Conclusion
Getting Started ( Appendix )
describing what one is doing and thinking when working on an unrolled scroll . They communicate the connections between movement and understanding . More to the present point , they describe affordances for comprehension built upon rich physical metaphors – metaphors that make no sense in books , but which make rich , meaningful , fun sense in scrolls .
In other words , the unrolled scroll affords readers the opportunity to engage deeply with book content by tapping into a range of sensory modalities that find little or no expression in the book . The unrolled scroll allows the user to range back and forth across the span of the book ' s content , farstanding and nearstanding , highlighting , annotating , and mapping the text ( Middlebrook , 2015 ). This produces a richlymarked text in which all of the notes and other markings made by the user while reading are accessible and contextualized when the scroll is later re-opened . This is true at all levels , from the youngest preschool learners engaged in a picture walk to the most advanced university students engaged in pulling together information and ideas from a range of challenging texts .
Finally , there is the matter of text structure , which can extend across many pages and so is often not visible in the two-pages-at-a-time book . Cues to text structure are , except in the case of fiction , most commonly provided in the form of typographic information ( Crystal , 1987 , p . 190 ). This can be missed by readers who are picking through the book ' s stingy two-page spreads , but it is easy to see and understand across the generous expanse of the scroll . Text typography in today ' s books is very often complex and packed with meaning as to how to navigate : what to find where , what parts can be skipped , how to get back to something you saw earlier and , most broadly , how the different pieces of a text connect . The scroll makes all of this accessible – and thus , is more useful .
Conclusion
In Visual Thinking ( 1969 , pp . vi-vii ), Rudolf Arnheim writes that people “ explore and comprehend by acting and handling rather than mere contemplation ”. It is a simple observation with profound implications for books and reading . On the one hand , our books obstruct acting and handling . They do this at every turn ; sensory modalities are not supported . On the other hand , the unrolled scroll ’ s wideopen , expansive , panoramic display serves as the foundation for a comprehensive toolkit of rich multisensory affordances for reading and teaching – affordances that our books simply cannot match . These affordances encourage learning , both and cooperative learningAnd in keeping with the theme of this issue of JADE , it is important to note that these affordances directly impact one ’ s ability to become well read . This paper ends here with the same simple message with which it began : This is an invitation to educators to use unrolled paper scrolls , both in the classroom and as a subject of research . I welcome questions . My contact information is below , at the end of “ Getting Started ” and just before the References .
Getting Started ( Appendix )
Some ideas cannot be understood without direct , hands-on experience . This is one of them . Before taking scrolls into your classroom , try it yourself :
View this video : https :// www . youtube . com / watch ? v = gGGepaPAzZg
Read Why Use Scrolls ? ( Middlebrook , 2015 ). http :// www . textmapping . org / whyUseScrolls . pdf
Pick a challenging text .
As you work , be aware of the sensory modalities you are using . Consider how this might be improving your comprehension of the text .
Compare the scrolled text to a bound or stapled copy . Compare the experience of paging through it to the experience of surveying , scanning , explaining farstanding , nearstanding and , more generally , scanning back and forth across the unrolled scroll . If there are colleagues or students nearby , get their attention by exploring .
Ask yourself how the scroll illustrates Morley ' s ( 2020 ) threshold concepts for academic reading .
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