The benefits of reading books in this high-tech era
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Books first
Research has shown that an effective use of online resources and web-based information is dependent on an existing level of literacy1—meaning that without an ability to read, online resources will have little positive effect on students or teachers. This is why KEY delivers books first, and then, only when the students and teachers are ready, installs online resources. This helps guard against a bombardment of information, and ensures users are fully capable of extracting and understanding how to best use the online tools provided.
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Foster critical thinking
Reading literature has been shown in multiple studies to improve critical thinking skills, even when controlling for language proficiency3. Genres of fiction such as fairy tales and fantasy have been shown to help teach children the difference between right and wrong4 by tapping into their ability to use critical thinking.
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Grow empathy and social skills
Reading fiction has been shown to activate and fortify neural pathways in the brain that help in the understanding of real human emotions, effectively allowing readers of fiction to strengthen their social skills.5 This is seen especially with empathy, where multiple studies have shown that reading fiction enhances one’s ability to empathize with others and interpret social cues6, both being social skills critical in daily interactions and business.
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Outperform and reduce the effects of poverty
Reading for pleasure has been shown to produce students who academically outperform their peers across all subjects, including math, compared to those that don’t.10 In fact, reading alone has been shown to be a greater influence on the academic achievements of students than the education of their parents11, and access to reading books has also been shown to completely eliminate the negative effects that poverty can have on education12.
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Support strong community ties
A 2014 Pew study suggests that library users tend to be pillars of their community, with good ties to their neighbours and live positive lives14. Access to books, and the subsequent improvement in literacy, is a requisite to a thriving democracy.
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Reduce Radicalization
A study from Harvard found that a well–rounded education significantly reduced radicalization and recruitment by violent extremists16. As students learned to think critically and were exposed to subjects and experiences outside their everyday life, they were less likely to indiscriminately accept extremist narratives – making it harder for these groups to radicalize and recruit then to their cause.
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FOOTNOTES 1 Moore, Penny. An Analysis of Information Literacy Education Worldwide. White Paper Prepared for UNESCO, the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic 2 World Economic Forum. https://www.weforum.org/agenda/2017/10/students-learn-better-from-books-than-screens-according-to-a-new-study 3 Tung, Chi-An. Developing Critical Thinking Through Literature Reading. Feng Chia Journal of Humanities. 2009. Pp 287-317. 4 Docherty, Saoirse. 5 reasons why fairy tales are good for children. 5 June 2014. Web. 8 Nov. 2016. http://scottishbooktrust.com/blog/2014/06/5-reasons-why-fairy-tales-are-good-for-children. 5 Berns, Gregory S., Kristina Blaine, Michael J. Prietula, and Brandon E. Pye. Brain Connectivity: Short- and Long-Term Effects of a Novel on Connectivity in the Brain. Rep. Department of Economics, Emory University. N.p., 9 Dec. 2013. Web. 2 Aug. 2016. 3(6): 590-600. doi:10.1089/brain.2013.0166. 6 Berns, Gregory S., Kristina Blaine, Michael J. Prietula, and Brandon E. Pye. Brain Connectivity: Short- and Long-Term Effects of a Novel on Connectivity in the Brain. Rep. Department of Economics, Emory University. N.p., 9 Dec. 2013. Web. 2 Aug. 2016. 3(6): 590-600. doi:10.1089/brain.2013.0166. 7 Mar, Raymond et al (2009a). Exposure to Media and theory-of-mind development in preschoolers. Cognitive Development. 25(1). pp 69-78. Available at: https://www.sciencedirect.com/science/article/pii/S0885201409000835 8 Vezzali, L., Stathi, S., & Giovannini, D. (2012). Indirect contact through book reading: Improving adolescents' attitudes and behavioral intentions toward immigrants. Psychology in the Schools, 49(2), 148-162. Available at: http://psycnet.apa.org/record/2012-01849-004 9 Vezzali, L., Stathi, S., Giovannini, D., Capozza, D., & Trifiletti, E. (2015). The greatest magic of Harry Potter: Reducing prejudice. Journal of Applied Social Psychology, 45(2), 105-121 10 Docherty, Saoirse. 5 reasons why fairy tales are good for children. 5 June 2014. Web. 8 Nov. 2016. http://scottishbooktrust.com/blog/2014/06/5-reasons-why-fairy-tales-are-good-for-children. 11 Evans, M. D. R., et al. Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility (2010), doi:10.1016/j.rssm.2010.01.002 12 Ibid 13 University of Nevada, Reno. “Books in home as important as parents' education in determining children's education level.” ScienceDaily. ScienceDaily, 21 May 2010. 14 Zickuhr, Kathryn, Kristen Purcell, and Lee Rainie. “From Distant Admirers to Library Lovers–and beyond.” Pew Research Centre. N.p., 13 Mar. 2014. Web. 2 Aug. 2016 15 Borgonovi, Francesca. OECD: “Do Students Today Read for Pleasure?” PISA IN FOCUS (2011): http://www.oecd.org/pisa/pisaproducts/pisainfocus/48624701.pdf 16 Martin-Rayo, Francisco. Countering Radicalization in Refugee Camps: How Education Can Help Defeat AQAP. Rep. Belfer Centre for Science and International Affairs, The Dubai Initiative – Working Paper. N.p., June 2011. Web. 2 Aug. 2016 17 Bruneau EG, Cikara M, Saxe R (2015) Minding the Gap: Narrative Descriptions about Mental States Attenuate Parochial Empathy. PLoS ONE 10(10): e0140838. https://doi.org/10.1371/journal.pone.0140838 18 Paluck, E (2009). Reducing Intergroup Prejudice and Conflict Using the Media: A Field Experiment in Rwanda. Journal of Personality and Social Psychology. 96(3). Pp 574-587. Available at: http://psycnet.apa.org/buy/2009-02415-005. (Accessed: 10/18/17).