Reading in the Modern World

Zeitlyn, David 2001.   Reading in the modern world. Anthropological perspectives on Writing and the virtual world. CSAC Monographs: Canterbury.

A polemic for a preface

This book does two different things. It presents an argument and can serve as an introductory user manual, it is intended to shape practice. The connections between the argument and practical action tend to be neglected since they are usually discussed separately. Part of the motivation for writing the book in this form is to highlight some of the interconnections between the theortical discussion of how technology (writing, printing, computers) affects the way we think and the way that we behave in the world: choosing what to read and writing about that by taking notes.  The argument is sharpened by considering it against these practices, and the argument serves to temper the millenarian claims of ‘revolutionary’ practice. The argument seems necessary as a response to repeated claims that the End of Books is nigh! This claim has been made more and more often in recent years but like other millenarian movements, failure of the predictions is not an impediment. I find a delightful irony in reading Nelson on ‘The End of Books’ (1992) alongside Uzanne’s article with the same title (1894). Having isolated the themes of argument and manual for the sake of this introduction I have not maintained the separation below.  So, for example, discussion of the history of indexing leads naturally to their realisation in computer generated form.

What are the cognitive implications of computers and their use? Do they change the way in which we think, and should we concern ourselves about this? I shall approach these questions through a discussion of the debate on literacy and orality. In effect, I shall be suggesting that the issue of the cognitive implications of computers should be placed in a series, and should be considered after the cognitive implications of the ball-point pen. To emphasize this point I review the history of writing, to show not only its own importance but also the irony of some of the more extreme claims made by proponents of ‘the computer revolution’. The second strand (the ‘user manual’) is concerned with researchers who must select what they read from a superfluity of material. I address not only academics but also anyone carrying out any form of research. This will include the research carried out by a consumer studying reports in the local library to choose a new washing machine, or a business executive attempting to assess the viability of a new product, or public servants making new policy. The question is not so much what we read as how we decide what to read and then how we actually read it. The practice is commonplace but these issues are not discussed. Too much is published for anyone to read it all, so we must make choices - we must exercise the discretion referred to in one of my titles.

After briefly considering note-taking practices I look at more narrowly anthropological concerns with the representataion of genealogies and the wider issue of dealing with notes, photos and videos. All of these fit my basic theme which is to examine ways in which cognition is externalized and how this may (or may not) affect internalized cognition

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