Could “Reading in Slow Motion” be the answer to our “fast and efficient” student issue?

After reading Carr’s article last week, a number of us expressed a fear of being or becoming a “fast and efficient” student, lacking the capacity for engaged thinking and thorough reading.  Although Miller’s article doesn’t offer a full on societal solution, do you think those entering a class like Miller’s “Reading in Slow Motion” would leave with enough tools to navigate through the vast world of technology surrounding the texts we read?  Do you think that a class like this with such strict 1 book per semester, 15-20 page per week restrictions might run the risk of missing a good portion of the students?  Is it possible for all students involved to find themselves engaged enough in one text to hold an entire semester’s worth of interest?  Do you think the coupling of this kind of deep reading and “public” sharing of the ideas in the text provide a better understanding than the private reading of a text?Lastly, out of curiousity, I was wondering if anyone here has ever had a college class where only one text was read and discussed thoroughly in class (not just a textbook used as a supplement, but one text used and discussed at length)?