Ebooks in the Academy: Impacts on Learning and Pedagogy


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PA Library Association Annual Conference. Presentation for Ebooks in the Academy: Theory and Implementation

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Ebooks in the Academy: Impacts on Learning and Pedagogy

  1. 1. Ebooks in the Academy:Impacts on Learning and Pedagogy Beth M. Transue, MLS Messiah College Murray Library PALA Annual Conference October 2, 2012
  2. 2. This isn’t new!http://www.youtube.com/watch?v=pQHX-SjgQvQ
  3. 3. History of ebooks 1971 – Project Guttenberg – manually typed print book text to create ebooks (Declaration of Independence)• 1993 – National Academy Press – publish some books in digital format. Free of charge. Sales increased.• 1995 – Amazon launched. Started with excerpts and reviews
  4. 4. History 2006 – Google Books. Full text of public domain or with permission. Excerpts or citation only from other books. Most books digitized through participating libraries. 2007-current – ereaders, ipad.
  5. 5. Ebooks and Academic StudyWhat does the research say? There is currently a usability divide between ebooks for leisure/linear reading, and for academic/non-linear reading. Survey contradictions: After using ebooks, about 75% still prefer print for academic use (BISG, 2011). 58% prefer etexts for class
  6. 6. Pilot StudiesCornell, Indiana U, U of MN, UVA, U of WICooperative etextbook pilot (Internet2, 2012)Liked: Portability, Storage, Costs, MultimediaFeaturesDisliked:readability, navigation, highlighting, annotating,note sharing, lose access at end of term, notaware of advanced featuresMost students preferred paper text at end ofpilot
  7. 7. Pilot StudiesUniversity of WA (Hickey, 2011)Less than 40% of students still usedereaders by the end of termCognitive mapping: studentscomplained that they couldn’t usephysical cues of book (location) to helpmemory, recall, and learning newmaterial
  8. 8. Comparing Print to EbookAbilene Christian University(Gertner, 2011)Compared comprehension and learningtransfer (application) in college studentsreading print or etext on ipadComparable results for comprehension.Significantly better results for learningtransfer with etext.
  9. 9. Comparing print to ebookUniversity of Western OntarioStudents instructed to find identicalpiece of information in identicalacademic print and ebookIn print, students used predictable linearand logical process to find information. • TOC, index, keywords, alternate words, scanning page
  10. 10. Comparing Print to EbookIn ebook, students were non-linear andthere was no predictable or logicalprocess to find information. ◦ Unaware of TOC or index. Poor searches. ◦ When scanning, missed seeing relevant information more often than in print ◦ No sense of place. Mentioned they felt “lost” in the book.
  11. 11. Ebooks at Messiah
  12. 12. Library and Faculty Concerns atMessiah College No course reserves unless unlimited concurrent users. Will students/faculty request ILL of print book when we have ebook? Revocable collection, cost. Ordering becomes more complex.
  13. 13. Messiah College StudentPerspectiveSwinging Bridge (student newspaper)article, October 2010“For novels, reference works, and allkinds of classic literature, e-readers aregreat…..
  14. 14. ….When I read non-fiction such asphilosophy or theology, however, I needto look ahead. I need to be able toquickly flip pages so that I can see thelayout of the argument. Then, when Ibegin to read from the beginning, mymind fills in the gaps. Mycomprehension is improved and Im lesslikely to get lost among the trees whilewalking through the forest.”(Brown, 2010)
  15. 15. Future developmentshttp://www.physorg.com/news/2012-01-smart-e-book-convenient-paper-based.html
  16. 16. ConclusionEnormous potential! Portability, storage, ADA, multimedia links, supplements, social learning and connectionsBut there are also serious obstacles.
  17. 17. Conclusion How do we structure and teach about our ebook collection to minimize pedagogical and utilization challenges. Instruction should include: Basics, Creating a cognitive map of the ebook, Access points, Searching, Annotating, Bookmar king, Social Features Choice of format when ordering should consider benefits AND challenges.
  18. 18. SourcesBerg, S., Hoffmann, K., & Dawson, D. (2010). Not on the samepage: Undergraduates information retrieval in electronic andprint books. Journal Of Academic Librarianship, 36(6), 518-525.BISG. (2011). College students want their books the old-fashioned way: in print. Retrieved from:http://www.bisg.org/news-5-603-press-releasecollege-students-want-their-textbooks-the-old-fashioned-way-in-print.phpBrown, T. (October 27, 2010). My new Kindle. Swinging Bridge.Retrieved from: http://www.messiahsb.com/my-new-kindle-1.2431877#.TzQ3RIGGs7ADemski, J. (2010). The device versus the book. CampusTechnology. Retrieved from:http://campustechnology.com/articles/2010/05/01/the-device-versus-the-book.aspx
  19. 19. SourcesGertner, RT. (2011). The effects of multimedia technology on learning.(Unpublished master’s thesis). Abilene Christian University. Retrieved from:http://www.acu.edu/technology/mobilelearning/documents/research/effects-of-technology-on-learning.pdfHickey, H. (2011). College students’ use of KindleDX points to ereader’s role inacademia. University of Washington. Retrieved from:http://www.washington.edu/news/articles/college-students2019-use-of-kindle-dx-points-to-e-reader2019s-role-in-academiaInternet2. (2012). Etextbook spring 2012 pilot. Retrieved from:http://www.internet2.edu/netplus/etext/docs/eText-Spring-2012-Pilot-Report.pdfLebert, M. (2009). A short history of e-books. Retrieved from http://www.etudes-francaises.net/dossiers/ebookEN.pdfPearson Foundation. (2012). Survey on students and tablets. Retrieved fromhttp://www.pearsonfoundation.org/downloads/PF_Tablet_Survey_Summary_2012.pdf
  20. 20. Contact MeBeth Transue, MLSCollection Development LibrarianMessiah College Murray Librarybtransue@messiah.eduFacebook Beth TransueTwitter: @bmtransueLinkedIn: Beth Transue