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Article
Publication date: 1 July 2014

Irene Lopatovska, Aimee Slater, Caitlin Bronner, Houda El Mimouni, Leanora Lange and Victoria Ludas Orlofsky

This paper aims to report the results of a study that examined the ways in which graduate-level library and information science students make use of e-books and e-readers at an…

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Abstract

Purpose

This paper aims to report the results of a study that examined the ways in which graduate-level library and information science students make use of e-books and e-readers at an institution that does not offer e-books through its library. The paper can be used as a case study in the adoption of emerging technology.

Design/methodology/approach

The study used three research methods – a survey, focus groups and interviews – to investigate library and information science students’ reading habits and preferences.

Findings

The findings suggest that despite the barriers of access and usability, the students have generally incorporated e-books into their academic routines. The results also suggest the factors that contribute to reader preferences for e-book technology.

Research limitations/implications

The study sample was limited to one academic institution without e-book collection.

Originality/value

The article presents one of the very few studies that examine e-book reading of an academic population that does not currently have access to e-books through their academic library. Understanding the ways in which such a population accesses, uses and values e-books would help many academic libraries make decisions with regard to the selection, integration and marketing of e-books. Additionally, such a study could serve as the basis of a case study that seeks to understand the ways in which people who do not have ready access to technology through their institutions find ways to work around that obstacle.

Details

Library Review, vol. 63 no. 4/5
Type: Research Article
ISSN: 0024-2535

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Book part
Publication date: 24 June 2024

Aimee Quickfall and Phil Wood

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Abstract

Details

Transforming Teacher Work
Type: Book
ISBN: 978-1-83797-238-8

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Book part
Publication date: 22 November 2012

Danielle Mirliss, Grace May and Mary Zedeck

Preparing future teachers requires teacher educators to share both theory and its translation to best practice. Traditional approaches to this learning process include textbooks…

Abstract

Preparing future teachers requires teacher educators to share both theory and its translation to best practice. Traditional approaches to this learning process include textbooks, case studies, role-play, observation, and eventually fieldwork in a classroom. Understanding what their future students need or appropriately responding to situations in the classroom is far different than the reality of teaching in schools. Although case studies provide an opportunity for perspective taking, collaboration, and developing problem solving skills in a safe environment, it is still a relatively passive experience. The use of virtual worlds to create engaging simulations offers a possibility in bridging this gap between theory and practice. The School of Education and Human Services at Seton Hall University has designed a virtual world simulation to provide college students with the opportunity to be immersed in a virtual classroom setting in which they take on the roles of avatar teachers and grade school students who may require various modifications/accommodations. This chapter will discuss the design and implementation of this project. Data were collected on the students’ experiences in order to assess possible learning gains, affordances of the technology, and lessons learned for future educators who are considering the implementation of virtual world technologies.

Details

Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation
Type: Book
ISBN: 978-1-78190-241-7

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