The world has evolved significantly in the past century through the introduction of computers and other modern technology. Courses taught in educational institutions have frequently kept on pace with these exciting advances, which has required the addition of new concepts (e.g. computer skills, biomedical technology, etc.) and removal of some obsolete ones (e.g. cursive, typing, etc.)
Determining which concepts will be permanently left by the wayside is a challenge for most educators. Adoption of the Common Core Standards has provided guidance on which skills are most important for today’s learners, such as critical thinking and technology. Courses in topics that aren’t directly in support of these skills are frequently dropped to allow more time and attention for these new, challenging subjects.
Cursive is any form of writing in which letters are conjoined or flow from one to the next. It was initially used as a way to write faster and without lifting the pen, which was important when using a quill and ink. Rapid uptake of the ball-point pen in the early 1900’s and computer keyboard in the early 2000’s have since changed the need for cursive writing, as has the implementation of Common Core State Standards that don’t require its instruction. As cursive was not required and proficiency in many other subjects was, teachers frequently dropped cursive and penmanship from their curricula altogether.
Despite the decline in cursive instruction, some studies have shown that cursive can enhance learning and brain development. There is also the cultural demand for cursive, as signatures on official documents and the content of many historical documents are written in cursive. Considering these benefits, 12 states have included cursive handwriting requirements in their state teaching standards. However, the debate continues on whether teaching cursive is worth the time it takes from other more relevant subjects.
The Dewey Decimal Classification (DDC) system is the most widely used classification system in the world for organizing books, documents, and other forms of knowledge based on their content. In the DDC, numeric call numbers of several digits–including a decimal point–are assigned to each document in a collection based on 10 general classes of knowledge (e.g. 332.32 for savings and loan associations and 371.192 for parent-school relations).
The numeric organizational hierarchy of the DDC makes sense for most adults but can be very challenging for young learners. The use of large numbers and decimal points is largely foreign to many small children and does little to get readers excited about each subject. In addition, the complexities of the system require librarians and educators to spend more time teaching it than actually helping students learn the book’s content. For these reasons, the DDC is being phased out in many libraries across the country.
Several alternatives to DDC already exist, with more being developed every year. The Library of Congress Classification system, used widely in universities, organizes documents using a combination of both letters and numbers in a non-hierarchical manner. More user-friendly organizational systems (like BISAC and Metis) can be found in bookstores and some school libraries across the U.S., which use familiar categories and simpler numbering schemes to help readers more easily browse for books. While some of the systems still incorporate Dewey Decimal numbering, organizing knowledge primarily through words as opposed to numbers seems to be preferred by readers.
While typewriters and keyboards have been in use for centuries, the debut of the personal computer in the 1970s and 1980s made typing on a keyboard commonplace. This technological revolution also coincided with fewer typing classes being offered in schools since most students were learning to type on keyboards in their homes or in libraries.
Furthermore, the recent skyrocketing use of tablets, smartphones and other mobile devices with touchscreens, especially among children and teenagers, has made typing classes almost obsolete. After all, such formal training in “touch typing” (using the home row keys) is relatively useless without the ability to actually feel the physical cues on the “F” and “J” keys of a traditional keyboard.
The generation currently in schools has likely taught themselves how to type through the “hunt and peck” method of typing, which is simple but rather slow (10-30 words per minute) and requires significant thought just to find the right keys for typing a sentence. This is in contrast to touch typing, which is a form of cognitive automaticity that frees the brain to think of ideas while the fingers automatically relay them onto the screen. As students almost exclusively use computers in today’s world for writing papers and essays, teaching them touch typing in school would allow them to focus on the content of the work and not where that question mark is on the keyboard.