Many readers, writers and publishers have been thinking this week about the lengthening shadow the arrival of e-books is casting over printed books. I know I have, wondering if my shelf of the books I’ve written is history. That’s because the latest – the iPad from Apple – has just been launched; while Kindle, the Amazon version, is doing well in the market place.
Just while I was watching Steve Jobs’ much-hyped presentation of the iPad in New York on the Apple website and thinking again about some of the obvious and fearful issues raised – Are the days of books numbered? Will the reading experience be corrupted? Are digital media as attractive for authors as print? – I read that yet another survey shows that children spend seven hours in front of screens, watching TV and playing games. The shadows deepened.
Then rescue came in an email from a teacher at Walton Girls’ High School, Grantham, Lincolnshire. Last term she decided to offer her Year 7 students a ‘new’ club activity – reading a book of her choice to any who wanted the old fashioned experience of being read to.
She wrote to tell me what happened because the book she chose was one of my own: The Willows at Christmas, one of my sequels to Kenneth Grahame’s classic. She explained she had no idea what the response would be, but that she did not expect the reading to go beyond Christmas.
Well, the response was overwhelming. Numbers rose from under ten to over forty by the end. The students demanded the readings continue into the New Year; they had to be increased from one to three a week; deputations from other classes and older students, who heard what was going on, complained they were not allowed in….
When the final words of the last chapter were read yesterday I am told that the students applauded – their teacher, the story, the experience. I asked the teacher, Mrs Jackie Brockway, to ask her students to say what the readings had meant for them. Their answers follow, exactly as spoken to her. She says with some understatement that they are ‘rather telling’.
They are indeed and should be read more than once by publishers, authors, e-book makers, educationists and parents with an interest in books, stories and their audience.

- It’s cosy time. You can sit with your friends and take your blanket and pillow and your teddy and the words fill the air
- It’s better to be read to because it can be expressed
- It doesn’t ache your eyes
- You don’t just sit there staring at the screen
- You can relax
- When you’re read to you feel more comfortable
- It’s warm
- I like being read to because on a screen you can’t think of what words mean.
- When you’re read to you don’t have to think of the words because you know what they are
- On a screen it hurts your eyes and it’s depressing because it gets stressed if you can’t think of the words. I know what they are when I can hear them
What emerges from this is, first, that a significant number of these students do not like or want to read from screens all the time. Second, they recognise and value highly the difference between being read to and reading for themselves, from which we may conclude that both are needed but that one may lead to the other. Thirdly, and very interestingly, ‘difficult’ words are understood and absorbed differently if spoken in an engaging context, rather than read on the page. Finally, it is tragically plain from these quotes that some of our children are reading-to deprived and probably story-told-to deprived too.
In a separate email the experience was described as magical and unforgettable. The plain fact is that these girls will probably remember all their lives those hours snucking down in the company of an inspired teacher reading them a good old fashioned story. Some will go on to read books they might not otherwise have tried; others – and I am pretty sure this will happen – will go on in years to come to read to their own children, because they’ll remember how wonderful it was to be read to themselves. They might even read Grahame’s original story and so be led back to where I myself started from.
Which brings me back to e-books. True, Mrs Brockway might have read the same story from an iPad or a Kindle but I doubt if these children would have developed the same attachment to the story, the experience and the notion of a separate book as the bearer of story if she had. The image of her students celebrating after the book was finished looks is like one you might see and pass by in a local newspaper. But it’s not, so look again. It’s these particular children and they’re holding up a book in celebration of an individual and shared experience. That is not something we see every day coming out of our schools; or even, dare I say it, in the homes of our own children.
So when it comes to reaction to iPad and Kindle, and the fiction they will help sell, let’s remember that it’s not the medium that is important so much as the imaginative and creative journey they the other new media make possible. E-books may have a growing role but I doubt that we will ever lose our own greater one.