Article

Student Reading Practices in Print and Electronic Media

September 2014
College & Research Libraries 75(5):705-723

DOI:10.5860/crl.75.5.705

Authors:

This paper reports a diary-based qualitative study on college students' reading habits with regard to print and electronic media. Students used a form to record information about their reading practices for twelve days, including length of reading event, location, format used, and the purpose of reading. Students tended to use print for academic and long-form reading and to engage with it more deeply. Although electronic resources were sometimes used for academic purposes, students often used them for shorter and non academic reading. Students found electronic media convenient, but most of them did not wish to switch to electronic media for their academic reading. ©2014 Nancy M. Foasberg, Attribution-NonCommercial (http://creativecommons.org/licenses/by-nc/3.0/) CC BY-NC.

Exploration of multiliteracy practices among Indonesian university students and multiliteracies pedagogy in the reading classroom (English Scholarship Beyond Borders, E-ISSN: 2410-9096)

Article

Full-text available

Sep 2024

Lewinna Aguskin

In this case study, I investigate the multiliteracy practices among Indonesian university students and the implementation of multiliteracies pedagogy in Reading classes. I explore three research problems: first, the multiliteracy practices of Indonesian university students in their daily life; second, the examples of classroom practice reflecting the students multiliteracy practices; and third, the implementation of multiliteracies pedagogy based on the students’ practices. The participants are 38 undergraduate English students and one English lecturer in a private university in West Java. I used a mixed method approach. My quantitative methods consisted of an online questionnaire for students and the lecturer to explore the reading behaviour of students and to identify the practice of multiliteracies pedagogy in the classroom. Likewise, my qualitative method consisted of interviews with six students and one lecturer to gain more insight into the integration of multiliteracies pedagogy in classroom practice. I analysed qualitative data using thematic analysis. I found that the reading activities of the Indonesian university students reflected their real-life multiliteracies practices. The reading classroom practices incorporated some aspects of the students’ multiliteracy practices and the classroom practice empowered the students’ cultural identity, agency, and autonomy. Notwithstanding the above-mentioned issues, I provide some insights for teachers to embrace digital technologies so that the real-life literacy practices of university students can be facilitated in classroom practices by applying a multiliteracies pedagogy. Keyword: Multiliteracies practice, university students, reading class, multiliteracies pedagogy.

An examination of preservice classroom teachers’ perceived importance, self-efficacy beliefs, practices, and conceptions related to new literacies: a mixed design study

Article

Full-text available

Mar 2023
J Comput High Educ

This research explores preservice classroom teachers’ perceived importance, self-efficacy beliefs, participation frequencies and conceptions related to new literacies. The research is framed using a dual-level theory of new literacies. The participants of the study consisted of 364 preservice teachers studying in the department of primary education at two state universities in Turkey. The findings revealed that (i) while preservice teachers displayed high participation in new literacies requiring the consumption of information, they displayed low participation in information production activities; (ii) the importance preservice teachers attached to online or digital literacy activities and their self-efficacy beliefs significantly predicted their participation in these activities; (iii) preservice teachers’ conceptual understandings with regard to new literacies were compatible with their participation frequencies and perceived importance with regard to online or digital literacy activities. Some suggestions for preservice teachers’ skills, strategies, dispositions and practices related to new literacies are discussed.

Examining the Effect of Embedded Metacognitive Prompts on Online Community College Students' Metacognitive Strategies

Research

Aug 2019

Jean Sumner Downs

Online learning environments may be especially challenging for community college students due to the higher degree of independent and self-regulated learning required in online courses compared to traditional face-to-face courses. Although digital texts are now commonly used in online courses, current research has suggested that students engage in different learning strategies when reading digital texts, which may negatively affect learning and reading comprehension. Thus, researchers have urged instructional designers to focus efforts on developing digital learning environments that feature metacognitive tools to facilitate learning. In the online learning environment, one instructional design strategy is to embed prompts into a learning activity to encourage students to perform specific metacognitive activities while engaged in an online task. Research examining the use of metacognitive prompts in online science course designs is abundant; thus, additional research in other disciplines is needed. The purpose of this quasi-experimental study was to examine whether embedding metacognitive prompts in general education online course designs may improve students’ metacognitive awareness of reading strategies. Using a quasi-experimental pretest-posttest nonequivalent control group design, the study compared students’ Metacognitive Awareness of Reading Strategies Inventory (MARSI) scores in two online course sections taught by the same professor. Participants in the experimental condition engaged with prompts, which were continuously embedded in the assigned online reading materials, whereas participants in the control condition did not have prompts embedded in the assigned online reading materials. Paired samples t-tests indicate no statistical differences between the pretest and posttest Global Reading Strategies (GLOB), Problem-Solving Strategies (PROB), Support Reading Strategies (SUP), or overall posttest scores within either the experimental or control condition following the embedded-prompt intervention. Additionally, independent samples t-tests show no statistically significant differences in GLOB, PROB, SUP, or overall posttest MARSI scores of community college students who engaged in online reading assignments with embedded metacognitive prompts in an online general education course compared with community college students in a general education online course without metacognitive prompts. Although the study shows no significant differences between students’ MARSI scores in the experimental and control conditions, methodological limitations, such as a small sample size, unknown baseline participant reading comprehension levels, and unknown participant participation in reading strategy instruction, affect the outcome.

Teachers' Reflection on Room to Read Libraries Post Project Implementation and Contribution to Literacy Instruction in Selected Primary Schools of Chilanga and Kafue Districts of Zambia

Thesis

Full-text available

Jan 2025

Jean Chella

This study sought to establish Teachers’ Reflections on Room to Read Libraries Post Project Implementation and Contribution to Literacy Instruction in Selected Primary Schools of Chilanga and Kafue Districts. The study objectives were 1.to establish teacher’s reflections on the sustainability of Room to Read Libraries post project implementation and contribution to literacy instruction.2. To ascertain the usefulness of the reading materials provided by Room to Read organization 3. To ascertain if the reading strategies used in the Room to Read Programme have been sustained by teachers. 4. To determine Challenges faced by teachers in implementing RTR reading strategies in those selected primary schools. The study employed a descriptive research design which guided the researcher to unfold an in-depth descriptions and information based on the study topic. The study used purposive sampling to capture an in-depth information under qualitative mode of inquiry. The study used Interviews for data collection. The sample site and size of the study included: twenty (20) selected primary schools, ten (10) from each district, two (02) Debs Personnel, one (1) from each district, ten twenty (20) Head teachers, one (01) from each school, forty (40) class teachers two (02) from each primary school and three (03) Librarians one (01) from Chilanga and two (02) from Kafue, making a total of sixty-five (65) participants targeted in selected Primary Schools in Chilanga and Kafue Districts. The study adopted the constructivism paradigm to explain the participant’s view of reality about the teacher’s reflections on the Room to Read Libraries to Literacy Instruction. The findings of the study disclosed that the contributions of Room to Read such as reading rooms, reading materials, reading strategies and training were not sustained. Teachers in these selected schools which had library buildings did not utilize the reading strategies for RTR, in that learners who were obligated to use the libraries, had no opportunity to fully occupy the limited space. Hence, teachers had challenges to implement and sustain the reading strategies. Most of the participants said that primary school learners faced a lot of challenges to use reading rooms even after Room to Read had left Zambia. The study concluded that the contribution such as reading rooms, reading materials, reading time and reading strategies in most of those primary schools were not well sustained, in most of piloted schools hence, literacy levels have really gone down, except for few schools which are still using Room to Read libraries. The study commended Room to Read Organization for the provision of a child-friendly library which helped to improve literacy levels The study recommended that the Ministry of Education should undertake the initiative of building more libraries and putting library study on the timetable in all the primary schools to initiate reading culture to improve literacy levels among learners in Zambia. Key Words: Literacy, Library, Librarian, Reading Materials, Reading strategies and Reading Culture.

Comparing digital identification guides with traditional guidebooks in a bird field trip

Article

Oct 2023
INT J SCI EDUC

Field trips provide real-world learning opportunities in biology education as they promote knowledge about nature among other things. As biodiversity is declining knowledge of species is important for understanding and appreciating the natural world and its implications. Many field guides are digitally available, but differences from traditional book-based guides are understudied. This case study compares the effectiveness of a traditional book field guide with a mobile species identification app during a bird field trip on cognitive, motivational, and affective outcomes for college students (N = 133). Linear mixed models indicate no differences in bird species knowledge between the groups before and after the field trip. However, participants in the book group felt more competent and reported a higher interest after the field trip. This suggests that books could probably still add value to learning in the field. They should not be dismissed as they can be useful tools for students by enhancing confidence and contribute to the learning experience in a different way to mobile apps. ARTICLE HISTORY

Reading and Studying on the Screen: An Overview of Literature Towards Good Learning Design Practice

Article

Full-text available

Aug 2016

Mark Nichols

Reading and Studying on the Screen, and, Addendum: two articles

Article

Full-text available

Apr 2020

Mark Nichols

As distance education moves increasingly towards online provision, and because of the benefits provided by online approaches, students will be expected to engage with more resources available on screen. Contemporary forms of reading from the screen include reading from tablet devices, LCD monitors, and smartphones. However, print remains the preferred means of reading text, and student preference for print is accentuated when reading involves thorough study (Ackerman & Lauterman, 2012; Foasberg, 2014). Education providers face an interesting challenge. Although many learners prefer having access to printed materials, on-screen reading can improve education’s convenience, portability, media-richness, engagement, support, and data-evidenced practice. In this context it is timely to consider the potential for on-screen reading from the perspective of learning design. This article considers studies related to reading on screen, and suggests good practice principles for on-screen-only learning design.In 2016 the article “Reading and Studying on the Screen: An Overview of Literature Towards Good Learning Design Practice” was published. The article overviewed comparative studies related to reading on screen and reading from print, and proposed recommendations for on-screen learning design. This addendum to that article considers additional studies that have been analysed in subsequent blog posts (see “An Update to ‘Reading and Studying From the Screen’” [http://tel-lingit.blogspot.com/2018/02/an-update-to-reading-and-studying-from.html] and “A Further Update to ‘Reading and Studying From the Screen’” [https://tel-lingit.blogspot.com/2018/11/a-further-update-to-reading-and.html]) up to the end of November 2018. As this is an invited addendum, I’ll take the opportunity to adopt a more personal and self-disclosing style to talk more about my own position and experience regarding digital education and on-screen reading. This piece alternates is both scholarly and polemic.

Student perceptions of reading digital texts for university study

Article

Full-text available

Sep 2022

An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts digitally. Whilst the literature suggests that students prefer reading print texts (Foasberg, 2014; Mizrachi, 2015) and often have a deeper level of engagement with texts in this medium (Mangen et al., 2013; Delgado et al., 2018), the reality is that, for most students, digital texts are the norm. Study guides often focus on reading strategies that are considered broadly applicable to both digital and print formats. However, the differences between the two mediums are likely to impact on the strategies used, with students developing their own approaches as they gain more experience. In this paper, we present findings from a study exploring students’ perspectives and practices in relation to digital reading. We carried out focus group interviews with 20 students in their second or final year of undergraduate degree programmes. Our analysis reveals that reading texts digitally does indeed form the bulk of students’ reading activity, with ease and speed of accessibility, cost, and environmental considerations influencing this choice, and in some cases, precluding reading in print. However, despite the prominence of digital reading, some aspects of print reading – in particular the scope for more sustained focus, detailed reading and enjoyment of the experience – were highly valued by the students. Students’ approaches to reading digital texts varied depending on reading purpose, but, in general, students had developed a range of techniques to help them navigate digital reading.

Academic Reading Format Preferences and Behaviours: An Exploratory Study amongst Undergraduate African University Students

Article

Full-text available

Aug 2021

To be academically successful a university student is required to read extensively on topics related to his or her field of study. The current proliferation and availability of electronic academic reading materials on various online platforms require academic staff to gain an understanding of their impact on the format preference and reading behaviour of students. Knowledge of emerging trends can guide academic staff to provide reading materials in the format best suited to the reading preferences of students. To establish the current format and reading behaviour trends a multiple case study design was employed targeting undergraduate students from the University of Zululand, South Africa and Delta State University, Nigeria. A questionnaire was used to collect data from a sample of 237 students. A combined return rate of 69.9% was achieved. The findings revealed a strong preference for reading textbooks in printed format. The preference for reading documents in electronic or print format was influenced by factors such as the length of the document, the purpose of reading the document, and whether the document is written in the student’s native language or not. External factors such as access to electronic gadgets and data, and the cost thereof, as well as peer pressure also influenced preference for a specific format. The study recommends that regular surveys should be conducted in academic institutions to keep track of current and changing trends in the format preferences and resultant reading behaviour of the students to enable academics to adapt their prescribed reading materials to a format best suited to the students’ preferences.

Academic Reading Preferences and Behaviors of Indonesian Undergraduate Students during Covid-19 Pandemic

Article

Full-text available

Apr 2021

Over the past decade, numerous studies on reading preferences between print and electronic material had been carried out with generally consistent results of favoring print material. However, current condition of COVID-19 outbreak has forced students to adjust their learning environment to be fully digitalized. This study investigates the preferences and behaviors of Indonesian undergraduate students in reading their academic materials during the COVID-19 pandemic. A total of 318 students from eight universities across Indonesia participated in this study. They were voluntarily asked to respond to an online questionnaire adopted from Mizrachi (2015). The questionnaire focuses on the reading formats that the students prefer (print vs. electronic) and factors that motivate their choices. The data was then analyzed descriptively. Despite of the current demands of digital reading, the results revealed that most of the students still favored print format for their academic materials. Nevertheless, various factors that contributed to the students’ preferences were mentioned, including types of courses, accessibility, and print reading habits, which resulted to the students’ lack of confidence upon electronic material. Further research should be conducted to better understand on how such factors affect students’ favorableness of print material over electronic one.

A proposed reading event analysis model (REAM) for determining likely reading format preferences

Article

Full-text available

Apr 2021
J DOC

Purpose This conceptual paper relates disparate evidence on the factors influencing reading format choice and preference, whether print or digital, in order to inform educational practice and scholarship. Design/methodology/approach The authors propose a reading event analysis model (REAM) to help guide practitioners and scholars through a consideration of relevant factors, as evidenced by empirical research, to predicting whether print or digital formats will best support the reading and/or learning objectives of a reader in a given reading event in the current technological era. Findings The evidence synthesized and communicated by the REAM model reflects complex interactions between reader characteristics, task characteristics and text characteristics that influence the effects and outcomes of reading in print or digital format. Research limitations/implications This model serves to guide scholars in the design of future empirical studies that account for critical performance variables related to reading comprehension and user preference. Practical implications In examining the effects of reading format on learning and the relationship of learning to overall reader format preferences, this model will help educators, educational administrators, industry practitioners, technologists and interface developers transfer current findings to practice, make decisions and determine developmental priorities to meet the needs of readers and learners across a variety of contexts and support the pursuit of equity in education. Originality/value This model is necessary and contributes important original synthesis and to an area of scholarship that in recent years has yielded results that at times appear contradictory. The model provides possible resolutions to these apparent contradictions in a construct that lends translational value for practice.

Implementasi assessment for learning berbasis higher order thinking skills untuk menumbuhkan minat baca

Article

Full-text available

Oct 2020

Penelitian ini bertujuan menumbuhkan minat baca siswa melalui implementasi assessment for learning berbasis higher order thinking skills (HOTS) dalam pembelajaran ilmu pengetahuan alam (IPA). Desain penelitian menggunakan quasi experimental dengan sampel kelas VIIIC sebagai kelas eksperimen 1 dan kelas VIIID sebagai kelas eksperimen 2 di SMP Negeri 16 Bandar Lampung melalui teknik random sampling. Instrumen penelitian berupa instrumen asesmen HOTS hasil pengembangan dengan kelayakan terjamin validitas teoritis tim ahli dan validitas empiris yang melibatkan 174 siswa kelas IX SMP. Pengumpulan data penelitian memakai lembar angket instrumen skala self regulated learning (SRL) dengan fokus indikator pengukuran minat baca. Analisis data dilakukan secara deskriptif dengan pendekatan kualitatif. Hasil analisis data menunjukkan minat baca siswa tumbuh sebesar 51,23% pada kelas eksperimen 1 dengan kategori “tinggi” dan 54,56% kelas eksperimen 2 juga berkategori “tinggi”. Pertumbuhan minat baca tertinggi pada kedua kelas eksperimen terdapat pada indikator membaca kembali buku catatan ketika akan menghadapi ulangan sebesar 60,33%, mencari jawaban dengan membaca buku di perpustakaan untuk memecahkan permasalahan tugas/PR tergolong sulit sebesar 55,01%, akan menonton acara favorit di televisi apabila tugas/PR telah selesai dikerjakan sebesar 54,00% dan 52,34% membaca buku teks pelajaran yang dimiliki. Dengan demikian implementasi assessment for learning berbasis HOTS pada pembelajaran IPA mampu menumbuhkan minat baca siswa. Implementation of assessment for learning based on higher order thinking skills in science learning to fostering student reading interest AbstractThis study aims to foster students' interest in reading through the implementation of assessment for learning based on higher order thinking skills (HOTS) in science learning. The study design used quasi-experimental with samples of class VIIIC as experimental class 1 and class VIIID as experimental class 2 in SMP Negeri 16 Bandar Lampung through random sampling technique. The research instrument in the form of a HOTS assessment instrument was the result of development with the assurance of the expert team's theoretical validity and empirical validity involving 174 junior high school students. The collection of research data using questionnaires on the instrument scale of self regulated learning (SRL) with a focus on measurement indicators of reading interest. Descriptive data analysis with a qualitative approach. The results of the data analysis showed that students' reading interest grew by 51,23% in the experimental class 1 with the category "high" and 54,56% in the experimental class 2 also categorized as "high". The growth of the highest reading interest in the two experimental classes was found in the indicator of rereading the notebook when it faced a replication of 60,33%, looking for answers by reading books in the library to solve difficult assignments / PR problems of 55,01%, going to watching favorite programs on television when the assignment / PR has been completed by 54,00% and 52,34% read the textbooks that are owned. Thus the implementation of HOTS-based assessment for learning in science learning is able to foster students' interest in reading.

How to Teach Digital Reading?

Article

Full-text available

Dec 2020

This paper offers a discussion of the knowledge, skills, and awareness involved in digital reading. Reading, in this paper, is used in the broader sense to include deriving meaning from media on a digital screen. This paper synthesises key ideas from existing studies and presents a taxonomy for the teaching of digital reading. The taxonomy includes the development of: 1) the knowledge of linear and deep reading strategies; 2) basic and critical information skills; and 3) a multimodal semiotic awareness. The goal of this paper is to unpack the specific knowledge and skills for digital reading which will support educators, including classroom teachers and librarians, on the aspects to pay attention to as students engage in digital reading. This paper argues that, in addition to equipping students with the knowledge of reading strategies and information skills, an awareness of how the various semiotic modes make meaning is fundamental to effective digital reading.

ACADEMIC READING ATTITUDES AND FORMAT PREFERENCES AMONG THE STUDENTS OF SHAHEED BENAZIR BHUTTO WOMEN UNIVERSITY PESHAWAR

Article

Full-text available

Mar 2024

This study assesses the reading attitudes and format preferences of students at Shaheed Benazir Bhutto Women University in Peshawar, as well as how these preferences affect their academic performance. The study employed random sampling techniques to gather data from 314 individuals at SBBWU using a quantitative approach. Analyses were conducted to evaluate the format preferences and reading attitudes of female students at SBBWU. According to the analysis, print materials were the preferred choice, particularly for highlighting important points and remembering details. However, electronic media was not completely disregarded, as many students found them suitable for situations requiring convenience and shorter readings. The study's significant finding was the wide range of student preferences, with many students comfortable using both print and electronic formats. This study contributes to the ongoing debate regarding print versus electronic reading in academic settings. It underlines the importance of offering flexibility in course material formats to cater to individual needs and enhance the learning experience, by showcasing the diverse preferences of the student population and the benefits of both formats.

Gambaran Preferensi Media Belajar Mahasiswa Kedokteran Universitas Tarumanagara

Article

Full-text available

Dec 2022

Learning medium are mediums used to convey various learning materials to improve knowledge. One example of a learning medium is books. With the advancement of technology, various books are now available in digital form. The availability of books and learning materials in digital format allows students, especially college students, to use either print format or digital format based on their preferences. This study aim to determine the format preferences of medical students of Tarumanagara University when studying. Descriptive study was conducted on 445 medical students from class of 2018-2020 of Tarumanagara University using the format preference questionnaire that had been modified. Sample were taken using total sampling. The results showed that student’s print format preference during studying were 53,26% while digital format preference were 46,74%. The ease of reading repeatedly with longer duration was the most reason stated by students with print format preferences (43,46%) while the convenience of being able to be read anywhere was the reason stated by students with digital format preference (72,17%). Student’s preference of print and digital format based on language and length of the reading material were questioned as well. The students shows a large preference for print format if the texts are in Bahasa Indonesia (67,42%), while students shows a preference for digital format if the text are presented in foreign language (70,11%). If text’s length are ≥7 page and <7 page, the students prefer to use print format. This study also shows that students have their own techniques/strategies when reading digitally. Underlining/highlighting is the technique mostly used by students (69,66%).From this study, it can be concluded that the majority of Tarumanagara University’s medical students prefers print format rather than digital format for studing purposes, hence Tarumanagara University should provide reading materials in hardcopy to support students academic activites.

Digital Reading Among Educated Arabs: A Twitter-base Study

Article

Full-text available

Jul 2023

Reima Al-Jarf

This study aimed to explore whether educated Arabs prefer to read paper or digital materials and which reading technologies and applications they use. The sample consisted of 272 educated Arabs (81% males and 19% females) who are Twitter users, who gave 437 responses to questions, hashtags and threads asking, “which digital media and digital devices do you use for reading, why, the advantages and disadvantages of digital reading vs reading from paper material”. Data analysis showed that 71.5% of educated Arabs in the sample read traditional printed books and 28.5% read digitally and use digital reading technologies as follows: 15% listen to audiobooks, 6.5% use Kindle, and 7% use e-Ink, Audible, Storytel, Feedly, text-to-speech software (Read Aloud, Natural Reader Pro and Kurzweil 1000), Instapaper, Evernote, Raindrop, Pocket, Siri, eBooks, Artificial Intelligence (AI), Tarteel, Wajeez, Sibawayh Reader, and Screen Readers such as JAWS, Window Eyes, VoiceOver, Thunder, and HAL by blind students. Digital readers in this study use smart phones, iPads, tablets, and computer screens and are familiar with digital document formats such as Pdf, Epub, Mobi, IPA and AZW. The percentage of educated Arabs who use digital reading and reading technologies and apps is small, taking into consideration that many Arab people have access to the Internet and have a smart phone, a desktop or laptop computer and should be able to access a plethora of reading apps, digital resources, and reading technologies. It seems that many educated Arabs are not familiar with digital reading, eBooks, e-libraries, online reading resources, reading technologies and applications. Digital readers gave some explanations for their preferences and how they use digital media reading, when and where. Some recommendations for familiarizing children, students and the public with digital reading and reading technologies are given.

Reading environment and fluent reading skills

Article

Full-text available

Jan 2023

Ayşe Derya Işik

Language skills have an important place in people’s thinking, understanding people around them and expressing themselves. Reading skills, which are among the other language skills, play a vital role for an individual in adapting them into his daily life. Reading should not be interpreted as recognizing merely the letters, the word and articulating them. In addition to understanding what is written, being able to read fluently is also one of the skills that need to be developed in reading teaching. In today’s developing conditions, thanks to the effective use of technological tools in every aspect of our lives reading is not only done on paper, but also on the screens of many different technological devices. Considering all these, reading on the screen is different from reading on paper, and the development of reading skills from the screen is currently necessary as well as the development of paper reading skills. The aim of this research is to determine the role of the reading environment on fluent reading skills. 24 students who were enrolled in the third and fourth grades of a primary school in the center of Bartin participated in the study. The demographic features of the students such as gender, class, possession of technological tools (computer, tablet, smart phone, etc.), and duration of use of technological tools were identified using a personal information form. Using a formula developed for Turkish by Atesman (1997), which permits estimating the readability level of the text based on word and sentence length, a text consisting of 189 words with an “easy” readability level was chosen in order to test the students’ fluency in reading. This text was read by the students both on paper and on the tablet computer screen, and their fluent reading skills were evaluated. In the end of the research, it is determined that the number of words students correctly read, the rates of their correct reading and prosodic reading skills differ according to the time of using a computer in reading from the screen; the number of words read correctly differs according to the time it takes to have a tablet computer in reading from paper; the classes differ in both paper reading and screen reading in favor of the 4th classes, whereas the correct reading rates differ only in paper reading. In line with the results of the research, suggestions were made to support the use of electronic media in schools and improve reading skills by supporting the use of technological tools.

Empowered Reading Circles and Transliteracy: Educational Experiences in Mexico With Teenage Students

Chapter

Apr 2022

For decades, reading circles have been important both as strategies to promote reading and as social environments for talking about what has been read. This chapter presents two educational experiences based on reading circles and empowered with the use of ICT in two private middle schools in Mexico: the enriched reading circle (ERC), a hybrid experience, and the online participatory reading circle (OPRC), a virtual experience. The second one was implemented in the context of physical distancing during the COVID-19 pandemic. The aim of both projects was to promote participatory reading and to develop transliteracy skills; this chapter presents some of the results.

The Textbook Dilemma: Digital or Print? Evidence from a Selected US University

Article

Full-text available

Feb 2022

The increasing price of textbooks impacts students of higher education in the world. E-textbooks are becoming popular among students at all levels of education, especially at the university level. There is a shift in students reading habits and preferences towards e-textbooks. This growing trend has encouraged researchers to gather information about students' experiences, attitudes, and perceptions regarding using e-textbooks and their impact on the learning process. This study surveys undergraduate students in a small mid-western university in the USA. Data is collected from students studying four different colleges. A total of 346 questionnaires were collected. The findings revealed that 34.39% of the current users in the total sample do not want to use e-textbooks in the future. The predominant factors influencing the adoption of e-textbooks over print textbooks are cost, learning and engagement in interactive exercises, convenience, and flexibility. The study suggests some initiatives that educators, technology experts, designers, and universities can take for more students to adopt a digital version of textbooks to solve the problem of affordability.

Reading in print versus digital media uses different cognitive strategies: evidence from eye movements during science-text reading

Article

Full-text available

Sep 2022
READ WRIT

Yu-Cin Jian

Comparing comprehension outcomes in print and digital reading is an active area of research but little is known about the reading processes that these media entail. This study involved an eye-tracking experiment with 50 undergraduate students to investigate the differences in reading processes in print and digital media. The participants were randomly assigned to read the same six-page popular science article that included several diagrams either in print or on a tablet computer and then answer reading comprehension questions. The results showed that comprehension was better when reading in print. Eye-movement data indicated that the print and digital groups spent about the same amount of time processing the article, texts, diagrams, and diagram statements, but the time was not divided evenly between the first pass and the rereading stages. The digital group spent more time reading the article at the first-pass reading stage and seldom reread it. In contrast, the print group first skimmed the article and then reread the important parts, exhibiting both longer total fixation durations in the rereading stage and a higher number of rereading instances across pages. In sum, the findings indicate that reading in print versus digital media employs different cognitive strategies with those reading in print showing more selective and intentional reading behavior.

Exploring social media use of Filipino learners: How it impacts reading attitudes and competence

Article

Full-text available

Dec 2021

Jocelyn L. Gagalang

Profusely widespread use of social media opened multiple reading opportunities for learners. However, educators have growing concern that excessive use of social media compromises learners’ reading competence and, eventually, academic performance. The current work aimed to examine the extent to which social media use may affect the university students’ (N=101) reading attitudes and competence, which are the backbone of scholastic performance. A mixed-methods approach was applied in the study. The data collected were analyzed using version 26 of the Statistical Package for Social Sciences (SPSS) software. Interview answers were qualitatively analyzed. Results indicate that social media platforms (SMPs) were least used for educational purposes. Students showed positive reading attitudes emphasizing their accorded importance to reading and finding happiness to learn new things. However, as they managed to read posts daily, lesser inclination was accorded to productive reading attitudes such as finding time to read during vacant hours and having enthusiasm towards advanced reading and reading with friends. Overall, reading competence indicated ineptitude. This study provides insights into the context of social media use in shaping learners’ reading attitudes and affecting their level of reading competence.

Effect of gender, social influence, and emotional factors in usage of e-Books by Generation Z in Indonesia

Article

Full-text available

Nov 2021

Purpose The purpose of this study is to find out: gender, social and emotional factors as obstacles that influence Generation Z in using e-Books. Design/methodology/approach The method in this study is exploratory quantitative research that was conducted by testing the factors that influence the use of e-Books by Generation Z. This study was analyzed using structure equation model, which involves regressions, measuring direct and indirect effects and path analysis. Social influence, emotional attachment and gender are suspected to be a barrier in the use of e-Books by Generation Z. Findings The results of this study indicate that social influence and gender do not affect the use of e-Books, in which only emotional attachment directly affects the preference towards e-Book. Research limitations/implications The limitation of this study is that the sample used is still in Generation Z in Indonesia so that further research can use samples from various countries. Practical implications The results of this study can be used as a consideration for e-Books Publishers to create e-books as readers wish, for example, there is a special sound when opening e-Books, there is an easy feature to give notes in e-Books and features are presented to immediately see the link in the e-Books. Social Implications Generation Z is actually ready to use e-Books for reading activities. However, there are several things that make them consider reading e-Books. what they consider is the ease of use and the usefulness of the E-Books for their daily needs. Therefore, managers of information institutions and information providers in Indonesia can at least consider what genre of e-books collection can be provided and for whom the e-books are intended. Originality/value This research shows that Generation Z in choosing a reading format will be influenced by the intention of using the reading format, whereas the intention is influenced by the attitude in determining the reading format.

Reading time: exploring the temporal experiences of reading

Article

Sep 2021
J DOC

Purpose The purpose of this paper is to explore various concepts of time and temporal dimensions in the context of everyday reading experiences. Design/methodology/approach The study uses theoretical bricolage that puts existing reading research into conversation with theories of time and temporalities. Findings Three registers of time in reading are put forward: (1) libraries and books as places that readers return to again and again over time, (2) temporalized reading bodies and (3) everyday reading as a temporalized practice. Research limitations/implications Using lenses of time and temporalities, everyday reading is shown to be central to ways of being in time. Subjectives experiences of time in the context of reading expand the limited ways that time is presented in much Library and Information Science (LIS) reading research. Originality/value This paper offers a new conceptual framework for studies of reading and readers in LIS.

Engaging Online Learners Through Cloud-Based Collaborative E-Books

Chapter

Full-text available

Jan 2021

E-books can be harnessed for collaborative use thanks to cloud-based technologies. This enables e-books to offer effective interaction patterns. The study explores how learners can be engaged in such an environment. With the “Activetextbook” platform selected from among 30 platforms, an action study was conducted with 78 volunteer students from Anadolu University Open Education System who agreed to participate in the study. In addition to the comments and analytics obtained throughout the research period, semi-structured interviews were conducted with 16 learners who made at least one comment on the platform. The results revealed that the scaffolding given during the research was effective and increased the interaction and motivation of the learners. It was also observed that the training, orientation studies, and activities provided before the implementation process were effective in terms of sense of community and social presence. Based on the results, implications and suggestions for e-book platforms, instructors, and institutions are provided.

The influence of technological savviness and home internet access on student decisions to use print or digital course materials

Preprint

Jan 2021

Elizabeth Spica

The purpose of this survey research study was to examine Tennessee community college student decisions and experiences with print and digital course material formats. Analysis considered which format students prefer between print or digital, the reasons behind those preferences, and whether those preferences significantly differed based upon demographic characteristics, perceived levels of technological savviness, and/or the availability of home internet access. Students enrolled for the fall 2019 semester at community colleges across the Tennessee Board of Regents system were surveyed using both open-and closed-ended questions (n = 1,912). Results showed that most students (63.6%) preferred to use print materials, with no significant connections based on demographic characteristics (non-White, low income, age) or home internet access. Student voices woven throughout provided an additional layer of insight for educational leaders seeking to establish policies and practices that optimize the student experience.

Measuring Efficacy of an Online Reading Literacy Program in English- A New Conceptual Framework

Article

Feb 2021

Use of Social Media Information Sources: a Systematic Literature Review

Article

Mar 2021
ONLINE INFORM REV

Deepti Khatri

Purpose This paper aimed to investigate reading format preference of undergraduate students with regard to various categories of information sources and use of social media information sources for academic and non-academic activities. Design/methodology/approach An exhaustive literature review was carried out in a very well organised way using total 56 publications which include 48 research papers, four conference papers, two books and two reports, which were selected for analysis on the basis of prescribed data schema and adopting the inclusion and exclusion criteria matching with the research objectives of the study. Findings Undergraduate students preferred text books in print format for passing the exams, and use of search engines and Internet sites were rated as the most crucial source for the academic information. In particular, Wikipedia, YouTube and Blogs were the most frequently used social media information sources by undergraduate students for their academic activities. However, Facebook and Twitter were most prominently used for social interaction. Research limitations/implications The population of the study was restricted to the homogenous group of users, i.e. undergraduate students to examine their choices and preferences for their academic and non-academic activities. Further research studies may be conducted covering the more diverse and heterogeneous user group of postgraduate students and research scholars of different disciplines. Originality/value Generally, many previous research studies depicted users' preference for print and electronic media format without paying special attention on the usage of a variety of information sources by user groups. However, the present study is a value addition to the existing literature which emphasised the use of various categories of information sources, particularly by undergraduate students in print and digital format for different purposes in the digital environment. A major shift from the use of print media to digital media to social media information sources by undergraduate students for their academic and non-academic activities.

Transforming Library Collections and Supporting Student Learning with Collection Mapping

Article

Feb 2021

Arenthia Herren

Collection management and development projects are essential to ensure students have access to resources that best align with the learning outcomes of their coursework. After evaluating their collection, the librarians at Florida SouthWestern State College (FSW) overhauled their print collection to make sure the titles available to students matched the college’s curricula and degree programs. Collection mapping played an important role in gathering data, allowing the librarians to streamline print collections with a focus on curricular needs as well as forming partnerships with faculty in developing the new collection. The presentation covered the FSW Libraries’ project goals, implementation, and outcomes.

The Impact of Integrating Digital Technologies with Learners’ Multiple Intelligences to Facilitate Learning English as a Foreign Language

Article

Full-text available

Oct 2020

Wafa’ Hazaymeh

Abstract This study aimed to investigate the impact of integrating digital technologies with learners' multiple intelligences to increase learners' performance in reading, grammar, vocabulary and listening skills via two digital resources. 37 undergraduate students participated in this study with four tools applied to get the results: McKenzie's MI Inventory Survey was conducted to measure the participants' intelligence types, Oxford Online English Test was used as a pre-test and post-test to assess the participants' language proficiency development, Pearson correlation analysis to find out the relationships between the learners' achievements in English skills and intelligence types and a form filled by the participants compromising of the digital technologies used to stimulate their dominant MI and foster their English language skills. Data analysis revealed a very strong positive correlation between overall MI and participants' scores in vocabulary and grammar which can be considered a large effect, a medium positive correlation between reading and overall MI, but no significant correlation between overall MI and listening comprehension. The findings showed statistically significant differences between the pre - and post-tests in favour of the post-test which indicated using digital technologies successfully enhanced EFL participants' skills. The study also suggested various digital technologies that could foster learners' English language proficiency. Keywords: Digital Technologies, Multiple Intelligences, Learning English as a Foreign Language

Dijital Çağda Üniversite Öğrencilerinin Okuma Tercihlerinin Belirlenmesi

Article

Apr 2024

Amaç: Dijitalleşme, hayatın her alanında her geçen gün etkisini daha fazla göstermektedir. Bu etki farklı alanlardaki tercihleri de etkilemektedir. Dijitalleşmenin etki alanlarına odaklanılan bu çalışmada üniversite öğrencilerinin okuma tercihleri ve davranışlarının belirlenmesi amaçlanmıştır. Yöntem: Betimsel tarama modeliyle desenlenen araştırmanın evrenini, Selçuk Üniversitesinde 2021-2022 eğitim-öğretim yılı bahar döneminde öğrenim gören öğrenciler oluşturmaktadır. Örneklem grubunu, Sosyal ve Beşerî Bilimler, Tıp ve Sağlık Bilimleri, Spor Bilimleri, Eğitim Bilimleri, Fen ve Mühendislik Bilimleri, Güzel Sanatlar ve diğer alanlardan toplam 726 üniversite öğrencisi oluşturmaktadır. Çalışmada, veri toplama aracı olarak araştırmacılar tarafından anket soru formu oluşturulmuştur. Yüz yüze anket tekniği kullanılarak toplanan veriler SPSS 22.00 paket programı kullanılarak analiz edilmiştir. Verilerin analizinde betimsel istatistikler kullanılmıştır. Bulgular: Elde edilen verilerin analiziyle “Okuma Tercihi: Basılı Kitap”, “Sosyal Medya” ve “Araştırma Yapma: Dijital Ortamlar” ve “Okuma Davranışları” temalarına ulaşılmıştır. Sonuç: Araştırma sonucunda üniversite öğrencilerinin çoğunluğunun basılı kitapları tercih ettiği, son bir yılda hiç dijital kitap okumadığı, dersleriyle ilgili bilgi kaynaklarının (kitap, ders notu, makale, tez) basılı ortamda olmasını tercih ettikleri, metnin uzunluğunun format tercihi konusunda belirleyici unsur olduğu, dijital araçların (akıllı telefon, tablet, bilgisayar vb.) varlığının üniversite öğrencilerinin okuma tercihlerini değiştirdiği belirlenmiştir. Özgünlük: Üniversite öğrencilerinin okuma tercihlerinin belirlenerek, farklı bakış açılarıyla geliştirilen önerilerin akademisyenlerin eğitim materyalleri ile ilgili olarak öğrencileri yönlendirme noktasında akademisyenlere; derme geliştirme noktasında ise yöneticilere, kütüphanecilere ve kullanıcılara yardımcı olma noktasında önemli katkılar sunacağı düşünülmektedir.

The reader's way: student process guiding library practice

Article

Feb 2023
Ref Serv Rev

Purpose This paper explores the academic reading behaviors of first-year students in an attempt to understand their experiences and develop potential reading interventions to support undergraduate students. Design/methodology/approach Researchers used qualitative research methods to elicit in-depth findings regarding reading behaviors. They interviewed fifteen first-year students who had completed a required writing course regarding their reading habits and used open coding to analyze interviews. Findings Investigators discovered that the narrative from national media that students do not read discounts the volume and variety of texts that students regularly interact with in a variety of contexts. Several themes emerged from the interviews: (1) Students like to read in a variety of designated spaces at any time of the day or night, (2) Students prefer reading in print, but mostly read online, and (3) Students reported difficult vocabulary as the most significant challenge in reading academic texts, but also reported emotional concerns regarding reading. Originality/value While previous studies have focused on factors such as format preference and time limitations that influence reading behaviors, this study contributes to the body of research looking at the reading behaviors of college students more holistically, providing new insights informing a range of library interventions to support student success in academic reading. In its use of student interviews, this study offers a student-centered contribution to the literature on student reading behaviors and considers the implications of these behaviors on librarian practice.

Print vs. electronic resources: influence of demographical characteristics of undergraduates on preferences and choices under diverse circumstances

Article

Jan 2023

Purpose This paper delineates the appraising and comparing the circumstances that may influence the choices and preferences of the undergraduates of National Institutes of Technology (NITs) of the north-western region of India for using library’s print versus electronic resources. The author investigated the circumstances in knowing whether different situations impact their choice for using print or electronic resources concerning their demographical characteristics for their academic learning. Design/methodology/approach The study used a survey of undergraduates at six NITs in the north-western region of India. The responses were analysed using Chi-Square, Mann–Whitney and Kruskal–Wallis statistical analysis tests, via SPSS software. Findings The study revealed that respondents preferred a mix of both forms of sources for their academic studies under different circumstances. The results reveal that the institution of respondents affected the choice of print resources over e-resources and vice versa in many different circumstances. Respondents’ year of study affected the choice of using print over e-resources and vice versa in certain situations. The residential backdrop affects the choice of using e-resources over print in some situations. Gender of respondents affects the choice of using e-resources over print under some situations. Practical implications The study will further aid librarians at six NITs in the north-western region of India to know whether print resources still have the same importance among library users or their preference switched towards using electronic resources. Originality/value This study offers new perspectives on the use of print verses electronic resources among the undergraduates at six NITs in the north-western region of India so that the libraries can procure desired resources rather than moving with the market trends.

The Myth of Normal Reading

Article

Nov 2022

We argue that the educational and psychological sciences must embrace the diversity of reading rather than chase the phantom of normal reading behavior. We critically discuss the research practice of asking participants in experiments to read “normally.” We then draw attention to the large cross-cultural and linguistic diversity around the world and consider the enormous diversity of reading situations and goals. Finally, we observe that people bring a huge diversity of brains and experiences to the reading task. This leads to four implications: First, there are important lessons for how to conduct psycholinguistic experiments; second, we need to move beyond Anglocentric reading research and produce models of reading that reflect the large cross-cultural diversity of languages and types of writing systems; third, we must acknowledge that there are multiple ways of reading and reasons for reading, and none of them is normal or better or a “gold standard”; and fourth, we must stop stigmatizing individuals who read differently and for different reasons, and there should be increased focus on teaching the ability to extract information relevant to the person’s goals. What is important is not how well people decode written language and how fast people read but what people comprehend given their own stated goals.

Akademisches Lesen – ein unübersichtliches Forschungsfeld

Chapter

Oct 2022

Axel Kuhn

Digital transformation of higher education in Australia: Understanding affordance dynamics in E-Textbook engagement and use

Article

Oct 2022
J BUS RES

This paper addresses digital transformation in higher education by exploring the engagement and use of e-textbooks through an affordance theory lens. Drawing on the insights from in-depth interviews (n = 18), focus group discussions (n = 15), a pilot survey (n = 83) and the main survey (n = 344) in Australia, we developed and validated an affordance actualisation model for the engagement and use of e-textbooks. The partial least squares (PLS) technique was used to validate the dimensions of affordance actualisation and its relationship with e-textbooks engagement and affordance effect. The findings indicate the efficacy of the two affordance constructs, as well as the significant mediating effect of engagement. An important lesson for the e-textbook industry is that firms need to consider affordance actualisation dimensions (i.e., portability, accessibility, searchability, highlighting, copying, browsing, hedonic and utilitarian value) when enhancing digital engagement and use of e-textbooks.

Do Not Steal This Article! A Study on Digital Piracy Among Students

Chapter

Apr 2022

An information literate individual should use resources ethically and legally. However, studies show that despite the free accessibility of various legal online content digital piracy is increasing. In our study, we were particularly interested in the phenomenon of piracy among students who are a user group that typically uses digital content both when studying and in their leisure time. We conducted an online survey of Slovenian students in March 2020 to investigate why, when, and how they use pirated content. The analysis of the 259 student responses revealed that most of them are involved in digital piracy and are usually aware of the illegality of their actions. However, we found that even when they do not intend to use pirated materials, they prioritize convenience over ensuring the legality of used sources.

Who gets lost? How digital academic reading impacts equal opportunity in higher education

Article

Full-text available

Jan 2022
NEW MEDIA SOC

Even before the COVID-19 pandemic, providing digital texts as learning material had become a common practice in academia. But little is known about who profits from and who loses out when moving from print to digital reading in higher education. In this study, we connect digital reading to digital divides, and draw on a unique data set of university students digital reading practices obtained by a quantitative survey during the lockdown semester in three European countries. Based on the statistical results for digital reading access, attitudes, motivation, skills, behavior, and support, we argue that varying digital reading experiences of students are linked to inequalities in higher education opportunities. In conclusion, our results contrast current digital policies of merely improving access to digital texts in academia to democratize higher education.

Analysis of Chinese college students' intention to purchase the electronic books: Analysis of Chinese college students’ intention

Conference Paper

Jul 2021

Is e-reading environmentally more sustainable than conventional reading? Evidence from a systematic literature review

Article

Jul 2021
LIBR INFORM SCI RES

With the increasing dominance of digital reading over traditional reading, gaining an understanding of the environmental impacts of the formats has become critical. This systematic literature review synthesizes and integrates the findings of studies comparing print reading with on-screen reading. The results reveal that the environmental impacts of printed and digital media depend on the usage rates and number of readers of both types of media as well as user behaviors and other parameters, and digital reading also has its own negative environmental impacts. Finally, research gaps are identified and a research agenda is proposed, including considering environmental performance in comparison studies, empirical investigations of actual user behaviors, and environmental savings for lending and sharing materials from libraries. This study aims to clear the misconception and change the popular stereotype that “e-reading is environmentally more sustainable than conventional reading,” and to provide stakeholders with more valuable information that is necessary to make environmentally informed decisions.

Motiviranje adolescenata za čitanje: primjeri dobre prakse

Chapter

Full-text available

Jul 2021

Dobrobiti čitanja opće su poznate. Kad je međutim riječ o čitanju, a posebice o čitateljskim navikama mladeži, često se u stručnim i znanstvenim krugovima i u javnosti govori o krizi čitanja. Stoga je odgoj mladih čitatelja jedan od izazova koji se postavljaju pred današnju školu na koji je, kako to pokazuju dobra iskustva iz nastavne prakse, moguće uspješno odgovoriti. Imajući to u vidu, provedeno je istraživanje kojem je bio cilj utvrditi primjere dobre prakse u motiviranju adolescenata na čitanje. Postupkom intervjuiranja ispitane su nastavnice Hrvatskoga jezika, vrsne mentorice, koje sustavno potiču čitanje kod učenika. U skladu s tim ponuđene su preporuke za promicanje čitanja u odgojno-obrazovnome procesu

Exploring students’ attitudes toward university e-textbooks: Experiences, expectations, and preferences

Article

Jun 2021
J LIBR INF SCI

Shiao-Feng Su

Universities have been proactively exploring e-textbooks to resolve the issue of high textbook prices. The study examined students’ attitudes toward using e-textbooks through a questionnaire survey of 324 randomly sampled students from eight universities. The analysis highlighted students’ expectations from a library in terms of textbook provision and the preferred format, their intentions and behaviors toward the textbook purchase, perceived equitable discounts in price and ideal preview mechanisms offered by e-textbooks, assessment of e-textbooks, assessment of features in terms of usefulness and practicality, and the extrinsic and intrinsic motivators of adopting e-textbooks. Students in the West and East are similar in expecting libraries to underwrite their textbook access. The students prefer e-textbook over print for the library collection, but vice versa for individually owned textbooks. In the fast-growing virtual learning environment, direct library provision of e-textbooks has become essential, particularly during the pandemic and probably post-pandemic era. Big-screen mobile devices, such as laptops and tablets, are students’ most preferred options for reading e-textbooks. The students perceived e-textbooks as not yet mature and expected improvement. They also lack confidence in their self-control ability to read e-textbooks without distraction in the Internet environment. The findings suggest the design of motivator type of engagement features may focus on individual attainment.

The Printed Book and Electronic Book (Ebook) Experiences of Digital Natives in Indonesia

Article

Full-text available

Jan 2020

Information about the use of ebook or printed book that use by the digital natives could assist libraries and school professionals in selecting reading materials for their students. The purpose of this study is to understand the experience in using printed books rather than e-books. This study use qualitative and phenomenological study explored and compared the experiences of digital natives in regards to ebooks and printed books. Data collection was carried out through interviews with 26 digital natives in Indonesia with the criteria of reading book more than ebook and at least reading 2 printed books in one month. The result of tis study are printed books have their own uniqueness, such as experience of holding a book, the texture of the paper that can be touched directly (each publisher has a different type of paper), to the fragrance of the book that wafts out as each page is opened, none of these can be replaced with digital technology and when the digital natives use e-book they often distracted by social media. Moreover, due to emotional attachments, connections to identity, social rituals, and an ease of use related to printed books, the participants would not use ebooks exclusively. This study has limitations, namely the number of samples is small, so that future research can increase the sample so that the results can be generalized.

Pitanje opstanka tradicionalnih papirnih izvora informacija u suvremenim knjižnicama: osvrt na istraživanja provedena u visokoškolskim knjižnicama

Article

Full-text available

Jan 2021

Cilj. Cilj rada je dobiti uvid u interes suvremenih studenata, korisnika visokoškolskih knjižnica (specijalnih knjižnica usmjerenih na znanost i znanje) za njihove tradicionalne tiskane izvore. Metoda. Na temelju pregleda rezultata većeg broja istraživanja provedenih u proteklom desetljeću u Hrvatskoj i svijetu, kao i na temelju razmatranja stavova uglednih znanstvenika o ovoj temi, nastoji se dobiti uvid u dosadašnji interes studenata za tiskane izvore (izvore koji u vremenu „eksplozije informacija“ ne donose brze informacije). Osobito je važno pritom uočiti eventualne promjene koje se po tom pitanju događaju tijekom vremena. Sintezom promatranih i analiziranih rezultata i stavova nastoji se sagledati moguća slika dogledne budućnosti ovih izvora. Rezultati. Premda spadaju u vrstu korisnika za koje bi se očekivalo kako će pokazivati veći interes prema internetskim izvorima informacija, interes za tiskane izvore informacija među studentima je još uvijek vrlo visok. Istraživanja pokazuju kako se interes za određene e-izvore (uglavnom časopise i baze podataka) s vremenom povećao, no kako je pritom tiskana knjiga studentima ostala preferirani informacijski izvor. Studenti i dalje radije uče iz tiskanih udžbenika, a uz slabu dostupnost i nedostatno poznavanje, nemogućnost se dubinskog učenja iz e-udžbenika ističe kao jedan od glavnih razloga tome. Iako se, barem kada je riječ o tiskanoj knjizi, može zaključiti kako se ne radi o izvoru kojem prijeti skori nestanak, određeni pokazatelji uočeni kroz rezultate pregledanih istraživanja, ukazuju kako bi veća prilagodba na e-izvore i poboljšanje tehnologije, mogli u budućnosti dovesti do određenih promjena u stavovima studenata koje bi se kretale u korist e-izvora. Originalnost. Promatranje interesa knjižničnih korisnika za knjižnične izvore informacija iznimno je bitno za budućnost suvremenih knjižnica. Svako provedeno istraživanje, kao i pregled: analiza i sinteza rezultata i saznanja o ovoj temi, stoga ima određenu vrijednost. Knjižnice moraju biti spremne prilagoditi se zahtjevima svog doba, ali i zahtjevima svojih korisnika, jer upravo o njima i njihovom interesu ovisi i budućnost samih knjižnica.

Факторы выбора цифрового формата для чтения и самооценка читательского поведения в цифровой среде (по данным опроса российских школьников)

Article

Full-text available

Dec 2020

Проблема и цель. При возрастающей роли цифрового чтения в современном образовательном процессе оказываются особенно заметны лакуны в исследовании закономерностей, определяющих выбор российскими школьниками формата для чтения, а также в изучении того, как сами школьники оценивают своё читательское поведение в цифровой среде. Цель статьи – выявить факторы, влияющие на выбор цифрового формата для чтения российскими школьниками, и особенности самооценки цифрового чтения в этой аудитории. Методология. Для достижения цели исследования были применены методы анкетирования, статистической обработки данных, включая t-критерий, корреляционный анализ с помощью рангового коэффициента корреляции Спирмена (rs) для порядковых переменных и коэффициент Пирсона (rp) для количественных переменных, сравнительный анализ на основе рангового критерия Манна-Уитни для непараметрических данных и порядковых шкал, дисперсионный анализ ANOVA. Результаты. В ходе исследования была разработана, апробирована и распространена среди целевой аудитории анкета, состоящая из трех блоков вопросов. Выборку исследования составили 568 учащихся 5-11 классов из 54 регионов РФ. Корреляционный анализ полученных данных позволил установить ряд факторов, определяющих выбор формата чтения – цифрового или бумажного – российскими школьниками. Также авторами выявлены особенности субъективного восприятия школьниками цифрового чтения и факторы, связанные с этим восприятием. Заключение. В ходе исследования были выявлены факторы, значимо влияющие на выбор российскими школьниками цифрового формата для чтения: тип текста, цель чтения, возраст респондента, его отношение к чтению и уровень читательской компетенции (по данным самоотчета). Особенности самооценки цифрового чтения заключаются в том, что школьники выявляют как негативные (большую утомляемость, cнижение интереса к чтению и др.), так и положительные аспекты работы с цифровым текстом (эффективность поискового чтения).

Формування навички дигітального читання у студентів-перекладачів / Актуальні питання гуманітарних наук: міжвузівський збірник наукових праць молодих учених Дрогобицького державного педагогічного університету імені Івана Франка – Видавничий дім “Гельветика” – 2020. – Вип. 28. – Т. 2. – С. 188-194.

Article

Full-text available

Jun 2020

Alla Krasulia

Стаття присвячена концепції дигітального читання та обґрунтуванню його впровадження у процес вивчення іно¬земних мов у підготовці студентів-філологів, зокрема перекладачів. Пояснюється важливість цифрової грамотності у професійній та освітній сферах, її зв’язок із дигітальним читанням. У статті подано визначення понять «дигі¬тальний текст» і «друкований текст», виділяються основні відмінності між ними, переваги та недоліки, когнітивні особливості сприйняття цих текстів студентами. Визначено, що дигітальне і традиційне читання потребують роз¬витку окремих навичок із застосуванням різних методів викладання та стратегій навчання. Зазначено три підходи до читання іноземною мовою: структурний, когнітивний, метакогнітивний. Розглянуто застосування релевантних теорій для дигітального читання іноземною мовою. Представлено основні класифікації метакогнітивних страте¬гій, які використовуються під час читання іноземною мовою, в тому числі й на електронних носіях, до яких входять глобальні, допоміжні та стратегії вирішення проблем. Наведено визначення понять «скімінг» і «сканування» як гло¬бальних метакогнітивних стратегій. Описано експеримент, у процесі якого було виявлено відмінності у результатах виконання завдань зі сканування, скімінгу і розуміння прочитаного залежно від формату тексту, який застосовувався під час заняття. Проаналізовано результати опитування щодо відмінностей застосування стратегій в процесі ди-гітального і традиційного читання. Окреслено основні переваги та недоліки обох форматів, на які звертають увагу студенти-перекладачі. Визначено, що основними недоліками читання на електронних носіях є нижчий рівень концен¬трації уваги, відсутність фізичного контакту з книгою, незручність виділення ключової інформації та створення по¬значок; а головними перевагами – можливість налаштовувати розміру тексту та доступність дигітальних текстів онлайн. Зазначено, що наявні недоліки можна компенсувати шляхом візуальної організації тексту. На основі отрима¬них даних надано рекомендації щодо запровадження елементів дигітального читання на заняттях з іноземної мови. Ключові слова: дигітальне читання, розуміння прочитаного, скімінг, сканування, друкований текст, викла-дання іноземної мови. The article deals with the concept of implementing digital reading into English as a foreign language (EFL) learning process in translator-interpreter training. The importance of digital literacy in professional and educational spheres, and its interconnection with digital reading is explained. The article considers definitions of digital text and printed text, points out the main differences between them, weighs their advantages and disadvantages, outlines key peculiarities of reader’s cognitive perception of both types of texts. It is determined that digital and conventional readings require development of different skills, use of various methods and strategies. Three approaches to EFL reading are described, i.e. structural, cognitive and metacognitive. The application of their theoretical frameworks to the digital reading in language education is described. The paper offers a classification of metacognitive strategies used during the process of EFL reading, such as global, problem-solving and supporting strategies. The terms skimming and scanning are defined as global metacognitive processes. The results of the pedagogical experiment aimed at using different reading strategies in the process of conventional and digital reading, as well as students’ performance differences, perceptions and attitudes are presented in the paper. The main advantages and disadvantages of both printed and digital texts from translation students’ perspective are identified. It is determined that the core disadvantages of digital reading are lower levels of concentration and focus, lack of physical contact with a book, inconvenient note-taking and highlighting of key information. Whereas the key advantages are such as the possibility to adjust a font size, online availability and free access to downloading of digital texts. Using visual organization of digital texts appears to compensate for the abovementioned drawbacks. Some recommendations on implementation of digital reading into EFL classes are given based on the analyzed data. Key words: digital reading, reading comprehension, skimming, scanning, printed text, foreign language teaching. DOI https://doi.org/10.24919/2308-4863.2/28.208674

Reading Experience Librarianship: Working with Readers in the 21st Century

Article

Jan 2021
J DOC

Purpose: Addressed to the audience of LIS educators at all levels, from full-time and adjunct faculty teaching in LIS programs, to librarians and library consultants delivering professional development training, to practitioners who work with readers in all types of libraries, this article makes a case for replacing the term “readers’ advisory” with the term “Reading Experience (RE) librarianship” as a designator of the current professional practice. Design/methodology/approach: Using historical and discursive analysis based on the extensive literature review, this article argues that a number of factors call for the change in terminology: changes in the human factor (i.e., changes in readers and reading behavior; and changes in relationships between readers and librarians) and changes in the library environment (the rise of “experience” in libraries; a greater commitment to outreach and community engagement; and the fact that librarians are already practicing RE librarianship without recognizing it as such). It also examines the role of LIS educators in fostering and supporting RE librarianship. Findings: On the one hand, the new terminology will be more reflective of the work that reader service librarians currently do, thus doing justice to a wide range of activities and expanded roles of librarians; on the other hand, it will serve as an imperative and a motivator to further transform reader services from in-house interactions with and programs for avid readers into a true community engagement, with much broader goals, scope, and reach. Originality: The article stands to coin a new professional term for the transformed library practice, thus recording a radical change in longstanding professional activities and encouraging new community-oriented thinking about the expanded role of librarians in promoting reading in diverse social environments.

ФОРМУВАННЯ НАВИЧКИ ДИГІТАЛЬНОГО ЧИТАННЯ У СТУДЕНТІВ-ПЕРЕКЛАДАЧІВ

Article

Jul 2020

Student Engagement in Improving Access to Taught Course Content at LSE Library: practicalities and Pitfalls

Article

Jul 2020

Nadia Marks

As in other academic libraries, LSE Library does not meet student expectations for access to core readings despite increasing provision. We used user experience research to gather evidence of student experience, behaviours, and preferences for taught course content with the aim of making improvements. We found that convenience is the deciding factor for students in choosing what and how to read due the necessity of keeping up with weekly reading. They prefer PDF journal articles due to their structure and functionality and dislike e-books. This suggests that for book chapters we should offer accessible scans where possible while advocating for improved e-book functionality and licencing. Our research underlines the role of liaison librarians in encouraging appropriate use of reading lists so that they scaffold rather than spoon-feed, as students appreciate well-structured and signposted reading lists, but approach their reading instrumentally. Our next step is to engage with teaching staff.

Equitable student success via library support for textbooks

Article

Jul 2020
Ref Serv Rev

Purpose The cost of course materials to the individual student has increased over the past decade, contributing to educational inequity. Open educational resources (OERs) may be a solution and research validates their positive impact on student success outcomes (Colvard et al. , 2018; Feldstein et al. , 2012). Few studies, however, examine the role that library collections play in addressing course materials cost and student success. This paper aims to investigate whether materials costs are a significant factor in course pass rate and whether the library has a positive impact on pass rates. Design/methodology/approach Using required texts listed in syllabi for select undergraduate courses at California State University, Northridge (CSUN), the authors compare course materials costs for each course to the pass rate. The authors then measure the impact of course materials cost on the achievement gap between Pell Grant eligible and non-eligible students. Findings This study confirms previous research indicating that reduced course materials costs have a measurable impact on student success, in that the total minimum cost of required materials has a statistically significant effect on the percentage of students who pass a course. However, course reserves slightly increase the disparity between high-income and low-income students, suggesting that course reserves are a less effective way of supporting the latter compared to OERs. Originality/value This study is unique in examining the effect of the cost of course materials on students, regardless of the source of cost reductions. Most literature focuses on the qualitative efficacy of OERs instead of measured impact or the relationship between the cost of course materials and student success. The authors investigate the connection between OERs, library engagement and student success.

Čitanje u ranoj adolescenciji

Book

Full-text available

Jul 2020

Monografija Čitanje u ranoj adolescenciji financirana je u sklopu Erasmus plus projekta Boys reading koji je dobio dvogodišnje financiranje za razdoblje od 2014. do 2016. godine i provodio se na tri razine: međunarodne suradnje u prijenosu ideja dobre prakse, implementaciji dobre prakse i istraživanju glavnih postavki i rezultata implementacije dobre prakse. Lista autora čiji su radovi sastavni dio ove publikacije ukazuje na različita područja znanstvenog bavljenja. Različite studije prikazane kroz poglavlja ove znanstvene monografije rezultat su istraživačkih aktivnosti koje su se provodile u okviru projekta Boys reading, ali i neovisnih studija koje su se u istom vremenskom razdoblju provodile u Republici Hrvatskoj. Sadržajno, ova monografija namijenjena je znanstvenicima, istraživačima, nastavnicima i studentima koji se bave područjem pismenosti, motivacije i uključenosti u čitanje, postignućima u čitalačkoj pismenosti i rodnim razlikama s obzirom na motivaciju i čitalačka postignuća. Monografija je podijeljena u tri dijela i njima pripadajuća poglavlja. Prvi dio uključuje četiri poglavlja s radovima o poticanju čitanja i stavovima prema čitanju. Drugi dio posvećen je temi poticanja čitanja kroz kurikulum i uključuje tri poglavlja, dok se u trećem dijelu u koji su uvrštena tri rada progovara se o čitateljskim navikama studenata te ulozi medija u razvijanju čitalačke pismenosti.

The Rise of E-Reading

Article

Full-text available

Jan 2012

Adoption of E-Book Readers Among College Students: A Survey

Article

Full-text available

Sep 2011
INFORM TECHNOL LIBR

Nancy M. Foasberg

To learn whether e-book readers have become widely popular among college students, this study surveys students at one large, urban, four-year public college. The survey asked whether the students owned e-book readers and if so, how often they used them and for what purposes. Thus far, uptake is slow; a very small proportion of students use e-readers. These students use them primarily for leisure reading and continue to rely on print for much of their reading. Students reported that price is the greatest barrier to e-reader adoption and had little interest in borrowing e-reader compatible e-books from the library.

Teaching Notes: Paper or Pixels? An Inquiry into How Students Adapt to Online Textbooks

Article

Full-text available

Mar 2006

Robert F. Vernon

This case study investigated how 23 students adapted to using a completely online textbook in lieu of a traditional paper text. All were enrolled in a single advanced MSW practice course. A variety of adaptation styles evolved. The students' primary strategy was to revert to making paper copies when permitted to do so instead of reading the assigned materials online. While a few students adapted to the electronic textbook, most generally did not because of interface design, time constraints, and study strategies. Implications for further research on relying completely on electronically-distributed reading materials are discussed.

The Impact of Internet and Television Use on the Reading Habits and Practices of College Students

Article

Full-text available

Apr 2009
J ADOLESC ADULT LIT

How much time do college students spend reading for recreational and academic purposes? Do Internet and television use displace or interfere with reading time? In this study, we used an innovative time‐diary survey method to explore whether the time students spend on the Internet or watching television displaces time that would be spent reading for academic or recreational purposes. كم من الوقت يقضي طلاب الجامعة في القراءة لأسباب المطالعة والدراسة؟ هل استخدام التلفاز أو الشبكة العالمية يحل محل القراءة أو يتدخل فيها؟ في هذه الدراسة استخدمنا مسحاً مبدعاً قائماً على كتابة يوميات بصدد قضاء الوقت كي نستقصي إذا كان الوقت الذي يقضي فيه الطلاب على الشبكة العالمية أو مشاهدة التلفاز يحل محل الوقت الذي كانوا قد سيقضوه بالقراءة لأسباب الدراسة أو المطالعة. 大学生究竟花多少时间于为消遣和为学术目的而阅读？互联网和电视的使用有没有取代或妨碍学生阅读的时间？在本研究中，我们采用一个创新的时间日记调查方法，以探究大学生花在互联网或看电视的时间有没有取代他们会用于为学术或为消遣目的而阅读的时间。 Combien de temps les étudiants de licence passent‐ils à lire à des fins récréatives et d'étude ? Est‐ce que l'utilisation d'Internet et de la télévision remplace ou interfère avec le temps consacré à la lecture ? Nous avons dans cette étude utilisé une méthode d'enquête innovante de journal budget‐temps quotidien pour savoir si le temps que les étudiants passent sur Internet ou à regarder la télévision remplace le temps qu'il auraient passé à lire à des fins récréatives ou d'étude. Сколько времени тратят студенты колледжа на развлекательное и академическое чтение? Оказывают ли Интернет и телевидение существенное воздействие на время, которые студенты посвящают чтению? В данном исследовании был использован инновационный метод – сочетание дневника учета времени и анкетирования, – который позволяет ответить на эти вопросы. ¿Cuánto tiempo pasan los estudiantes colegiales leyendo, ya sea para entretenerse o para sus estudios? ¿Acaso la televisión y el Internet les quitan tiempo a estas actividades? En este estudio usamos un método innovador en forma de una encuesta de diario‐de‐tiempo para ver si el tiempo que los estudiantes pasan en el Internet o viendo televisión les quita tiempo que le hubieran dedicado a la lectura de recreo o de estudio.

UK scholarly e-book usage: A landmark survey

Article

Full-text available

Jul 2008
ASLIB PROC

Purpose This JISC funded UK National E‐Books Observatory study is a benchmarking survey of e‐book usage and perceptions in more than 120 participating universities. The paper aims to present the results that investigated: use of e‐books in general (methods of obtaining e‐books, reasons for using, viewing/reading behaviour in connection with e‐books); use of e‐books provided by the library; use of JISC collection texts (use and awareness); use of the library and print material in general. Design/methodology/approach The study is based on an online survey which was conducted between 18 January and 1 March 2008, over which period 22,437 full or partial responses were received. Findings The study shows that e‐book penetration is very strong (61.8 per cent of all students are already using them in connection with their scholarly work, as teachers or students), so the e‐book revolution has already happened but clearly it has some way to go. Originality/value The paper presents the results of the biggest survey of its kind ever conducted, which represents a huge advance in one's knowledge of e‐book use on a national scale.

Student Attitudes and Behaviors Towards Digital Textbooks

Article

Full-text available

Jun 2011

Mitchell Weisberg

The purpose of this article is to add to the collective body of knowledge on student behavior and attitudes relative to the adoption of digital textbooks. The article summarizes an ongoing research project that examines past, current and evolving behavior in the classroom related to digital textbooks and school. It includes students, faculty and administrative attitudes behaviors and perceptions. This research was undertaken at the Sawyer Business School of Suffolk University in Boston, Massachusetts. Student attitudes and behavior toward their use of digital textbooks (eTextbooks) in higher education was examined in an ongoing longitudinal study over two years at Sawyer Business School, Suffolk University. Students in the class were divided into six teams. Five of the teams were assigned an eTextbook device and the sixth team was given a paper textbook for use through the semester. The digital technologies examined were: Amazon Kindle, Sony eReader Touch, Apple iPad, enTourage eDGe, and CourseSmart. Student attitudes and behaviors were examined pre and post class by survey each semester, and during the semesters through quizzes, journals and classroom discussion. Differential learning was measured between the six teams. Student attitudes and behaviors are becoming more receptive to and accepting of using digital textbooks each year. There was no significant difference in learning between the eTextbook devices teams or between them and the paper textbook team.

A Diary Study of Work-Related Reading: Design Implications for Digital Reading Devices.

Conference Paper

Full-text available

Jan 1998

In this paper we describe a diary study of how people read in the course of their daily working lives. Fifteen people from a wide variety of professions were asked to log their daily document activity for a period of 5 consecutive working days. Using structured interviews, we analysed their reading activities in detail. We examine the range of reading activities that our subjects carried out, and then pre- sent findings relating to both common characteristics and variation across the sample. From these findings, we discuss some implications for the design of digital readiig devices. will also vary depending on whether one is considering reading at work or at home, and will depend on the kind of work environment one considers. The purpose of the study reported in this paper is to begin to answer these questions in a systematic, empirical way, within real work settings. While not discounting reading for leisure, this study focuses on work-related activities, whether they happen "at work" or in the home. We deliber- ately chose a sample of people who have very different types of jobs, across a range of different vertical markets. We did this because we were interested in exploring the range and diversity of work-related reading activities, as well as any commonalities that might nonetheless emerge despite this diversity. Our approach was to ask subjects to keep daily logs of their document activities, and then to unpack and expand these descriptions through structured interviews (a method successfully used previously, e.g., (2,

Reading revolutions: Online digital text and implications for reading in academe

Article

Full-text available

Jun 2011

Barry Cull

While the Internet is a text-saturated world, reading online screens tends to be significantly different from reading printed text. This review essay examines literature from a variety of disciplines on the technological, social, behavioural, and neuroscientific impacts that the Internet is having on the practice of reading. A particular focus is given to the reading behaviour of emerging university students, especially within Canada and the United States. A brief overview is provided of the recent transformation of academic libraries into providers of online digital text in addition to printed books and other materials, before looking at research on college students' preferences for print and digital text, and the cognitive neuroscience of reading on screen.

Personal Growth, Habits and Understanding: Pleasure Reading Among First-Year University Students

Article

Full-text available

Dec 2010

Objectives – This study examines the reading habits and experiences of first-year undergraduate students at Dalhousie University and the University of King’s College in Halifax, Nova Scotia, Canada.Methods – First-year undergraduate university students (aged 18 to 20) were recruited to take part in focus group discussions and responses were analysed to examine the following topics: (1) the role of reading in their lives, both academic and personal; (2) the development of reading habits from childhood; (3) reading engagement strategies; and (4) selection strategies.Results – This study suggests that reading for pleasure is a well-established habit amongst many first-year undergraduate students. First-year undergraduates primarily read for pleasure in order to relax but also recognize that pleasure reading can play a positive role in their academic performance, enhancing their range of background knowledge as well as their active vocabulary.Conclusions – The conclusions of this research provide recommendations for librarians and university administration to engage students and increase rates of retention in postsecondary institutions. In particular, recommendations related to the importance of pleasure reading collections, campus reading programs, book clubs, readers’ advisory services and quiet and comfortable reading areas in academic libraries are provided.

Open educational resources in higher education: A guide to online resources

Article

Jun 2012

Texts of our institutional lives: Studying the "Reading Transition" from high school to college: What are our students reading and why?

Article

Jul 2008

The authors discuss a survey of reading practices that they administered to students at their home institution, the University of Arkansas, as well as logs that students at the school kept of their daily reading acts. An important finding was that, contrary to possible belief, students at this university are reading quite a bit, although they are not spending much time on materials assigned in their courses. The authors propose some methods for boosting students’ interest in academic texts, and they call for other institutions to conduct similar studies.

E-books are good if there are no copies left: A survey of e-book usage at UWE Library Services

Article

Sep 2009

This article outlines research carried out with students and academic staff at a large UK university library on how e-books are being used for learning, teaching and research. It was discovered that e-books are meeting many of users' needs, especially in terms of accessibility, but there are still concerns about subject coverage and the impact on students' learning. There are various reasons why e-books are beneficial in developing an academic library collection, most particularly for reference materials and essential readings, but librarians need to work closely with academic staff to integrate use of e-books effectively into learning and teaching, taking care that licence and access implications are better understood. The drivers to the use of e-books appear to be outweighing the barriers, although the latter will require considerable effort on the part of librarians within their institutions and also in terms of communicating concerns to e-book providers.

College Student Academic Online Reading: A Review of the Current Literature

Article

Jul 2014

Kate Sandberg

Reading, Risk, and Reality: College Students and Reading for Pleasure

Article

Aug 2010

News reports and well-publicized government studies have led to a popular perception that reading is an endangered activity, particularly among youth. In this study we surveyed college students, librarians, and college writing instructors about students' attitudes toward reading for pleasure, examine barriers to voluntary reading among college students, and explore academic libraries' potential role in promoting reading. Our findings suggest that students have a far higher interest in reading than is typically believed and recommend steps academic librarians can take to encourage reading for lifelong learning.

Contradictions and Consensus -- Clusters of Opinions on E-books

Article

Mar 2010

Q methodology was used to determine attitudes and opinions about ebooks among a group of faculty, graduate students, and undergraduates at Miami University of Ohio. Oral interviews formed the basis for a collection of opinion statements concerning e-books versus print. These statements were then ranked by a second group of research participants. Factor analysis of these rankings found four distinct factors that reveal clusters of opinions on e-books: Book Lovers, Technophiles, Pragmatists, and Printers. Two of the four factors take a more ideological approach in their understanding of e-books: Book Lovers have an emotional attachment to the printed book as an object, while Technophiles feel just as strongly about technology. In contrast, the other two factors are more utilitarian: Printers might find e-books more palatable if usability were improved, while Pragmatists are comfortable with both print and e-book formats.

Engaging Staff And Students With E-books In A University Setting

Chapter

Jan 2011

E-Book Readers for Full-Time MBA Students: An Investigation in Manchester

Article

Apr 2012
J Bus Finance Librarian

This article is an investigation of the use of e-book readers by MBA students at the Manchester Business School of the University of Manchester. In Summer 2010 we undertook a pilot study with a small number of MBA students in order to gauge the effectiveness of e-book readers as an alternative means of accessing their course readings. The findings of this study are presented in tandem with discussion of the drivers behind the project and an overview of similar developments at other educational institutions globally, concluding with the results of our pilot and wider implications.

A Time Use Diary Study of Adult Everyday Writing Behavior

Article

Jan 2010
WRIT COMMUN

The present study documents everyday adult writing by type of text and medium (computer or paper) in an in vivo diary study. The authors compare writing patterns by gender, race/ethnicity, educational attainment, age and working status. The study results reveal that (a) writing time varied with demographic variables for networkers, but these variations disappear for workers; (b) all demographic groups spent more time writing documents than prose; (c) most demographic groups spent an equal amount of time writing using computers and paper, but younger and higher educated groups spent more writing time on the computer, while older and less educated groups spent more time writing using paper than the computer; and (d) workers spent more time writing using computers than paper. Implications of the study findings are discussed, and suggestions for future research are also given.

Analytic and pragmatic factors in college students’ metacognitive reading strategies

Article

Apr 2004
Read Psychol

The present study describes the development and validation of a self-report instrument that is designed to measure college students' use of reading strategies for comprehension and for studying while reading school-related materials. Principal components analysis (PCA) of an initial sample (n = 575) of college students showed that the Metacognitive Reading Strategies Questionnaire (MRSQ) measured two constructs: analytic cognitions aimed at reading comprehension, and pragmatic behaviors aimed at studying and academic performance. Cross-validation of the constructs with a second sample (n = 574) revealed that the MRSQ demonstrates high validity and internal reliability, simple and stable structure, and meaningful interpretability.

"But I Want a Real Book": An Investigation of Undergraduates' Usage and Attitudes toward Electronic Books

Article

Mar 2008
REF USER SERV Q

Cynthia L. Gregory

During the fall of 2004, the Head of Electronic Resources at the College of Mount St. Joseph's Archbishop Alter Library conducted a survey using a paper-based questionnaire and administered it to several randomly chosen undergraduate courses. The goal of the study was to investigate the college's undergraduates' usage and attitudes toward electronic books. The study grew from the college librarians' informal observations of students' reactions, many times negative, to e-books over a four-year period. Results ran counter to what one might expect of undergraduates belonging to the Millennial or "net" generation. The findings show that students have mixed feelings about using e-books; students will use e-books but prefer using traditional print books. The study gives insight into where electronic and print media are in the current academic realm.

Electronic Book Usage: A Survey at the University of Denver

Article

Jul 2006
PORTAL-LIBR ACAD

Michael Levine-Clark

In the spring of 2005, the University of Denver's Penrose Library conducted a survey of its users to determine their degree of awareness of electronic books, how and why they use them, and their level of satisfaction with the format. It is clear from vendor-supplied usage statistics that electronic books are used, but it is not clear how or why they are used. The survey addressed electronic books in general and netLibrary specifically. Survey results show that e-books are used by about half of the campus community. Of these users, most utilize them only occasionally. These e-book users like the convenience of being able to access materials from home and the ability to search within the text. Most respondents read only small portions of e-books, suggesting perhaps that print volumes are a better alternative for immersion in the text. Most respondents (over 60 percent) indicate a preference for print books over electronic, but an even larger number (over 80 percent) indicate a degree of flexibility between the two formats. Respondents are generally pleased with the e-book format.

Studying for success: Diaries of students' study behaviours

Article

Feb 2011

The current study examined students' study behaviours using a diary methodology. Given the limitations of previous investigations, participants were asked to complete daily study diaries for 10 days prior to a course test to assess students' actual study behaviours. Results showed that students engaged in a diverse set of behaviours with only some of them (i.e., active strategies) predicting academic outcomes including test performance, course grade, and overall grade point average. Implications, as well as the need for further research, are discussed.

Evaluating the Electronic Textbook: Is It Time to Dispense With the Paper Text?

Article

Feb 2008
TEACH PSYCHOL

We examined the perceptions and performance of students who used an electronic versus a traditional paper textbook. Introductory psychology students (N = 392) who chose between the 2 formats did not differ in course grades. However, students using the electronic text reported spending less time reading for class compared to students using the paper text and generally evaluated the electronic text unfavorably. No student who purchased an electronic text in a prior class chose to purchase it for introductory psychology. These findings suggest that it may be premature to abandon the paper text in favor of the electronic text.

Families that read: A time‐diary analysis of young people's and parents' reading

Article

Oct 2010
J RES READ

Killian Mullan

Parents can play an important role in assisting their children to learn to read, and can act as good role models in promoting reading behaviour. While there has been a raft of research on the impact of parents as teachers, there has been little empirical analysis on the impact of parents in modelling reading. Addressing this gap in the literature with time-diary data, this paper presents a study of the association between parents' and young people's reading in the United Kingdom. The paper finds a strong association between parents' and young people's reading concentrated in households where parents are observed to read for more than 30 minutes per day. In addition, mothers' reading is associated primarily with girls' reading (especially in lone-mother households), while fathers' reading is strongly associated with boys' reading. Some implications for campaigns to encourage young people's reading through increased parental reading are discussed.

E-book usage in an academic library: User attitudes and behaviors

Article

Dec 2009

Wendy Allen Shelburne

This paper presents the results of a large scale survey designed to investigate usage patterns and library patron attitudes toward e-books. The survey reveals a university community's discovery and knowledge of e-books, their likes and dislikes about book content in electronic format as opposed to print, and their predictions of how they will use electronic and print book materials in the future. The survey shows that acceptance of e-books has reached a level where they have become an important library service. The results, based on a study conducted in collaboration with Springer, break down e-book awareness and attitudes into faculty, graduate student, and undergraduate student constituent groups. Additionally, statistics are presented to complement the survey results by showing that the usage of e-book content at the University of Illinois is increasing at a rapid pace.1

Capturing the online academic reading process

Article

Mar 2008
INFORM PROCESS MANAG

Muhammad Asim Qayyum

Described here is a study of how students actively read electronic journal papers to prepare for classroom discussions. Eighteen students enrolled in a graduate course participated in this study; half of them read the documents privately, while the other half shared their readings. These readers were digitally monitored as they read, annotated, and shared the electronic (e-) documents over a course of several weeks during a semester. This monitoring yielded a comprehensive data bank of 60 e-documents (with 1923 markings), and 56 computer logs. Using semi-structured interviews, the reading, marking, and navigational activities of the participating readers were analyzed in detail. Under scrutiny were a range of activities that the subjects carried out. Analyses of the data revealed the types of markings that the users employ, and the ways in which those marking were placed. A derivation of the user-perceived functions of the marking structures was then carried out. The findings then lead to several implications for informing the design of reading and marking applications in digital libraries.

Active reading and its discontents: The situations, problems and ideas of readers

Conference Paper

May 2011

The increasing popularity of personal reading devices raises the question of how best to support so-called active reading, which involves acts like annotation, note taking, etc. Prior research addressed this question by observing the active reading process, and identifying disparities between computers and paper as a reading medium. We extend this research by 1) investigating the problems that readers experience in their real world tasks, 2) inquiring about their requirements for an ideal reading technology, and 3) updating earlier studies of naturalistic reading behavior, which are several years old now. We present here the results of our investigation, which included a diary study, interviews, and participatory design workshops.

The Imposition and Superimposition of Digital Reading Technology: The Academic Potential of E-readers

Conference Paper

May 2011

While rapid growth in e-reader use is receiving much attention in industry and academia, the use of e-readers for academic reading remains understudied. This qualitative study investigates how graduate students accomplish their academic reading and integrate an e-reader into their reading practices. Our work represents the first long-term study of e-reading on a production device (the Amazon Kindle DX). In this paper we contribute new knowledge to the discussion of the academic potential of e-readers by analyzing the meta-level relationship between reading tasks and associated reading techniques, students' compensation for the limitations of e-readers, and the hindrance of the human ability to construct cognitive maps of texts when using e-readers.

Transliteracy: Crossing divides

Article

Dec 2007

Transllteracy might provide a unifying perspective on what it means to be literate in the twenty-first century. It is not a new behavior but has only been identified as a working concept since the Internet generated new ways of thinking about human communication. This article defines transliteracy as "the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks" and opens the debate with examples from history, orality, philosophy, literature, and ethnography.

Not on the Same Page: Undergraduates' Information Retrieval in Electronic and Print Books

Article

Nov 2010
J ACAD LIBR

Selinda Adelle Berg, Clinical Medicine Librarian, University of Windsor, Windsor, Ontario, Canada, sberg@uwindsor.ca; Kristin Hoffmann, Head, Research & Instructional Services, The University of Western Ontario, London, Ontario, Canada, khoffma8@uwo.ca; Diane Dawson, Natural Sciences Liaison Librarian, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, diane.dawson@usask.ca Academic libraries are increasingly collecting e-books, but little research has investigated how students use e-books compared to print texts. This study used a prompted think-aloud method to gain an understanding of the information retrieval behavior of students in both formats. Qualitative analysis identified themes that will inform instruction and collection practices.

The Rise of E-Reading Pew Research Center's Internet & American Life Project

Lee Rainie
Kathryn Zickuhr
Kristen Purcell
Mary Madden
Joanna Brenner

Lee Rainie, Kathryn Zickuhr, Kristen Purcell, Mary Madden, and Joanna Brenner, " The Rise of E-Reading, " Pew Research Center's Internet & American Life Project (Washington, D.C., Apr.

Adoption of E-book Readers among College Students

Foasberg

Foasberg, "Adoption of E-book Readers among College Students."

Engaging Students with Ebooks in Further Education

Jan 2011
217-235

Sue Caporn
Lee Bryant
Karen Foster
Emma Ransley

Sue Caporn, Lee Bryant, Karen Foster, and Emma Ransley, "Engaging Students with Ebooks in Further Education," in E-books in Libraries: A Practical Guide, ed. Kate Price and Virginia Havergal (London: Facet Publishing, 2011), 217-35.

Reading-in-the-Small: A Study of Reading on Small Form Factor Devices

Jan 2002
56

Catherine C Marshall
Christine Ruotolo

Catherine C. Marshall and Christine Ruotolo, "Reading-in-the-Small: A Study of Reading on Small Form Factor Devices," in Proceedings of the 2nd ACM/IEEE-CS Joint Conference on Digital Libraries (Portland, Ore.: Association for Computing Machinery, 2002), 59-60, doi:10.1145/544220.544230. 11. Chelin et al., "E-books Are Good If There Are No Copies Left," 56.

E-books or Textbooks: Students Prefer Textbooks Student Attitudes and Behaviors toward Digital Textbooks Evaluating the Electronic Textbook: Is It Time to Dispense with the Paper Text Electronic Versus Traditional Text books: A Comparison of College Textbook Formats

Jan 2008
947-188

William Douglas Woody
David B Daniel
Crystal A Baker James
A Shepperd
Jodi L Grace
Erika J Koch

William Douglas Woody, David B. Daniel, and Crystal A. Baker, " E-books or Textbooks: Students Prefer Textbooks, " Computers & Education 55, no. 3 (2010): 947, doi:10.1016/j.compe- du.2010.04.005; Mitchell Weisberg, " Student Attitudes and Behaviors toward Digital Textbooks, " Publishing Research Quarterly 27, no. 2 (2011): 188–96, doi:10.1007/s12109-011-9217-4; James A. Shepperd, Jodi L. Grace, and Erika J. Koch, " Evaluating the Electronic Textbook: Is It Time to Dispense with the Paper Text? " Teaching of Psychology 35, no. 1 (2008): 2–5, doi:10.1080/00986280701818532; Jessica Siebenbruner, " Electronic Versus Traditional Text books: A Comparison of College Textbook Formats, " Journal on Excellence in College Teaching 22, no. 3 (2011): 75–92.

Students May Be Reading Plenty Chronicle of Higher Education

Apr 2013

Dan Berrett

Dan Berrett, " Students May Be Reading Plenty, But Not for Class, " Chronicle of Higher Education, May 1, 2013, available online at http://chronicle.com/article/Students-May-Be-Reading/138911/ [accessed 22 July 2014].

Pleasure Reading among First-Year University Students Evidence Based Library and Information Practice

Aug 2010
608630

Melanie Parlette
Vivian Howard

Melanie Parlette and Vivian Howard, " Pleasure Reading among First-Year University Students, " Evidence Based Library and Information Practice 5, no. 4 (2010): 60, available online at http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/8630 [accessed 22 July 2014].

A Time Use Diary Study of Adult Everyday Writing Behavior doi:10.1177/0741088310381260 Studying for Success: Diaries of Students' Study Behaviors Families That Read: A Time-Diary Analysis of Young People's and Parents' Reading

Jan 2010
3-33

Dale J Cohen
Sheida White
Steffaney B Cohen Jennifer
L Tomes
Louise Wasylkiw
Brittany Mockler

Dale J. Cohen, Sheida White, and Steffaney B. Cohen, " A Time Use Diary Study of Adult Everyday Writing Behavior, " Written Communication 28, no. 1 (2011): 3–33, doi:10.1177/0741088310381260; Jennifer L. Tomes, Louise Wasylkiw, and Brittany Mockler, " Studying for Success: Diaries of Students' Study Behaviors, " Educational Research and Evaluation 17, no. 1 (2011): 1–12, doi:10.1080/13803611.2011.563087; Killian Mullan, " Families That Read: A Time-Diary Analysis of Young People's and Parents' Reading, " Journal of Research in Reading 33, no. 4 (2010): 414–30, doi:10.1111/j.1467-9817.2010.01438.x.

available online at http://chronicle.com/blogs/ ticker/washington-state-project-completes-online-textbooks-for-81-courses

Apr 2013
59473

Ticker

Ticker, Chronicle of Higher Education, May 1, 2013, available online at http://chronicle.com/blogs/ ticker/washington-state-project-completes-online-textbooks-for-81-courses/59473 [accessed 22

Electronic Versus Traditional Text books: A Comparison of College Textbook Formats

Jan 2011
75-92

Jessica Siebenbruner

Jessica Siebenbruner, "Electronic Versus Traditional Text books: A Comparison of College Textbook Formats," Journal on Excellence in College Teaching 22, no. 3 (2011): 75-92.

E-books or Textbooks: Students Prefer Textbooks

Jan 2010
COMPUT EDUC
947

William Douglas Woody
David B Daniel
Crystal A Baker

William Douglas Woody, David B. Daniel, and Crystal A. Baker, "E-books or Textbooks: Students Prefer Textbooks," Computers & Education 55, no. 3 (2010): 947, doi:10.1016/j.compedu.2010.04.005;

Electronic Versus Traditional Textbooks

88-89

Siebenbruner

Siebenbruner, "Electronic Versus Traditional Textbooks," 88-89;

Chronicle of Higher Education

May 2013
22

Dan Berrett

Dan Berrett, "Students May Be Reading Plenty, But Not for Class," Chronicle of Higher Education, May 1, 2013, available online at http://chronicle.com/article/Students-May-Be-Reading/138911/ [accessed 22 July 2014].

Wired Campus, Chronicle of Higher Education

Jan 2010
22

Mary Helen Miller

Mary Helen Miller, "California Law Encourages Digital Textbooks by 2020," Wired Campus, Chronicle of Higher Education, Jan. 14, 2010, available online at http://chronicle.com/blogs/wiredcampus/california-law-encourages-digital-textbooks-by-2020/20526 [accessed 22 July 2014];

Quinn Presents Vision for Improving New York City Schools

Jan 2013

Kate Taylor

Kate Taylor, "Quinn Presents Vision for Improving New York City Schools," New York Times, Jan. 16, 2013; Ben Wolfgang, "S. Korea Leads Way for Paperless Classroom;

Lags with State Control Steps

Jul 2011
Wash Times

U.S. Lags with State Control Steps." Washington Times, July 19, 2011; Yasmeen Abutaleb, "Universities Push E-textbook Sales;

Open Educational Resources in Higher Education

Jul 2012
22

Student Use Becomes a Course Requirement," USA Today, Aug. 14, 2012. 39. A good overview can be found here: Eleanor J. Goldberg and Michael LaMagna, "Open Educational Resources in Higher Education," College and Research Libraries News 73, no. 6 (2012): 334-37, available online at http://crln.acrl.org/content/73/6/334.full.pdf+html [accessed 22 July

Project in Washington State Creates Online Textbooks for 81 Courses

Charles Huckabee

Charles Huckabee, "Project in Washington State Creates Online Textbooks for 81 Courses,"

Open Textbook Catalog

Jan 2012

July 2014] provides a good list of resources. 40. "Open Textbook Catalog," Open Academics, University of Minnesota's website, available online at https://open.umn.edu/opentextbooks/ [last modified 4 January 2012].