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Real-time Reading: A Twitter-
based Diary Study of College
Students
Cristina Pattuelli
Libby Kaufer
Gina Shelton
Storey Si...
http://ilmanifesto.it/sulle-tracce-di-starbuck/
FLUID READING
Our digital existence
is concerned with the
“sea change in the
way we read and
think.”
—Nicholas Carr, Is Go...
BACKGROUND
■  Great deal of research on e-books and e-readers.
■  Primary focus on adoption and use, emphasis on
the conte...
EVERYDAY LIFE READING
PROBLEM STATEMENT
■  CONTEXT:
What everyday life circumstances shape reading
experiences?
■  PRACTICE:
How is the nature o...
Focus groups
Real-time diary
Semi-structured interviews
MULTI-METHOD
APPROACH
METHODOLOGY
PARTICIPANTS
PARTICIPANTS
■  Undergraduate and Graduate Students
■  11 participants
■  7 completed all three phases of the...
FOCUS GROUPS
TOPICS OF DISCUSSION:
■ Positive and negative reading experiences; ideal
reading experience.
■ How participan...
FOCUS GROUPS
PRELIMINARY ANALYSIS:
■ Participants employ many reading strategies
depending upon the purpose of their readi...
TWITTER DIARY-STUDY
ETHNOGRAPHIC APPROACH
Diary method is used to collect person-level, spontaneous
data in a naturalistic...
TWITTER DIARY-STUDY
STUDY PROCEDURE
■  Week-long
■  Start the day after focus group
■  Event-contingent protocol (anytime ...
TWITTER DIARY-STUDY
STUDY PROCEDURE
■  At least one photo of a reading environment per
day
■  Participants used unique acc...
TWITTER DATA FREQUENCY
RESULTS:
Format by material type
RESULTS:
Academic vs. Leisure
TWITTER AS A DIARY METHOD
PRELIMINARY ASSESSMENT
■  140-character entries: PROS
—immediacy and real time context
—multimed...
FOLLOW-UP INTERVIEWS
One-to-one, semi-structure interviews conducted within
two weeks of conclusion of Twitter diaries to ...
■  Preferred reading environment (e.g., role of
commute)
■  Preferences as for medium and format
■  Changing habits
■  Clo...
RE/DEFINING READING
In my mind...I count sitting down with a book, a
physical book, or reading a book on Kindle, or on
my ...
ENVIRONMENT
INTERACTION
READING STRATEGIES
Readers tend to value
comfort (e.g., bed) and
social spaces (e.g., coffee
shops).
Majority of reading
experiences that
men...
Readers tend to create
personal reading
environments.
Typical hybrid ecosystem
that includes analog &
digital objects (inc...
■  Annotations
■  Modifying texts
■  Sharing
INTERACTION
Twitter diary photos
READING STRATEGIES
BUILDING A MODEL: work in progress
■  Sample size and participant typology
■  Access to e-books
■  Time constraints between different study phases
STUDY LIMI...
■  Deep analysis of data based on grounded theory.
■  Refinement and application of a theoretical
model of human behavior ...
Cristina Pattuelli: mpattuel@pratt.edu
Libby Kaufer: ekaufer@pratt.edu
Gina Shelton: gshelton@pratt.edu
Storey Sitwala: sr...
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Real-time Reading: A Twitter-based Diary Study of College Students

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As part of an ongoing research project focused on the use of e-books and e-reading devices (e.g., Kindle, Nook, iPad) in academic environments, this study reports on a novel methodological approach to investigate everyday reading habits of college and university students.

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Real-time Reading: A Twitter-based Diary Study of College Students

  1. 1. Real-time Reading: A Twitter- based Diary Study of College Students Cristina Pattuelli Libby Kaufer Gina Shelton Storey Sitwala School of Information and Library Science Pratt Institute, NY 2013 ALA CARROLL PRESTON BABER RESEARCH GRANT QQML 2014 | Istanbul | May 28, 2014
  2. 2. http://ilmanifesto.it/sulle-tracce-di-starbuck/
  3. 3. FLUID READING Our digital existence is concerned with the “sea change in the way we read and think.” —Nicholas Carr, Is Google Making Us Stupid? 2008. Vincenzo Agnetti, “Libro Dimenticato a Memoria”,1970 | source
  4. 4. BACKGROUND ■  Great deal of research on e-books and e-readers. ■  Primary focus on adoption and use, emphasis on the context of teaching and learning. ■  Cognitive aspects of digital reading and its implications on attention and content retention.
  5. 5. EVERYDAY LIFE READING
  6. 6. PROBLEM STATEMENT ■  CONTEXT: What everyday life circumstances shape reading experiences? ■  PRACTICE: How is the nature of reading changing in the digital age? ■  PREFERENCES: How do readers make decisions about reading format?
  7. 7. Focus groups Real-time diary Semi-structured interviews MULTI-METHOD APPROACH METHODOLOGY
  8. 8. PARTICIPANTS PARTICIPANTS ■  Undergraduate and Graduate Students ■  11 participants ■  7 completed all three phases of the study BARNARD COLLEGE: 5 PARTICIPANTS Majors: Biology (1), Architecture (1), undecided (3) Age: 18-24 PRATT INSTITUTE: 6 PARTICIPANTS School of Information and Library Science 3 full-time and 3 part-time Age: 18-24 (2), 35-44 (2), 45-54 (1), and 55-64 (1).
  9. 9. FOCUS GROUPS TOPICS OF DISCUSSION: ■ Positive and negative reading experiences; ideal reading experience. ■ How participants engage with reading material. ■ Likes/dislikes about particular formats. ■ What activities encompass "reading.”
  10. 10. FOCUS GROUPS PRELIMINARY ANALYSIS: ■ Participants employ many reading strategies depending upon the purpose of their reading (e.g. academic versus leisure). ■ Participants had strong preferences for reading formats depending on their purpose for reading. ■ Participants tended to favor print for academic and digital for leisure reading.
  11. 11. TWITTER DIARY-STUDY ETHNOGRAPHIC APPROACH Diary method is used to collect person-level, spontaneous data in a naturalistic setting. TWITTER To capture a snapshot of reality as the reading experience unfolds. In line with typology of participants. NOVELTY Twitter not leveraged as a on-the-fly diary method yet. Pilot.
  12. 12. TWITTER DIARY-STUDY STUDY PROCEDURE ■  Week-long ■  Start the day after focus group ■  Event-contingent protocol (anytime they read minus incidental reading—e.g., ads on the subway) ■  What to include in an entry (what they read, format, device, location, length of time, interaction, free format comments)
  13. 13. TWITTER DIARY-STUDY STUDY PROCEDURE ■  At least one photo of a reading environment per day ■  Participants used unique accounts. Privacy settings. Sent reminder tweets twice a day.
  14. 14. TWITTER DATA FREQUENCY
  15. 15. RESULTS: Format by material type
  16. 16. RESULTS: Academic vs. Leisure
  17. 17. TWITTER AS A DIARY METHOD PRELIMINARY ASSESSMENT ■  140-character entries: PROS —immediacy and real time context —multimedia capability (e.g., instant photos) —recorded archive for later analysis ■  140-character entries: CONS —limited expression capability —superficial self-reflection
  18. 18. FOLLOW-UP INTERVIEWS One-to-one, semi-structure interviews conducted within two weeks of conclusion of Twitter diaries to facilitate participants’ recollection of reading experiences and enforce data accuracy. 7 participants (6 in-person, 1 Skype) CAVEAT: preliminary analysis within one week from twitter diary phase to inform interview guide. Need great coordination on the part of the researchers.
  19. 19. ■  Preferred reading environment (e.g., role of commute) ■  Preferences as for medium and format ■  Changing habits ■  Close vs. fast reading ■  Perception of online reading ■  Feedback on the Twitter as a diary method Full transcription is complete and coding is ongoing. FOLLOW-UP INTERVIEWS
  20. 20. RE/DEFINING READING In my mind...I count sitting down with a book, a physical book, or reading a book on Kindle, or on my computer--that’s reading. But when I’m ...reading an article on the Internet, I don’t necessarily count that as reading. I had to keep pulling myself up and going, ‘Hang on, you are, and you actually have been reading for half an hour.’ ...It was interesting to see that I have that delineation. —Participant 11 (Follow-up interview)
  21. 21. ENVIRONMENT INTERACTION READING STRATEGIES
  22. 22. Readers tend to value comfort (e.g., bed) and social spaces (e.g., coffee shops). Majority of reading experiences that mentioned environment took place at home. ENVIRONMENT Twitter diary photo
  23. 23. Readers tend to create personal reading environments. Typical hybrid ecosystem that includes analog & digital objects (including devices for “on-the-go” reading). ENVIRONMENT Twitter diary photo
  24. 24. ■  Annotations ■  Modifying texts ■  Sharing INTERACTION Twitter diary photos
  25. 25. READING STRATEGIES
  26. 26. BUILDING A MODEL: work in progress
  27. 27. ■  Sample size and participant typology ■  Access to e-books ■  Time constraints between different study phases STUDY LIMITATIONS
  28. 28. ■  Deep analysis of data based on grounded theory. ■  Refinement and application of a theoretical model of human behavior and interaction to frame reading strategies. FUTURE WORK
  29. 29. Cristina Pattuelli: mpattuel@pratt.edu Libby Kaufer: ekaufer@pratt.edu Gina Shelton: gshelton@pratt.edu Storey Sitwala: sradziun@pratt.edu THANK YOU QUESTIONS? source: Flickr

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