Greta Friggens (University of Portsmouth)
Greta’s presentation and workshop explored how the concept of the book is evolving within contemporary higher education. With a particular focus on Gen Z [architecture] students, she questioned how and if the book can remain relevant in an era shaped by digital, sensory and interactive media. She challenged conventional assumptions about what constitutes a book, critiquing the traditionally ocular-centric nature of print and arguing that we are entering a new phase of aurality through the growing popularity of electronic and audiobooks. Drawing on recent data from Mintel and SCONUL, Greta presented current evidence on students’ reading habits. Often described as “the book generation,” Gen Z demonstrates diverse reading practices: 85% have read or listened to a book in the past year, while 60% engage with e-books.
At the beginning of the session, Greta asked each group to imagine a Gen Z architecture student and depict them. We had fun discussing their fictional background, characteristics and interests. With our student in mind, we were challenged to rethink what a book on architectural history might become. Each group selected one of several themes, including working with clients, writing a dissertation, futuristic architecture, sustainable architecture, houses with plans and details, or greening cities. We were asked to consider, “What might our book look, smell, sound, feel or even taste like?”
Linked to the trend towards more sensory, multimodal and inclusive approaches to reading and learning, Greta also discussed her involvement in the Hearing the Eyes of the Skin project, which sought to create an accessible interpretation of the seminal text – The Eyes of the Skin: Architecture and the Senses, by Juhani Pallasmaa. Rather than simply converting the text into audio, the project reimagined architectural theory through auditory experience. As a key text in architectural education, The Eyes of the Skin argues for architects and artists to engage all of their senses throughout the creative process. Focusing on the aural dimension, three key excerpts were selected from the book and transformed into spoken-word pieces with an original, accompanying soundtrack. The project’s development and process were documented in a film which Greta shared.
Greta’s session encouraged us to think beyond the book as a static, printed object and instead consider it as a multisensory, inclusive and evolving medium. Rather than signalling the end of the book, she suggested that its future lies in adapting to the diverse ways that students read, listen, learn and experience information.
Zoë Forster, University College London
Pictured: ARCLIB delegates enjoy a flipchart exercise in the workshop.
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