Dr. Radesky, who was involved in the research projects with Dr. Munzer, talked about the importance of helping children master reading that goes beyond specific remembered details — words or characters or events — so a child is “able to integrate knowledge gained from the story with life experience.” And again, she said, that isn’t what is stressed in digital design. “Stuff that makes you think, makes you slow down and process things deeply, doesn’t sell, doesn’t get the most clicks,” she said.
Parents can help with this when their children are young, Dr. Radesky said, by discussing the story and asking the questions that help children draw those connections.
For school-age kids
“When kids enter digital spaces, they have access to an infinite number of platforms and websites in addition to those e-books you’re supposed to be reading,” Dr. Radesky said. “We’ve all been on the ground helping our kids through remote learning and watching them not be able to resist opening up that tab that’s less demanding.”
“All through the fall I was constantly helping families manage getting their child off YouTube,” Dr. Radesky said. “They’re bored, it’s easy to open up a browser window,” as adults know all too well. “I’m concerned that during remote learning, kids have learned to orient toward devices with this very skimmy partial attention.”
Professor Baron said that in an ideal world, children would learn “how to read contiguous text for enjoyment, how to stop, how to reflect.”
In elementary school, she said, there’s an opportunity to start a conversation about the advantages of the different media: “It goes for print, goes for a digital screen, goes for audio, goes for video, they all have their uses — we need to make kids aware that not all media are best suited to all purposes.” Children can experiment with reading digitally and in print, and can be encouraged to talk about what they perceived and what they enjoyed.
Dr. Radesky talked about helping children develop what she called “metacognition,” in which they ask themselves questions like, “how does my brain feel, what does this do to my attention span?” Starting around the age of 8 to 10, she said, children are developing the skills to understand how they stay on task and how they get distracted. “Kids recognize when the classroom gets too busy; we want them to recognize when you go into a really busy digital space,” she said.
