As a relatively new father, I’ve suddenly become far more interested in the educational merit of the transition from dead-tree print to digital,  in addition to the implications for journalism and marketing.

So I paid a little bit of attention to the Oxford University Press launching a range of ‘computer-esque books to encourage boys to read‘. (link to BBC story).

Apparently the books have been tested in 2000 schools, and can be made interactive via CD-Roms (Are we back in 1995?) and whiteboards.

Two quotes in the BBC article got me thinking:

One from Charlie Higson (author of the Young Bond books):

‘”The point is that books are different to computers – that’s the whole point. If kids want to play with computers, they’ll play with computers, not read these stories.”

And one from Elaine Millard from the National Assocation of Teaching English

“What we have to do in schools is get that enthusiasm back for words on the page.” (emphasis mine)

Seems to me that Charlie makes a very good point for all print businesses – instead of bemoaning the fact that kids or adults are spending time on computers, perhaps we should either be making better print experiences, or better online experiences?

And I think that ties into the idea that we need to only have enthusiasm for words ‘on the page’.

Because, presumably, going into the school library and spending 40 minutes trying to find the right entry in an Encyclopedia bought the last time a school governor donated funds in the 1990s has more merit than searching Wikipedia, and it would be impossible to find literary merit in staring at a computer screen, or to combine something like a great computer game with some humour, intelligence and problem solving?

Coincidentally, whilst writing this, I spotted Dave Cushman linking to Dr Chris Thorpe‘s thoughts on both Dave’s book, and the power of print.

There’s an interesting change taking place – I still love reading books, and used Christmas as a chance to catch up on quite a few, and I can agree to an extent with Chris that reading print can have benefits (not getting distracted by links, or by other online services would be probably the main point which couldn’t be replicated online).

But what’s also interesting is that Cush’s book collects and organises thoughts which have appeared on his blog in a way that perhaps gives them more meaning due to the recurring themes – but the interactions that led Chris to read it is from meeting in person, and doubtless interactions via email and social networks.

Perhaps it’s not the actual content of great books which would have to change, but the ways in which we can help people discover them?

As an example, off the top of my head – people seem to have vastly different views on the idea of enjoying Shakespeare outside of academia, which seem to be driven by how they experienced it. For instance, I had some great English and History teachers who really put some life into Shakespeare – and also had parents who took me to see a handful of excellent Royal Shakespeare Company productions – some of which transposed Shakespeare with modern props and settings – Julius Ceasar stood in a transformed Kent sports centre next to a tank for example.

So rather than trying to corral kids into reading books by imitating things they’d rather be doing, perhaps we should be looking at how the things they’d rather do could be inspirational and interesting – could there be English and History scholars having conversations on Twitter, or could kids be siding with the Montagues and Capulets on a Facebook application?

After all, most of the books I read are by people I can contact via their blogs, emails and social networks and engage with to increase my understanding. Why should kids be denied the same opportunities?

The important thing is that we should be teaching children about the huge amount of ways they can find, enjoy, share, discuss, and interact with information in every format, and the benefits of each. And ensuring that we work with them to make sure what is produced is something engaging rather than patronising.