Timely Reading

Implications of Distributed Cognition for Reading

Dados Bibliográficos

ID21729907
AutoresSarah B Trasmundi (0000-0003-1419-0450, University of Southern Denmark), Anne Mangen (0000-0002-3415-1881, University of Stavanger), Lydia Kokkola (0000-0002-8813-5721, University of Oulu)
Ano2025
Volume27
Fascículo2
Páginas62-83
Data de publicação2025-05-30
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe Australian Journal of Language and Literacy (JOURNAL)
Identificadores do periódicoISSN: 1038-1562 • E-ISSN: 1839-4728
EditoraUniversity of Alberta Libraries (PUBLISHER)
DOI10.20360/langandlit29735
OpenAlexW4410876526
IdiomaEN
Citações recebidas2
Referências citadas13

This is a theoretical paper which presents a Distributed Cognition (DCog) perspective on reading that supplements existing approaches to account for phenomena that appear contradictory. The DCog approach moves understandings of reading beyond the individualistic, mental processing of text to a consideration of reading as situated, embodied material engagement that draws on multiple timescales. Drawing on the field of cognitive anthropology, the DCog framework situates reading within an ecology of three closely connected dimensions: 1) mind-body-material environment coordination, 2) distribution across a social group, and 3) distribution across time. By integrating cognitive, affective, sensory-motor, and cultural dimensions, this framework provides a robust approach to understanding contemporary reading practices in complex multimedia environments. The resulting conceptualisation of reading accounts for seeming disparities in existing empirical research without the need for ad hoc adjustments as new reading ecologies emerge, for instance with digitisation. It is also sufficiently simple to promote communication of research findings to practitioners in the field

Linguistics · Literacy · Pedagogy · Computer Science · Digital Humanities and Scholarship · Embodied and Extended Cognition · Media, Communication, and Education · Philosophy · Psychology