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Ebooks presentationppt palacrd2013
 

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    Ebooks presentationppt palacrd2013 Ebooks presentationppt palacrd2013 Presentation Transcript

    • Ebooks in the Academy:Impacts on Learning andPedagogyBeth M. Transue, MLSMessiah College Murray LibraryPALA CRD Spring WorkshopMay 20, 2013
    • This isn’t new!http://www.youtube.com/watch?v=pQHX-SjgQvQ
    • History of ebooks 1971 – Project Guttenberg – manuallytyped 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 withexcerpts and reviews
    • History 2006 – Google Books. Full text ofpublic domain or with permission.Excerpts or citation only from otherbooks. Most books digitized throughparticipating libraries. 2007-current – ereaders, ipad.
    • Ebooks and Academic StudyWhat does the research say?There is currently a usability dividebetween ebooks for leisure/linearreading, and for academic/non-linearreading.Survey contradictions: After usingebooks, about 60% still prefer print foracademic use (BISG, 2013). 58%prefer etexts for class
    • 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
    • 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
    • Cognitive Mapping Readers create structural map whilereading. Increases recall. (Payne &Reader, 2006) The “structure” of an ebook is critical.
    • Comparing Print to Ebook10th graders (digital natives) givenreading assignment in print or in pdf.(Mangen, 2013)Reading comprehension wassignificantly higher in group readingprint than group reading pdf.
    • 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
    • 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 relevantinformation more often than in print◦ No sense of place. Mentioned they felt“lost” in the book.
    • Library and Faculty Concerns atMessiah College No course reserves. Will students/faculty request ILL ofprint book when we have ebook? Revocable collection, cost. Ordering becomes more complex.
    • Messiah College StudentPerspectiveSwinging Bridge (student newspaper)article, October 2010“For novels, reference works, and allkinds of classic literature, e-readers aregreat…..
    • ….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)
    • Future developmentshttp://www.physorg.com/news/2012-01-smart-e-book-convenient-paper-based.html
    • ConclusionEnormous potential! Portability, storage, ADA, multimedialinks, supplements, social learning andconnectionsBut there are also serious obstacles.
    • Conclusion - Instruction How do we structure and teach aboutour ebook collection to minimizepedagogical and utilization challenges. Instruction should include:Basics, Creating a cognitive map ofthe ebook, Accesspoints, Searching, Annotating, Bookmarking
    • Conclusion - CollectionDevelopment Choice of format when orderingshould consider benefits ANDchallenges. Consider: discipline, use, location ofreader, reader preferences, ability toprint, licensing terms
    • SourcesBerg, S., Hoffmann, K., & Dawson, D. (2010). Not on the same page:Undergraduates information retrieval in electronic and print books. Journal OfAcademic Librarianship, 36(6), 518-525.BISG. (2013). More students are using the digital format but are harder to satisfy.Retrieved from: http://www.bisg.org/news-5-815-press-releasestudent-response-to-digital-textbooks-climbs-says-new-bisg-study.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. Campus Technology. Retrieved from:http://campustechnology.com/articles/2010/05/01/the-device-versus-the-book.aspxHickey, 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-academia
    • SourcesInternet2. (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.pdfMangen, A, Walgermo, BR, & Bronnick, K. (2013). Reading linear texts on paperversus computer screen: Effects on reading comprehension. InternationalJournal of Educational Research. 58: 61-68. 10.1016/j.ijer.2012.12.002Payne, SJ & Reader, WR. (2006). Constructing structure maps of multiple onlinetexts. International Journal of Human-Computer Studies. 64(5): 461-474.10.1016/j.ijhcs.2005.09.003Pearson Foundation. (2012). Survey on students and tablets. Retrieved fromhttp://www.pearsonfoundation.org/downloads/PF_Tablet_Survey_Summary_2012.pdf
    • Contact MeBeth Transue, MLSCollection Development LibrarianMessiah College Murray Librarybtransue@messiah.eduFacebook Beth TransueTwitter: @bmtransueLinkedIn: Beth Transue