Diane Mizrachi, Alicia M. Salaz, Serap Kurbanoglu and Joumana Boustany
This paper presents the complete findings from the Academic Reading Format International Study (ARFIS), the world's largest study of tertiary students' format preferences and…
Abstract
Purpose
This paper presents the complete findings from the Academic Reading Format International Study (ARFIS), the world's largest study of tertiary students' format preferences and behaviors. The analysis of ARFIS proceeded in two stages. This paper reveals results from the second stage for the first time and compares them with the earlier results. The authors then present and discuss the results from the combined datasets of 21,266 students in 33 countries.
Design/methodology/approach
A total of 44 members in the ARFIS research team distributed an online survey composed of 22 Likert-style, multiple choice and open-ended questions to tertiary students on their format preferences and behaviors. Inferential statistical analysis was used on participant responses, and descriptive statistics analysis was used on the combined amalgamated dataset.
Findings
Majorities of students in all countries consistently show preference for reading their academic texts in print. However, variations of preferences do occur between countries. Overall, the language of a reading does not affect reading format preferences, but national scores on this question are greatly diverse.
Originality/value
ARFIS is the largest study of its kind created through a collaboration of researchers in countries on six continents, collecting data in more than 20 languages. The sample size, rigorous statistical analysis and consistency of results strengthen the reliability of the findings. Analysis of the first dataset has received widespread recognition, but this paper is the first to publish the second dataset and the complete amalgamated results.
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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…
Abstract
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.
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This paper aims to investigate the reading format choices of students in a reading-intensive course when faced with options of purchasing their assigned readings in print…
Abstract
Purpose
This paper aims to investigate the reading format choices of students in a reading-intensive course when faced with options of purchasing their assigned readings in print, borrowing them from library reserves, accessing them from their course website or any combination thereof. It also seeks to map their behaviors to their academic aptitudes and achievements.
Design/methodology/approach
An online survey was distributed at the end of the quarter consisting of nine multiple-choice and open-ended questions on their format behaviors and academic aptitudes. Descriptive statistics, Chi-square tests and content analysis were used to obtain results.
Findings
Most students in this study purchased print copies of their assigned readings even though they were available for free both in the library and online. Over 72 per cent read their assignments either in“print” or “mostly in print”. However, the data did not produce evidence of correlations between format behaviors and SAT Writing scores or final grades in the course.
Research limitations/implications
The self-selected sample of participants appears to be academically homogeneous without enough diversity of behaviors and aptitudes to make generalizations. Replication of this study should be performed among a more academically diverse group of students.
Originality/value
Studies show that students prefer print to electronic format for academic readings, but they often cite factors like cost and convenience that impact their behaviors. Rather than survey general preferences, this study examines actual behaviors when presented with several format options and discusses why students make their choices.
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This paper proposes to present preliminary findings from a larger study which examine and describe five issues of undergraduates' academic information and library behaviors: where…
Abstract
Purpose
This paper proposes to present preliminary findings from a larger study which examine and describe five issues of undergraduates' academic information and library behaviors: where students begin their research; how they evaluate online sources; what library resources they use; what formats they prefer for reading academic material; and specific laptop behaviors. Student perspectives on these issues and their impact on libraries and information literacy outreach and instruction are discussed.
Design/methodology/approach
Three ethnographic methods were used to triangulate the data: tours of students' work areas in their dormitories, semi‐structured interviews, and free‐write essays about their information management systems. During October and November 2009, 41 participants were interviewed.
Findings
Undergraduates displayed a broad diversity of behaviors that reach beyond the stereotypical lifestyles of this age group as presented in popular media. Behavioral tendencies showed more of a hybridity of high‐tech and traditional formats and tools than a rush towards total embracement of the newest gadgets and applications. Students also showed an understanding of the need to create strategies that help them to lessen the ubiquitous distractions when trying to focus on their academic tasks.
Originality/value
Listening to students discuss their library and academic information behaviors and preferences can help librarians and educators to become more aware of their unique perspectives as one strives to create more student‐centered services and environments that incorporate the best of emerging technologies and the traditional academic library.
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Diane Mizrachi and Jaclyn Bedoya
This paper sets out to describe a successful collaboration between the UCLA Library and a campus‐based student television production team to create and broadcast a series of short…
Abstract
Purpose
This paper sets out to describe a successful collaboration between the UCLA Library and a campus‐based student television production team to create and broadcast a series of short library commercials. Librarians provide content ideas and editorial oversight; the students write, act, produce and broadcast these “Bites” on the Office of Residential Life cable television station. They are also converted to streaming video for access from the Library web page. Reactions and feedback on the clips from student focus groups provide valuable insight into the preferences and attitudes of the undergraduate population. This article also seeks to discuss library partnerships to produce videos and the use of visual media for marketing and instruction by public and academic libraries.
Design/methodology/approach
An extensive literature review of previous academic and public library video and television projects discusses the benefits of collaboration, costs, and lessons learned. The case study of LITE Bites details its genesis, production procedure, feedback from student focus groups, and future directions.
Findings
Library collaboration with the student production team is the key to the success of this project. The production team relishes the creative opportunity it presents them, and they learn about the library, its resources and services. Student viewers report that LITE Bites make the library seem friendlier and less intimidating. And the library is delighted by the successful cross‐campus collaborations and positive publicity and marketing.
Originality/value
This paper provides ideas and examples from this and other successful projects for other institutions considering ways of using television and other multi‐media venues for library outreach and instruction.
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Darija Pešut and Daniela Živković
This research is a part of an international study about the academic reading format preferences among students. The study aims to determine the preferred format among students…
Abstract
Purpose
This research is a part of an international study about the academic reading format preferences among students. The study aims to determine the preferred format among students considering the study materials used for different academic activities.
Design/methodology/approach
An online questionnaire was used to collect data from the students of the University of Zagreb. The students were approached through official library websites and were asked to answer 24 questions, out of which 16 were Likert-style statements.
Findings
The research presumes that students still prefer the print format to electronic, but with a slight variation in their choice when it comes to the purposes of reading and length of text. The results are discussed across various variables, e.g. language, number of pages and studying techniques. The variable of academic major was analysed using a chi-square test to check for possible associations with the students’ responses. Conclusions are made about the students’ general format preferences.
Research limitations/implications
Not all university libraries agreed to participate in the research. Therefore, the student population sample is not evenly distributed across all academic fields. Future research should aim for a more evenly distributed sample.
Originality/value
As part of an extensive international study, this research gives comparative results across multi-national student populations. The findings can also be used as the basis for further research on academic reading preferences in and outside Croatia.
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Allison Tran, Tom Babayan, Chris Christion and Cathy Palmer
To share conference highlights and introduce new speakers.
Abstract
Purpose
To share conference highlights and introduce new speakers.
Design/methodology/approach
A conference report of the LOEX‐of‐the‐West Conference held in June 2006 in Hawaii demonstrating trends and techniques in library instruction while addressing the use of current and emerging technologies in library instruction.
Findings
Library instruction must be relevant to students and compliment the academic programs in which they are enrolled. The theme of “Information literacy for a lifetime,” suggests how fluid the library landscape is and how necessary it is to incorporate appropriate technologies that are commonly used by students in their daily lives to support the goals for instruction.
Originality/value
Introducing sessions and presentations that utilized different instructional technologies this conference report suggests some rather creative strategies for teaching and offering bibliographic instruction.