Earlier this year I read an article in the New York Times stating that research shows that those who participate in activities such as text messaging, internet browsing, and video gaming experience high stress levels and lose the ability to maintain focus. Being a member and completely immersed in this digital age, the statistics we’re somewhat frightening and I can’t help but wonder if I am experiencing the same effects. These dwindling attention spans are resulting in serious repercussions, such as regressions in education, literacy, and success – three areas I’m interested in from a linguistic perspective in addition to technology and the effects on language.
What effects does the digital age have on the English language and how we use it? The introduction of text message jargon is now commonplace in the academic world much to the dismay of educators. The “net” is no longer a physical object, but something abstract to be explored, expanded, and utilized. Words like “blog” and “lol” have emerged, advances in technology help language evolved.
As someone contemplating pursuing an MLIS degree, I find myself thinking about the flow of information on the web versus traditional settings. The internet provides its users with practically unlimited knowledge, how does this change educational learning practices and institutions? Who moderates this information? How much learning actually occurs in the classroom these days? Is learning hindered or enabled by technology? Digital distractions are rampant and technology is rewiring our brains to become habituated to constantly switching tasks, the influx of information is nearly impossible to process consciously. These are all questions I’d like to explore throughout the duration of this blog.
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