Distractions

Samantha McGrath

Distractions

                As I read through the chapter, I was skeptical about the use of the internet being better than a book source immediately. As an English major and a book lover, I couldn’t see myself using the internet for everything including research and reading for pleasure. The chapter convinced me there were positive aspects of a future more concentrated on the internet as a source. But one thing I disagreed with was “…the addition of varied and animated texts, images, hyperlinks, and multimedia adds to the cueing systems from which a reader can draw to make meaning” (Johnson 10). I agree that the addition of pictures and other animated texts can be helpful but they can also be greatly distracting, especially to younger users. This also doesn’t seem to be an improvement to me because books have pictures to go along with the text as well. The use of hyperlinks can sometimes lead to helpful sites, furthering ones research but they can also lead to completely different topics altogether. I personally can find myself starting at one point and by the end, being on a completely different track. I have observed and interned in classrooms throughout many grade levels and I could see how the option to explore different links that are available could end badly. If the students were older, they would know how to correctly navigate the web links provided and know how to stay on track but the younger the student, the easier wondering eyes can take play.

                One thing that I did agree with as a benefit would be the ability to communicate to not only the author but to other writers. Students will be exposed to different opinions that may have never come to them on their own. They can be sitting at home and getting feedback from all types of backgrounds. It reminds me of working in groups in the classroom but you can do it anytime and anywhere. As long as the students are able to stay focused that is but that is where we as teachers come in.