Renaissance Lessons for a Digital Literacy: about Reading in Times of PDF
Abstract
Reading has been one of the practices most altered by the immersion of digital technologies since the introduction of devices such as electronic books and tools such as search engines. In the light of the forms of reading practiced by Renaissance humanists, this paper seeks to establish a critique of the vices of digital reading and its relationship with educational processes. To this end, in a first section we expose some keys to understand reading in the Renaissance humanists by authors such as Johann Geiler or Francesco Petrarca, focusing on the question of pedagogy and the devotion of books. Subsequently, some of the dynamics of digital reading and its correspondence with the worsening of text comprehension, such as fragmented reading, intertextual dispersion or excessive speed in reading, are developed. Finally, recovering the criticisms collected from Renaissance thought, we propose some principles for a transformation of reading under the paradigm of digital humanism, focusing on scenarios such as the university and the social practice of reading.
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