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It is ironic that I am writing about the decline and fall of the written word. The written word had a great run, starting perhaps as many as 6,000 years ago with Sumerian cuneiform. Writing has to compete today with more compelling and natural forms of human communication—audio and video—often served on the Internet.
Many people bemoan the decline of printed material. They equate the rise of the Internet, and inexpensive-to-produce video and audio, coming at the detriment of printed words, as a decline in civilization. You may be someone who holds this opinion.
It is easy to understand the sense of loss and disconnectedness caused by this technological shift. At its core, this attitude is elitist and reminiscent of the Luddites. This attitude ignores the democratic nature of the shift from printed to electronic communication. Time is limited. We elect to use our time in the way that makes the most sense to ourselves. Most people prefer to watch TV, listen to music, audio books or podcasts, or surf the Internet over reading a book, newspaper or magazine.
Writing and the written word is not natural. We must be schooled to read and write. It was the best disciplined, efficient way to communicate or archive information when alternatives were word-of-mouth, painting or smoke signals. The use of the written word exploded over the course of civilization because of this. Johannes Guttenberg’s invention of movable type printing accelerated the use of the printed word in Western culture and eventually worldwide. Public schooling further accelerated this trend.
Public schools, grades K-12, are conservative by nature. They are slow to change. They revel in the written word having had centuries to perfect their skills in teaching and assessing its use. Our teachers are written word experts. They are rarely expert in the creation and use of video and audio. Our children learn this from each other, from Hollywood, YouTube and other sites on the Internet. They have eclipsed the education system in their understanding and use of these newer technologies.
I find that listening to a well-narrated audio book trumps the written word. The narrator, often a professionally trained actor, brings the author’s words to life. The narrators often employ different voices for different characters. Non-fiction is also enhanced by having it spoken versus reading it yourself. Tables, charts and images are the only-missing piece.
I view audio and video is to the written word as oil painting is to drawing with pencil. These activities require training and discipline. The author, artist or director has to tell a story, communicate what is on their mind. The better the story telling, the more likely the audience will appreciate the effort. Mastering oil painting is more difficult than drawing. The painter often begins with a sketch but adds color, stroke, technique and dimension, as well as form and perspective. The same is true of audio and video. One begins with a script and then fills in the detail and enhances that script. Creating a good video requires many more skills than writing the script.
While schools may be slow to adopt technology many librarians understand and are changing. Librarians are evolving their missions from being keepers and lenders of printed material. Our local libraries, Westport and Wilton, Connecticut spring to mind, have become public facilities for all types of human communication. They have public computer terminals, lend audio books and videos, and host movies and seminars. They make online audio book borrowing available via the services of the Online Computer Library Center. If libraries are moving beyond the printed word, shouldn’t we all?
