constant at all times and places.
At the origin of our collection lies our own experience as part of a collective reading group - a study class described in my own contributions ...
Inspired as I was to come to the ruins and restaurations by the example of all those that came and went before us: we successfully entered the world of traditional reading as an adult. Lacking the philological skills some of us had acquired, however, we remained somewhat of an outsider even though we wanted to be "in the book."
04 nov 2010 - bewerkt op 04 nov 2010
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