In the February 1996 issue of the Swiss computer magazine "Informatique-Informations", Pierre Perroud, founder of the digital library Athena, explained that "electronic texts represent an encouragement to reading and a convivial participation to culture dissemination", particularly for textual research and text study. These texts are "a good complement to the print book, which remains irreplaceable when for 'true' reading. (…) The book remains a mysteriously holy companion with profound symbolism for us: we grip it in our hands, we hold it against us, we look at it with admiration; its small size comforts us and its content impresses us; its fragility contains a density we are fascinated by; like man it fears water and fire, but it has the power to shelter man's thoughts from time."
1996 > TOWARDS A DIGITAL KNOWLEDGE
[Summary] The information available in books stays “static”, whereas the information available on the internet is regularly updated, thus the need to change our relationship to knowledge. In 1996, more and more computers connected to the internet were available in schools and at home. Teachers began exploring new ways of teaching. Going from print culture to digital culture was changing the way both teachers and students were seeing teaching and learning. Print culture provided “stable” information whereas digital culture provided "moving" information, with information being regularly updated. During a conference organized by the International Federation of Information Processing (IFIP) in September 1996, Dale Spender, a professor and researcher, gave a lecture on "Creativity and the Computer Education Industry", with insightful comments on forthcoming trends.
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The information available in books stays “static”, whereas the information available on the internet is regularly updated, thus the need to change our relationship to knowledge.
In 1996, more and more computers connected to the internet were available in schools and at home. Teachers began exploring new ways of teaching. Going from print culture to digital culture was changing the way both teachers and students were seeing teaching and learning. Print culture provided “stable” information whereas digital culture provided "moving" information.
During a conference organized by the International Federation of Information Processing (IFIP) in September 1996, Dale Spender, a professor and researcher, gave a lecture on "Creativity and the Computer Education Industry", with insightful comments on forthcoming trends. Here are some excerpts:
"Throughout print culture, information has been contained in books — and this has helped to shape our notion of information. For the information in books stays the same — it endures. And this has encouraged us to think of information as stable — as a body of knowledge which can be acquired, taught, passed on, memorized, and tested of course. The very nature of print itself has fostered a sense of truth; truth too is something which stays the same, which endures. And there is no doubt that this stability, this orderliness, has been a major contributor to the huge successes of the industrial age and the scientific revolution. (…)
But the digital revolution changes all this. Suddenly it is not the oldest information — the longest lasting information that is the most reliable and useful. It is the very latest information that we now put the most faith in — and which we will pay the most for. (…)
Education will be about participating in the production of the latest information. This is why education will have to be ongoing throughout life and work. Every day there will be something new that we will all have to learn. To keep up. To be in the know. To do our jobs. To be members of the digital community. And far from teaching a body of knowledge that will last for life, the new generation of information professionals will be required to search out, add to, critique, 'play with', and daily update information, and to make available the constant changes that are occurring."