The ebooks give him animation, which he does find entertaining. But I think he finds the animation to be similar to how I find a movie: great entertainment but it is someone else’s imagination that shapes the scene, not mine. I especially noticed this with the Lord of the Rings movies. Peter Jackson did a great job imagining the story, and although I enjoyed the movies greatly, I also remember commenting to my son how this scene and that scene were not how I imagined them when I was reading the book. With the Lord of the Rings movies, Peter Jackson did all the imagining for me; I had to exercise no creativity at all.
When my friend’s toddler reads a pbook, he often flips back-and-forth, or even folds over pages so that he can see two illustrations simultaneously. Sometimes he takes crayons and colors black-and-white illustrations or adds another head to a character or changes the colors used. Occasionally, he adds to the illustration additional characters or images. He interacts freely with the pbook and lets his imagination be his guide. He either seems to find that difficult to do with an ebook or is not motivated to interact with the ebook in a similar way.
It is this interaction that I call imaginative discovery. I think imaginative discovery is a very important component of reading, especially for those who are just beginning the lifetime adventure that reading can bring about. When adults watch a movie or play a video game, they tend to become absorbed into whatever action is occurring before them. They do not independently discover new things or use their imagination. They follow the creator’s storyline.
In contrast, when an adult reads a novel — whether ebook or pbook – the adult uses his or her imagination to fill in what is missing, whether it be dialogue or visualization of the scene or how a character looks. But adults do so from a lifetime of experience. As we grow from childhood to adulthood our sensory experiences grow and we are increasingly able to imagine that first kiss, or how a teenager feels when bullied, or how slimy a frog’s skin is. Because we have built these experiences, it really doesn’t matter whether the book we are reading is a pbook or an ebook – we bring these experiences to both. Thus our preference for an ebook over a pbook is really guided by other factors, such as cost, ease of reading, ability to carry hundreds of books simultaneously without back-breaking strain, and the like.
But the young child doesn’t have that lifetime of experience to bring to the reading experience. He (or she) is only beginning on the road to building the tools needed for imaginative discovery. Thus the tactile capabilities of a pbook may be more important than all of the enhancements that an ebook can bring.
Even for an adult, an ebook can be a failure. Consider these two books: Esther’s Children: A Portrait of Iranian Jews (2002) edited by Houman Sarshar (ISBN 0827607512) and Five Hundred Years of Book Design (2001) by Alan Bartram (ISBN 0300090587). Each of these books relies heavily on visuals; that is, the illustrations — their detail and their color — are important to the tale being told. In neither case would reading the book on a Kindle or a Nook be what I would consider a quality experience. Not that they couldn’t be read on such a device; just that the experience would not be as fulfilling as when read in pbook form. The books are really designed for the pbook experience.
Just as those books are really designed for the pbook experience, I am increasingly convinced that the reading experience for beginning readers should be a pbook experience rather than an ebook experience. The reason is not because ebooks cannot be excellent children’s books, but because they are not able to give the emerging imagination the ability to imaginatively discover. The enhanced ebook’s experiences of such things as alternative endings or the ability to choose a different outfit for a character make for a wonderful tale, but limit the child’s creativity to a set of predetermined (by an adult) choices, when, instead, the child should be encouraged to design his or her own creations.
The pbook for children encourages a child to start with what is in front of him or her and to then rename, redo, recast, reshape the story as they see fit. Should they want to rename a character from Oscar to Annafrannabumpkin, the child can with a pbook; with an ebook, they are limited by whatever the programmer has opted to include. It is easy to add a second horn to a unicorn and call it a duocorn in a pbook; not so easy with an ebook that doesn’t have the option already built-in.
eBooks have a place in the scheme of reading, but I do not think they are yet ready to replace pbooks as the source of reading material for children, simply because of the limitations inherent in ebook creation that stifle the imaginative discovery that is essential to the mental growth of children. When it comes to reading, what to read and how to read it (i.e., ebook or pbook) should always be based on what is best for the reader, and in the case of children, on how well imaginative discovery is promoted.
image by blmurch