I have no doubt that habit has something to do with it. My reading list before going up to Oxford perhaps. A stack of second hand books, a pen and notebook. I like reading a book cover to cover.
I am on my third MAODE module. You are pointed at a chapter here, a chapter there, loads of reports too, but no longer a book. We had books in 2001, a box of them and a CD-rom.
I have bought and read three topic related books. Do they now clutter up shelf-space? They are like oranges I have squeezed dry, for pulp, juice and pips.
I have bought eight e-books and have devoured two of these.
It was reading Vygotsky's 'Educational Phsycology' that made me appreciate the value of reading a single author cover to cover. What is more, I enjoy the limitations of his own reading. This is 1926. How many people is he going to read and reference. Not that many, John Dewey stands out so will be my next read. There has to be value in engaging with a flow of argument from one mind over many thousands of words. Perhaps it is a relief where so much of my reading is prompted by Linked In Forum Messages, OU Tutor Group Forum Messages and feeds from blogs.
'Rethinking Pedagogy for a Digital Age' is a compilation piece.
The K-tell album of e-learning authors.
All our favourites get to sing their song.
I enjoy how the editors introduce each new chapter, at least there is some attempt to bind the contributors to a theme. I wonder from amongst them if I have heard a voice I am interested in hearing again? i.e. once again, this suggestion that you tune into a person's way of thinking and expressing themselves and by doing so surely speed up the learning process?
What counts though are my highlights and notes.
Having read each cover to cover I am now going through the 350 highlights/notes on EACH. This gives me the chance to expand, delete, add and reflect. And for those poor people who Friended me on Facebook by accident rather than design, Tweet-like updates directly from the Kindle. I need to find a better way to manage these ... sending them here would be an idea, at least there's some relevance.
I am reading no fewer than FOUR what we might term 'popular' books on e-learning, the DIY books primarily aimed at teachers. One is brilliant, two are also-rans, but one is dreadful: Prensky gets headlines for his headlines (Digital Natives) ... there is no substance to him and I heartily wish the OU would drop him as a point of discussion.
Or is this the point?
You know you've learnt something once you've gone from nodding along with all he says to consigning him to the bin?
Vygotsky, L.S. (1926) Educational Psycholgy.
Beetham, H., Sharpe, R (eds) (2009) Rethinking E-learning Pedagogy.