Why Reading Still Matters in a Digital World
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Strong readers, strong digital learners
Research shows that effective use of online resources depends on a solid foundation of literacy.1 Without the ability to read, digital tools have little positive effect on students or teachers. That’s why KEY libraries run holiday book reading programs to ensure every student builds the literacy skills needed to access, understand, and benefit from the online tools we provide.
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Libraries grow critical thinkers
Reading literature has been shown in multiple studies to improve critical thinking skills, even when controlling for language proficiency.3 Through storytelling, children learn to question, reflect, and reason. Even simple fairy tales help them begin to recognize the difference between right and wrong. 4
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Libraries nurture social-emotional skills
Reading fiction activates and strengthens neural pathways in the brain that process human emotions. This boost helps readers develop empathy and sharpen social skills—critical for daily interactions and success in business.5
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Libraries unlock pathways out of poverty
Reading for pleasure has been shown to produce students who academically outperform their peers across all subjects, including math.10 In fact, reading alone is a greater influence on student achievement than parental education, and access to books has been shown to eliminate the negative effects that poverty can have on education. 11
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Libraries strengthen communities and democracy
Research shows that library users are often pillars of their communities, building strong ties with neighbours and a commitment to positive living.14 Access to books—and the literacy they spark—is essential to a thriving democracy.
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Libraries Protect Against Radicalization
A study from Harvard found that a well–rounded education significantly reduces radicalization and recruitment by violent extremists16. As students learn to think critically and are exposed to subjects and experiences outside their everyday lives, they are less likely to indiscriminately accept extremist narratives – making it harder for these groups to radicalize and recruit them to their cause.
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).