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Why You Should Write in Your Books


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Amazon’s New Experiment Could Change How Authors Are Paid


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Kindle Unlimited: Pay By Page Turn


The link below is to an article that looks at the new Kindle Unlimited payment method for authors.

For more visit:
http://www.indiesunlimited.com/2015/06/18/kindle-unlimiteds-new-wrinkle-pay-by-pages-read/

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Instapaper Updates


The link below is to an article that takes a look at the latest updates at Instapaper.

For more visit:
http://the-digital-reader.com/2015/06/18/instapaper-opens-its-api-gives-free-users-more-app-options/

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How to get teenagers to read


Margaret Kristin Merga, Murdoch University

Children are heartily encouraged to read in their early years of school. However, once students have mastered this skill and they move from learning to read, to reading to learn, the role of pleasure in the activity can be forgotten.

If reading is just seen as a tool for learning, the will to read may not be fostered in young people. Recreational book reading involves voluntary reading for pleasure, and research suggests that students in Australia and internationally are reading less over time.

Why is reading important?

Regular recreational book reading is one of the easiest ways for a student to continue developing their literacy skills. The ability to read fluently is by no means the end of development of literacy skills.

Reading for pleasure has been associated with a range of benefits, including achievement across a range of literacy outcomes, with literacy levels linked to advantages for academic and vocational prospects. Regular recreational reading also offers benefits for cognitive stamina and resistance to cognitive decline, the development of empathy, and even achievement in other subjects, including mathematics.

What is aliteracy?

While much of the discussion around reading is concerned with skill acquisition, which usually (but not always) occurs during the early years of schooling, there is little focus on will acquisition, where students who have developed the skill to read continue to choose to do so.

Students with the skill to read, but without this will, are deemed aliterate. They exclude themselves from the range of benefits conferred by regular reading, perhaps without ever understanding the consequences of their recreational choices.

The West Australian Study in Adolescent Book Reading (WASABR) examined adolescent attitudes to reading and how often they do it, as well as how teachers, schools and parents can contribute to supporting it. The WASABR found that the most common reason for infrequent reading was related to preference for other recreational activities.

Whose job is it to encourage teen reading?

Teachers and parents may cool off in encouragement once students have demonstrated that they can read. Research suggests that adolescent aliteracy may be inadvertently perpetuated by withdrawn encouragement from both parents and teachers.

Teens may stop reading because of a lack of encouragement.
Lettuce/Flickr, CC BY

Parents may assume that once the skill of reading has been acquired, their job is complete. They may assume the role of encouraging further literacy development lies with the school.

Teachers may struggle to find time to encourage reading within the demands of a crowded curriculum, which focuses on reading skill, without recognising the role that reading for pleasure plays in fostering reading skills. The WASABR study sought to provide insight into how teachers and parents can successfully continue to encourage recreational book reading into the teen years.

What can teachers and parents do to encourage regular reading?

  • Take students to the school or community library and encourage them to take self-selected reading materials home

  • don’t curtail reading aloud to young people at secondary level — this practice is enjoyed by teens, too

  • explicitly teach strategies for choosing books – don’t assume that this has been learned in primary school

  • be a model – read and show an interest in reading

  • find out what your young people like to read so that you can connect them with books of interest to them

  • talk about books in class or at home, not limiting the discussion to course texts

  • allow and encourage an aesthetic response – love characters, loathe characters, give up on books halfway through, re-read favourite books. Share what it means to be a passionate reader

  • communicate the value of the practice by putting aside class time or time at home for reading books for pleasure

  • finally, don’t assume that equipping them with an e-reader will automatically lead to increased engagement in reading. Research does not yet support the popular contention that young people prefer using e-readers. Thus continuing to provide access to paper books is important.

There may be confusion about what to read to experience literacy benefits. Books are the text type most consistently associated with literacy benefit; neither comics nor web pages have been associated with the same level of benefit at present.

The Conversation

Margaret Kristin Merga is Lecturer in English and the Curriculum and Researcher in Adolescent Literacy at Murdoch University.

This article was originally published on The Conversation.
Read the original article.

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What is an Ebook?


The link below is to an article that looks at just what an ebook actually is.

For more visit:
http://www.thebookdesigner.com/2015/06/what-is-an-ebook/

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What is a Book?


The link below is to an article that looks at what a book is.

For more visit:
http://dearauthor.com/book-reviews/a-book-is-a-book-what-is-a-book/

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Story of the Little Golden Books


The link below is to an article that explores the history of the much beloved ‘Little Golden Books.’

For more visit:
http://mentalfloss.com/article/28840/golden-era-young-readers-story-behind-little-golden-books

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New Kindle Paperwhite & Paperwhite Updates from Amazon


The links below are to articles reporting on the latest Amazon Kindle Paperwhite ebook reader & Paperwhite news.

For more visit:
http://www.adweek.com/galleycat/amazons-latest-paperwhite-kindle/105273
http://goodereader.com/blog/electronic-readers/amazon-enhances-the-resolution-of-the-kindle-paperwhite-2

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Historians and novelists fight turf wars – let's flip the narrative


Christopher Kremmer, UNSW Australia

This article is the fourth in a series examining the links, problems and dynamics of writing, recording and recreating history, whether in fiction or non-fiction. Read part one here, part two here and part three here.

We all love history. It helps us get our bearings, comforts us with the knowledge that we are part of the larger human narrative. But our love of history is often a jealous one that seeks to control the story and license those permitted to write it.

In 2006, at the height of the mudslinging that began when Kate Grenville allegedly claimed her novel The Secret River (2005) was a new form of historiography, historian Inga Clendinnen countered that the novelist’s only “binding contract” with their readers was “not to instruct or to reform, but to delight”.

The message was clear: if it’s reliable history you’re after, trust the experts (historians), not liberty-taking literary artists.

But is the line between truth and fiction really so clear when it comes to history? And if not, is there scope for historians and novelists to re-engage, with a view to learning from – rather than bludgeoning – each other?

It is difficult for many to imagine a solution to any practical difficulty arising from within the annals of literary theory. Yet the work of two great scholars with a literary bent – the late Russian philosopher and critic Mikhail Bakhtin, and the very much alive historian and critic Hayden White – provides scope for a rapprochement.

Let it be said immediately that a large measure of contention is a healthy thing in intellectual and public discourse. In a sense, that is the point that this reading of Bakhtin and White’s work on historiography seeks to make.

For White, historians should be more mindful of the effect their use of narrative storytelling techniques adapted from fiction can have on their non-fictional stories about the past. Narrativisation, in White’s words:

represents a mode of praxis which serves as the immediate base of all cultural activity … even of science itself. We are no longer compelled, therefore, to believe – as historians in the post-Romantic period had to believe – that fiction is the antithesis of fact (in the way that superstition or magic is the antithesis of science).

Put simply, a set of ten facts may be capable of sustaining a variety of meanings depending up how they are narrativised and interpreted. The facts of a long-lost past do not speak for themselves. Though the archive is rich, it is patchy in parts and full of lacunae. If we can’t know all the facts, how can we know the whole truth?

White resists the assertion that only historians have a legitimate role. Novelists, poets and playwrights too have a concern with observable events of the past, but unlike historians they also deal with “imagined, hypothetical and invented ones”. He calls neo-historical fiction “the dominant genre and mode of postmodernist writing”.

Openness to history’s failings and the possibilities of historical fiction is often associated with a kind of anti-historical nihilism ascribed to postmodernist thought.

A reading of White’s Tropics of Discourse (1985), in which he pillories Michel Foucault’s approach to history as an attempt “to destroy it as a discipline, as a mode of consciousness, and as a mode of (social) existence”, suggests this is not necessarily the case.

Celebrated critic David Lodge once suggested the work of Mikhail Bakhtin could provide a way out of the opposition between humanist and postmodernist thought.

Bakhtin challenged the structuralist concept of language as a system of signs, positing it instead as a social activity in which the meaning of words is generated in the flux of human polyphony.

Along the way, he insisted that dialogic discourses were impossible unless orientated towards referential objects, such as the events of history. He lauded the novel as a revolutionary successor to the anachronistic epic with its “single and unified world view, obligatory and indubitably true for heroes as well as for authors and audiences”.

Taken at face value, Bakhtin’s dislike of epic literature seems contradictory. Is not epic another legitimate voice? But his real grouse was his view that epic expunged inconvenient or dissenting viewpoints. Our recent orgy of commemoration of the abortive attack on Turkish territory at Gallipoli in 1915 – and the sacking of a journalist who dissented from it – would, to Bakhtin, have seemed emblematic of the dark side of epic history.

This month’s premiere of the television adaptation of The Secret River is a timely reminder that once the binary concept of true and false histories is admitted, history “wars” inevitably follow, eerily mimicking the real wars that histories chronicle.

In truth, most historians and novelists admire each other’s work, and well understand how it differs and what it shares in common. But headline-grabbing history warriors have conveyed a different impression, conflating what should be thoughtful discussions about the many ways we write history with existential anxieties about postmodernism.

It is galling, but inevitable, that the work of a good historian who cannot write well will enjoy less salience than that of an amateur historian who happily constructs and publishes heavily mythologised epics. The ability to narrativise is the key to literary, social and political power, for better or worse.

Rather than engaging in turf wars, historians and novelists might more usefully share a dialogue about that.

This article is based on an essay published in the academic journal Text and is the fourth in our series, Writing History. Keep an eye out for more in the coming days.

The Conversation

Christopher Kremmer is Senior Lecturer in Journalism, School of the Arts & Media at UNSW Australia.

This article was originally published on The Conversation.
Read the original article.