By Jada Fulcher
In a world that is rapidly growing more technological every day, we can see the changes in our daily lives.
Train tickets used to be paper, but it’s now a tap and go card. Apple has developed phone models from the original iPhone in 2007, to the recently released iPhone 17 this September. Rather than carrying a heavy book (or books) in your bag of the novel series you are reading, you can download an app.
These technological advances have improved the efficiency of our lives. But what does that mean for our younger generation? And how does the transition between reading physical books the old-school way, by holding a book in your hand, compare to the e-learning that is available today?
Cindy Lam, a kindergarten teacher at a local primary school, shares her insights into reading in the classroom.
“I absolutely believe there’s a real need to keep physical books in the classroom,” said Lam.
“Children learn so much from the tangible experience of holding a book – tracking text with their fingers, turning pages, understanding layout and orientation, and developing those early print-awareness skills that underpin strong literacy.
“Beyond the skill building, a classroom library itself is incredibly stimulating; the colours, covers, and variety on display spark curiosity and invite children to wander, browse, and make choices that feel meaningful.”
Though the world may be advancing faster than we may be ready for, the reality is that there is also a beauty in the kind of technology that humans developed thousands of years ago, through paper and ink, and that technology is lasting.
“There’s also something quite special about the emotional connection children form with physical books, as they tend to remember favourites by the look and feel,” said Lam.
Featured Image: Children’s reading area, Darling Square Library, Haymarket. Picture: Jada Fulcher
