Tag Archives: Google_Book_Search

killing the written word?

A November 28 Los Angeles Times editorial by American University linguistics professor Naomi Barron adds another element to the debate over Google Print [now called Google Book Search, though Baron does not use this name]: Baron claims that her students are already clamoring for the abridged, extracted texts and have begun to feel that book-reading is passe. She writes:
Much as automobiles discourage walking, with undeniable consequences for our health and girth, textual snippets-on-demand threaten our need for the larger works from which they are extracted… In an attempt to coax students to search inside real books rather than relying exclusively on the Web for sources, many professors require references to printed works alongside URLs. Now that those “real” full-length publications are increasingly available and searchable online, the distinction between tangible and virtual is evaporating…. Although [the debate over Google Print] is important for the law and the economy, it masks a challenge that some of us find even more troubling: Will effortless random access erode our collective respect for writing as a logical, linear process? Such respect matters because it undergirds modern education, which is premised on thought, evidence and analysis rather than memorization and dogma. Reading successive pages and chapters teaches us how to follow a sustained line of reasoning.
As someone who’s struggled to get students to go to the library while writing their papers, I think Baron’s making a very important and immediate pedagogical point: what will professors do after Google Book Search allows their students to access bits of “real books” online? Will we simply establish a policy of not allowing the online excerpted material to “count” in our tally of student’s assorted research materials?
On the other hand, I can see the benefits of having a student use Google Book Search in their attempt to compile an annotated bibliography for a research project, as long as they were then required to look at a version of the longer text (whether on or off-line). I’m not positive that “random effortless access” needs to be diametrically opposed to instilling the practice of sustained reading. Instead, I think we’ve got a major educational challenge on our hands whose exact dimensions won’t be clear until Google Book Search finally gets going.
Also: thanks to UVM English Professor Richard Parent for posting this article on his blog, which has some interesting ruminations on the future of the book.