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This paper explores the following questions: What is reading all about, as our technical milieu becomes increasingly digital and our reading increasingly automated? What is entailed in closely reading a book, in studying and handling the book as an object? And what is the role of philosophy--and in reading philosophy--as we grapple with new technical modes of reading? Guided by philosopher Gilbert Simondon, this paper compares the language heuristics of large language models (LLM) with human reading practices, revealing parallel and diverging technical tactics, with the aim of increasing our understanding of how and why these algorithms are part of our technical reality. This comparison moves beyond concerns with automation and alienation, using Simondon's notions of technicity and transindividuality to philosophically analyze the nature of collaborative reading in a distraction economy, and the extent to which transformer neural network models achieve an implicit embodied or grounded sense of language-use.

Recently, electronic books (e-books) have become prevalent amongst the general population, as well as students, owing to their advantages over traditional books. In South Africa, a number of schools have integrated tablets into the classroom with the promise of replacing traditional books. In order to realise the potential of e-books and their associated devices within an academic context, where reading speed and comprehension are critical for academic performance and personal growth, the effectiveness of reading from a tablet screen should be evaluated. To achieve this objective, a quasi-experimental within-subjects design was employed in order to compare the reading speed and comprehension performance of 68 students. The results of this study indicate the majority of participants read faster on an iPad, which is in contrast to previous studies that have found reading from tablets to be slower. It was also found that comprehension scores did not differ significantly between the two media. For students, these results provide evidence that tablets and e-books are suitable tools for reading and learning, and therefore, can be used for academic work. For educators, e-books can be introduced without concern that reading performance and comprehension will be hindered.

This study sought to find out whether educated Arabs read paper or digital materials; which reading technologies they use; amount of material they read; the place where they read; how much time they spend on reading; when they read; how they reduce distractions; how they motivate themselves to read; how they interact with the text; their reading rituals; and whether there are significant differences in reading habits according to gender, age, area of specialty and educational level. Unsolicited responses to a Twitter survey from 172 male and female adult Arabs with different ages, educational levels and areas of specialty showed that 13.5% use reading technologies, 15% prefer to listen audiobooks, and 71.5% read paper books. 16% read an hour a day; the majority read less than an hour a day and 13% read whenever they can. Some read 10 pages a day; others finish three chapters/articles a week; 14% read before bedtime; 15% listen to audiobooks while driving, working out, walking, cooking, and running errands; 5% read during wait times; 4% read before they start work; 3% read during their break at work; 3% read in the afternoon; 3% read after sunset prayer, and over the weekend. Some carry their Kindle device with them and read anywhere. To reduce distractions, 23% set a specific time for reading; 12% stay away from their smart phones or turn their mobiles to the silent mode; 6% read in a quiet place; 6% use a timer; 3% drink coffee to focus; 2% listen to music; and some use a pencil and paper to take notes and underline. No significant differences were found among respondents in terms of gender, area of specialty, educational level, the type of material read, reading technologies and applications they use, how much time they allocate to reading, where they read, how they reduce distractions, how they motivate themselves to read, their reading rituals and how they interact with the reading material. The study gave recommendations for encouraging the young generation to read in the age of social media and distractions and which technologies help them develop better reading habits. [ABSTRACT FROM AUTHOR]

The present study examined two common mechanisms that are used to explain why reading on an electronic screen versus paper result in different reading outcomes: The Cognitive Map Mechanism and the Medium Materiality Mechanism. A laboratory experiment (N = 45), was conducted using a three-group comparison design (paper book vs. digital equivalent vs. digital disrupted view). Our hypotheses that were based on the cognitive map mechanism were largely supported. On the other hand, our hypotheses following the medium materiality mechanism were not sufficiently evidenced. Specifically, our results showed that the paper book was similar to its digital equivalent, and both were better than the digital disrupted view in terms of reading comprehension, feelings of fatigue, and psychological immersion. The findings implied that it is not the materiality of the presentation medium that influences reading outcomes, rather it is the extent to which the text presentation facilitates, or impedes, the reader's ability to construct a cognitive map that influences the reading process. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

This systematic literature review was undertaken primarily to examine the role that print and digitally mediums play in text comprehension. Overall, results suggest that medium plays an influential role under certain text or task conditions or for certain readers. Additional goals were to identify how researchers defined and measured comprehension, and the various trends that have emerged over the past 25 years, since Dillon’s review. Analysis showed that relatively few researchers defined either reading or digital reading, and that the majority of studies relied on researcher-developed measures. Three types of trends were identified in this body of work: incremental (significant increase; e.g., number of studies conducted, variety of digital devices used), stationary (relative stability; e.g., research setting, chose of participants), and iterative (wide fluctuation; e.g., text length, text manipulations). The review concludes by considering the significance of these findings for future empirical research on reading in print or digital mediums. [ABSTRACT FROM AUTHOR]

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement motivation. Self-reported student learning characteristic scores were associated with self-reported book purchases. For example, as student extrinsic motivation scores increased, number of paper books purchased for university study tended to increase. As student learning control belief scores increased, purchase of eBooks for university study tended to increase. Collectively, such results lend support to the conclusion that education students who embrace emerging technologies such as eBooks and who read for leisure perceive themselves as more able learners than students who do not embrace emerging technologies such as eBooks and who do not read for leisure. [ABSTRACT FROM PUBLISHER]

Recently, electronic books (e-books) have become prevalent amongst the general population, as well as students, owing to their advantages over traditional books. In South Africa, a number of schools have integrated tablets into the classroom with the promise of replacing traditional books. In order to realise the potential of e-books and their associated devices within an academic context, where reading speed and comprehension are critical for academic performance and personal growth, the effectiveness of reading from a tablet screen should be evaluated. To achieve this objective, a quasi-experimental withinsubjects design was employed in order to compare the reading speed and comprehension performance of 68 students. The results of this study indicate the majority of participants read faster on an iPad, which is in contrast to previous studies that have found reading from tablets to be slower. It was also found that comprehension scores did not differ significantly between the two media. For students, these results provide evidence that tablets and e-books are suitable tools for reading and learning, and therefore, can be used for academic work. For educators, e-books can be introduced without concern that reading performance and comprehension will be hindered. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research is to identify at what extent e-book reading reduces global warming potential (GWP) of book reading activities relative to that of reading only paper books. Past studies assume e-books and paper books are interchangeable during consumption, but adopting e-book reading can alter reading patterns in reality. This research comparatively assessed the GWP of reading only paper books and that of reading pattern of after e-reader adoption of consumer segments.Methods: We computed GWP of book reading activities of consumer segments that include a life cycle of paper book, e-book, and e-book reading device. Two e-book devices were considered: a designated e-book device (e-reader) and a tablet. The functional units are book reading activities per person and per person-book, which account the number of books purchased or acquired and the reading hours per person. We collected data through a web survey in the USA. Consumer segmentation was performed by analyzing the level of importance in the aspects of book reading activities as a measurement variable. To observe the changes in reading patterns upon e-reader adoption within the same population, we conducted a 3-month social experiment involving e-readers in the USA.Results and discussion: Adopting e-readers was discovered to reduce both the GWP per person and the GWP per person-book of book reading activities. The GWP of e-books read with an e-reader and the GWP of paper books were found to break even at 4.7 books per year, provided consumers read less than 11 h a day. According to the web survey, e-reader users purchase more than seven e-books annually on average, which resulted in a smaller GWP per person-book relative to that of one paper book. Furthermore, the GWP per person in the social experiment was smaller for e-reader adopters than those who only read paper books because they substituted e-books for paper books. The overall book reading volume remains unchanged upon e-reader adoption.Conclusions: Adoption of e-readers reduces the GWP from book reading activities with only paper books, provided more than 4.7 paper books are substituted by e-books annually, and provided consumers’ total consumption volume remain unchanged. E-reader adopters read sufficient number of e-books to break even with paper books. However, most e-reader adopters are yet to fully abandon paper books for e-books. Analyzing the differences in the reading experience between e-books and paper books is a future task. [ABSTRACT FROM AUTHOR]

Children's reading engagement is associated with the quality of their reading experiences and outcomes; however, research to date has only examined children's reading engagement within the context of traditional print books or digital texts. Augmented Reality represents a hybrid reading experience, where traditional paper books are augmented with digital features (e.g., animations, sounds, comprehension questions). This is the first study to examine children's perspectives and experiences of AR books, within the context of reading engagement. In total, 38 demographically diverse children (aged 8-10, 21 male, 17 English as an Additional Language, 14 ethnicities, nine with teacherreported reading difficulties) from the UK participated. After reading an AR book, children participated in interviews about their reading engagement. Deductive (themes) and inductive (subthemes) approaches to thematic analysis were used, examining children's AR reading experiences within the context of their behavioral, cognitive, affective and social engagement. The majority of children found AR books easy to use, and provided examples of how AR books supported their behavioral engagement (e.g., desire to read more/extend reading practices), altered their cognitive engagement (e.g., reading strategies, visual representation/use of imagination, comprehension monitoring), influenced their affective engagement: (e.g., diverse positive feelings), and social engagement (e.g., prompted interaction and discussion), providing examples suggesting similarities and differences with traditional print books. This paper provides novel in-depth insights into children's perspectives and experiences of AR books, and provides a foundation for researchers, educators, and AR book designers interested in better supporting children's reading experiences and outcomes with AR books. [ABSTRACT FROM AUTHOR]

The Intensive English Program (IEP) high-beginners looked proud for the first time since they had started the course months earlier, their e-books projected dazzlingly on the wall of the classroom. The adult-education class turned into a sea of raised hands and smiling faces, each learner eager to stand in front of the class and read the unique, colorful paper book they had created. The preschoolers clamored to read another story so they could draw a new ending to that one as well. What do these three groups of learners have in common? They are all excited to read more because they have been reading with a purpose: to create a new book based on the text they had just read and share their creation with their peers. [ABSTRACT FROM AUTHOR]

In light of growing evidence that many parents are deeply concerned about their young children's increasing technology use, in this paper we report on aspects of a study funded by the UK Economic and Social Research Council, where we sought to understand parents' views on children's digital book reading. We introduced seven families to four award-winning digital books (story apps and e-books), observed how the mothers mediated their children's digital book reading over a period of several weeks and subsequently interviewed the mothers about their shared reading experiences with the digital books. Focusing on the interview data and drawing on the theoretical framework of socio-materiality, this paper reports on how parents' views about digital book features were entangled with their social perceptions of the value of digital reading. Analysis of parents' accounts show three conflicted themes of trust/mistrust, agency/dependency and nostalgia/realism in parental attitudes towards their children's reading on screens. The paper concludes with a discussion of how these findings regarding the unresolved dichotomies inherent in parental views about their children's digital reading are highly relevant for future research on parental mediation of their children's learning with digital media. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to discuss reading habits in relation to printed books and eBooks. Design/methodology/approach – The study was structured in two steps: first, an online survey was used to trace a general profile of a group of Brazilian readers who had had previous contact with digital books. Second, a subset of respondents was invited to participate in open-ended interviews. Interviewees were chosen according to their responses to the profiling questionnaire. All interviews were semi-structured. Findings – The results indicate the existence of a synergy between digital and paper books. The decision between reading one or the other depends on several factors, amongst which the authors emphasise online accessibility, reading motivation (for work or for leisure), intended modes of use and appropriation, circumstances of use and emotional factors. Other elements of importance are the corporeality of the readers and the materiality of the devices used for reading. Originality/value – The departure point of the study was the perception that, in Brazil, the arrival of digital books was accompanied by an increase in the sales of printed books. This contradicts the idea that digital books and printed books are concurrent, and the growth of the eBooks market will inevitably lead to a decrease in the revenue from printed books. The initial hypothesis was that digital and printed books could be complementary. Addressing this question required knowledge of readers’ experience with and opinion of printed and digital books. The results of the qualitative study suggest that the relation between these two types of publication is not one of alternatives, but instead is one of synergy. Specific aspects of this synergy are highlighted in the paper. [ABSTRACT FROM AUTHOR]

Using a mixed study design of both qualitative and quantitative data analysis, this paper examined the implementation of Raz-Kids interactive electronic-books (e-books) levelled readers for shared reading in four preschool early literacy intervention classrooms (PELP) located at three different learning centres. The study looked at educational therapists' implementation of shared e-book sessions, projecting e-books onto a screen to extend the shared reading experience, and the impact this had on struggling readers' early literacy skills and comprehension. Participants included a diverse sample of 20 children and 5 Educational Therapists (EdTs). Following a brief training session to ensure consistency of approach across the sample, teachers conducted 10 e-book shared reading sessions, over a 10-week period. A pre and post informal curriculum-based measure was used and compared with a control group to assess learning. Results suggest that the use of Raz-Kids e-books had helped in improving pupils' comprehension skills and complement teaching, learning and reading engagement. It concludes that there is similar effect from shared reading using print books to shared reading using e-books, and that both support children's learning of discrete literacy skills, but may not be enough in helping them to become independent readers. [ABSTRACT FROM AUTHOR]

The study aimed to discover the impact of e-media on reading habits of teenagers aged 13-19 in Colombo district, Sri Lanka. A questionnaire was distributed among two schools to find out the demographic information, the nature and extent of reading habits, the media other than books that they are interested in and the attitudes towards Reading and E-media. Main conclusions of the study are that both groups using emedia as well as books and having positive attitudes towards reading, books and e-media. Using E –media does not affect their studies or social life. Since the majority of teenagers are heavy media users, the researcher suggests using e-media to enhance reading habits among them and to improve the quality of reading. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to clarify issues related to the contemporary study of audiobook practices, in order to aid subsequent research on topics related to reading, digital audiobooks and streaming subscription services. Design/methodology/approach: Using the concept of remediation, this paper covers four messy issues for audiobook researchers, primarily by developing the concept of reading by listening and then exploring the different remediations of the audiobook, clarifying the audiobook as a book and exploring the context of streaming subscription services. Findings: Reading is here conceptualised according to the human sense used when making meaning from text, with reading by listening suggested for reading done with the help of the ears. Three different forms of remediation can be seen in subscription-based audiobooks, related to format, content and sense. Audiobooks simultaneously follow traditions of reading aloud, remediates the printed book and previous audiobook formats. It is suggested that the content is what makes an audiobook a book. The concepts library model and bookshop model are introduced to understand different audiobook subscription service models. Originality/value: This is a research area on the rise with several messy issues and the concepts and clarifications in this paper may benefit future research. [ABSTRACT FROM AUTHOR]

Academic books are essential to humanities scholars. With the rapid development of digital publishing, digital reading has become mainstream, and electronic academic books are gradually being absorbed by humanities scholars. In this case, it is important to understand their use of reading tasks and strategies when reading electronic‐academic books, and to summarize the characteristics of their e‐book reading behaviour. This study therefore outlined the academic reading characteristics of humanities scholars, as well as their e‐book reading strategies and tasks. Subsequently, a user reading strategy questionnaire was compiled, and a survey conducted. Finally, descriptive statistics and sample paired t‐tests were adopted to obtain the usage of e‐book reading strategies of Chinese humanities scholars. Results showed that prior knowledge was the most used strategy, followed by understanding and decision‐making, self‐regulation, and self‐monitoring strategies. Significant differences in the frequency and preference of reading strategies in different e‐book reading tasks were also identified. This paper further discusses the characteristics of e‐book reading behaviour of humanities scholars, and the future direction of electronic academic book construction. [ABSTRACT FROM AUTHOR]

We explore the role that devices currently play in children’s book reading, finding that while children have relatively high access to devices with eReading capability, these devices are underutilised for reading purposes. While ownership of devices was negatively associated with reading frequency for both genders, its negative impact was more significant for girls than boys. We also found that when boys and girls identified themselves as daily readers, and where they had access to devices, they did not use them frequently for book reading, suggesting that paper book reading is still preferable for frequent book readers of both genders. [ABSTRACT FROM PUBLISHER]

Background: The array of availability of diverse digital reading applications, the mixed results emerging from small‐scale experimental studies, as well as the long‐standing tradition and range of known positive developmental outcomes gained from adult‐child storybook reading warrant an investigation into electronic storybooks (e‐books) by performing a meta‐analysis, which includes recent studies. Objectives: The overall purpose of this meta‐analysis is to examine the impact of e‐book reading on language and literacy development of young children when compared with traditional reading of print books with or without adult scaffolding in a structured and controlled environment. Methods: This meta‐analysis includes experimental studies published between 2008 and 2021 with a target population of 3–8 year‐olds (n = 2.317). Results and conclusions: Analyses indicated a small positive effect for e‐books when compared with print books on language and literacy development [g = 0.25; 95% CI = (0.09, 0.42)]. A moderate positive effect was found for vocabulary learning, [g = 0.40; 95% CI = (0.10, 0.69)], especially in relation to expressive vocabulary [g = 0.54; 95% CI = (0.08, 1.00)]. In addition, we found a significant positive correlation between multimedia e‐books and the development of code‐related skills. However, no significant differences were found between e‐book and print book reading in relation to story comprehension. Implications: Findings showed that digital features combined with adult scaffolding produced significant positive effects when compared with traditional print book reading with adult support. The findings have practical ramifications, since they can help researchers and educators identify which digital features have the greatest influence on improving children's language and literacy skills when engaging with e‐books. Lay Description: What is already known about this topic: Print book reading along with adult scaffolding has been proven to promote young children's language and literacy development.Electronic storybooks (e‐books) aimed at young children are equipped with several multimedia (such as animation, music and sound effects) and interactive features (such as games, hotspots, and the availability of a dictionary function) which may resemble adult scaffolding.In accordance with past experimental studies, e‐books and specifically the number of features included or the frequency they appear on an e‐book may have detrimental effects on learning.While many experimental studies investigated and compared the educational value of e‐books against print books in terms of language and literacy development, overall findings are inconsistent and conclusions vary. Thus, a meta‐analysis was performed, given that this educational medium will continue to expand in its use and will continue to make its way into the early year's classroom. What this paper adds: A set of 29 studies published between 2008 and 2021 including 44 comparisons were included in this meta‐analysis. We limited our search to studies that used e‐books with children between the ages of 3 and 8 years with and without adult scaffolding.Within the included experimental studies in the meta‐analysis, the overall results of this study indicated a small positive overall effect favouring the e‐book condition, however effect sizes vary across studies.E‐books were found to be beneficial for vocabulary learning, for both expressive and receptive vocabulary. In addition, we found a significant positive correlation between multimedia e‐books and the development of code‐related skills. However, no significant differences were found between e‐book and print book reading in relation to story comprehension.Findings showed that digital features combined with adult scaffolding produced significant positive effects when compared with traditional print book reading with adult support. Implication for practice and/or policy: Findings in this meta‐analysis are pertinent to parents, educators, legislators and software developers who are making software decisions that will affect early childhood students' education and development.Our meta‐analysis highlights the fact that when children are using an e‐book without adult scaffolding their learning and development depends on the variety of features embedded in e‐books which, more often than not, are contrasting one another. Each feature, depending on the frequency and timing included in an e‐book, may harm or support children's learning. Looking closely at the studies included in this meta‐analysis, the studies that offered multiple interactive and multimedia support features did not benefit children as well as the print storybook condition with adult support. Most commercially available e‐books do not include features that resemble extraneous support (e.g., adult scaffolding) and as a result, e‐books may not be able to replace adult scaffolding. In order to reduce cognitive load designers should take into consideration Mayer's multimedia principles.The evidence from this study suggests that activities such as storybook reading accompanied with adult‐child dialogic interactions offer a unique experience and play an important role in language and literacy development—regardless of book type. [ABSTRACT FROM AUTHOR]

Electronic Information Resources otherwise known as Electronic Resources (ERs) is a global platform for information delivery, especially in the teaching and learning environment. This work investigates the impact ERs could have in revamping the dwindling reading culture among the students of Osun State University. The quantitative method was adopted through the use of a survey. A random sampling technique was used to select 388 respondents as the sample size from the total population of users. A predetermined structured questionnaire was deployed as the instrument of gathering data for the research study, administered to the selected respondents, returned and the data obtained therefrom were subsequently analyzed with simple frequency counts and percentages. Findings indicate that majority of the students utilize ERs to secure success in examinations and as well upgrade their level of information and knowledge. Similarly, e-journals and magazines, e-books, and e-newspapers constitute the information materials sought by the clients while poor internet connectivity, power outage, and insufficient workstations are hindrances to full utilization of ERs. Also, the paper identifies the potency of the ERs to enhance the reading habits of the students, especially when synergized with the role of parents and friends. [ABSTRACT FROM AUTHOR]

"Reading Territory: Indigenous and Black Freedom, Removal, and the Nineteenth-Century State" by Kathryn Walkiewicz is a significant contribution to the study of Indigenous and Black histories. The book explores the role of states' rights in upholding white male possession of rights and land, and how Indigenous dispossession and anti-Blackness support the possessive project of states' rights. Walkiewicz uses a practice of reading "sovereign printscapes" to analyze a range of texts and documents, revealing the silences and fissures that challenge the dominant narratives of US territorial occupation. The book focuses on the Five Southeastern Nations and their contestation with the state, Afro-Native freedom, the false promise of Black freedom via statehood, and Black and Native freedom as statehood. [Extracted from the article]

Young children are introduced to mobile technology at an early age, with many using touchscreens daily. One appeal of touchscreen technology is that it seems to be intuitive for very young children. As a result, many children's e‐books are designed for tablets rather than for e‐readers or computers. E‐books often contain hotspots—interactive areas children can press to receive immediate auditory or visual feedback. This study assessed whether children's (N = 76, aged 3–5 years) interactions with hotspots increased their engagement with reading when using an e‐book independently and how such interactions were related to their learning from the story. Our results suggested that interacting with hotspots enhanced children's emotional engagement and sustained visual attention but not verbal engagement. Interacting with hotspots also benefited children's recall of story elements relevant to the hotspot but not their overall comprehension of the story. These findings inform the design and use of touchscreen media in early childhood. Lay Description: What is already known about this topic: Interactive features, such as hotspots on which children can press to receive visual or auditory effects, are commonly incorporated in children's electronic books.Hotspots may stimulate children's engagement and help children understand the content of the story; hotspots may also increase the demand of working memory, thus resulting in children's cognitive overload.These interactive features may increase or decrease children's engagement with and comprehension of the story depending on how children use them. What this paper adds: The present study explored the association of hotspots interaction with children's engagement with and learning from tablet‐based electronic books.Interaction with hotspots enhanced children's emotional engagement and visual attention as children used an e‐book, but not verbal engagement.Hotspot interactions benefited children's recall of story elements relevant to the hotspot but did not appear to enhance their holistic comprehension of the story. Implications of study findings for practitioners: Integrating hotspots that are congruent with the story into electronic books can offer young readers a more enjoyable and focused digital reading experience.Prompts or instructions should be given to guide children in their hotspot interactions.Designers may also want to consider incorporating hotspots that may facilitate children's verbal engagement with reading and story comprehension. [ABSTRACT FROM AUTHOR]

In today's digital age, daily reading may be becoming digital reading. To understand this possible shift from reading print media to reading digital media, we investigated reading behavior for 11 media and reading preferences between print and digital in different circumstances. In August 2012, an online survey was used to inquire about the reading behavior and preference of 1,755 participants, ranging in age from 18 to 69 years. The participants contained equal numbers of men and women from five age brackets. Our main finding was that approximately 70% of total reading time was spent on digital media and that preferences favored print media. Cluster analysis of reading time by media was used to categorize respondents into eight clusters, and a second cluster analysis on stated preference (digital or print) yielded six clusters. The correspondence analysis between reading behavior clusters and preference clusters revealed that there is a mismatch between reading behavior and stated preference for either print or digital media. [ABSTRACT FROM AUTHOR]

As technology advances, paper-based text is transitioning to e-books, and this affects every aspect of educational practices. Fostering student literacy is critical to success. Reading ability is an important skill that allows young students to acquire knowledge. Several researchers have noted that fluency is highly correlated with reading comprehension ability. In the past, however, it was difficult to track students' reading behavior during a paper-based learning process. In this study, we establish an e-book-based detection system to record the reading process of students in the lower grades of elementary school in order to evaluate reading fluency. This study's goals are as follows: (1) to design and implement a suitable reading assessment tool which can better assess student's reading literacy, and (2) to compare the e-book system with the traditional paper-based manner of assessing reading fluency. The e-book-based detection system gives teachers the ability to evaluate reading fluency using real-time data during the reading process. • The ebook system record students' reading process for diagnosing reading fluency. • The system is as a suitable reading assessment tool to assess the reading literacy. • Compared the difference between paper-based way and ebook-based way. • The ebook system provides teacher to diagnose reading fluency through timed data. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to evaluate the performance of the multi-source book review system (MBRS). MBRS was designed to reduce information overload using the internet and to accommodate different learner preferences. Design/methodology/approach – The authors experimentally compared MBRS with the Google search engine. MBRS first gathers reviews from online sources, such as bookstores and blogs. It reduces information overload through an advanced filtering and sorting algorithm and by providing a uniform user interface. MBRS accommodates different learning styles through various sort options and through adding video-mediated reviews. Findings – Results indicate that, compared with Google, MBRS: reduces the information overload associated with searching for online book reviews; increases users finding satisfactory book reviews; and allows users to find reviews more quickly. In addition, more than half of the participants found video-mediated book reviews more appealing than traditional text-based reviews. Research limitations/implications – Future studies might examine the effects of other recommendations or sorting methods to fit individual preferences in a more dynamic way. Practical implications – This study assisted readers with a preference for visual information in locating reviews of personal interest in less time and with finding reviews more aligned with their individual learning preferences. Originality/value – This study documents an innovative web site featuring video-mediated book reviews and other mechanisms to accommodate individual preferences. Search engine designers could integrate book reviews with different media types to reduce cognitive load allowing readers to focus attention on the reading task. Internet booksellers or library staff may use this as an effective means to enhance reading motivation. [ABSTRACT FROM AUTHOR]

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With point of departure on an empirical study about the new reading habits of tablet owners, this paper questions their embrace of immateriality and their willingness to abandon the material aspects of print books. Using a method of narrative enquiry, I propose an alternative future in which texts have become completely immaterial in order to push the argument to the limit. It is my intention to construct a fictional discourse that can serve as counterpart to the immaterial dream so prevalent in digital theory and the everyday experience of digital artefact users. [ABSTRACT FROM PUBLISHER]

Time on task has been recognized as an important variable in academic learning, but self‐report measures of study time are problematic. Therefore, this study employs an automated system for recording time spent reading a course textbook. College students in an introductory engineering course accessed their textbook online. The book contained pages of instructional text, worked examples, homework problems, and answers to homework problems. An instrumented document reader program called "STL Reader" recorded the time each student spent on each page, thus providing detailed measures of reading habits. Across the 10‐week course, students spent an average of 1.9 hr reading instructional text, 1.4 hr on worked examples, 22.1 hr on homework problems, and 0.9 hr on homework answers, indicating a preference for practicing to solve test problems (i.e., self‐testing) rather than being told (i.e., receiving direct instruction). Furthermore, course grade (based largely on solving problems on exams and quizzes) correlated significantly and positively with time viewing homework problems, but not with time viewing either instructional text or worked examples, indicating that achievement was related to time spent practicing for solving test problems but not to time spent being instructed. Results suggest a revision of the time‐on‐task hypothesis to include the value of spending time on tasks aligned to test requirements. Lay Description: What is currently known?: Time‐on‐task theory states that students' time engaged in relevant material is an important factor in learning and achievement.How students choose to process presented information is important for academic learning.Undergraduate STEM students often read very little of the assigned course textbook. What this paper adds: Technology‐enhanced data collection provides more accurate measure of students' engagement with e‐textbook.Time spent viewing homework problems is significantly and positively related to achievement in an undergraduate engineering course.Student grades were not positively correlated with time spent viewing instructional text or worked examples from the textbook. Implications: Suggests revision of time‐on‐task hypothesis to include the value of spending time on tasks aligned to test requirements. [ABSTRACT FROM AUTHOR]

Humankind always has an effort to produce information and code (write) it in order to keep the information permanent. While information has been produced before the invention of computer was subjected to the process of reading on the basis of tactual materials (such as clay, rock, papyrus, and paper); whereas together with the spread of computers and internet, information has begun to be produced in the electronic environment and offered to readers in this environment. The purpose of this study was to investigate high school students' habit of reading printed and e-books comparatively within the context of certain variables. In line with this purpose, semi-structured interview technique which is among qualitative data collection techniques was used in the study. The target population of the study consisted of fourth-grade high school students having education in a city center of Central Anatolia in the 2019-2020 academic year. In this context, 51 students were included in the study survey. In order to collect the study data, face-to-face interviews were conducted with students using a semi-structured interview form that was developed by the researchers and the data acquired were recorded in both written and audial forms. At the end of the interviews, the data were analyzed via content analysis method, and various concepts and correlations were analyzed in line with the purpose of study. According to the results of the research, it was concluded that while most of high school students preferred to read from the printed book, they generally have a low-level book reading and also the readers. [ABSTRACT FROM AUTHOR]

The present paper examines the assessing the impact of ICT on the library users and their reading habits. A total of 2463 samples were selected from 11 state universities in Karnataka State, India. A well designed questionnaire was used for the data collection and data has been analyzed using SPSS. The present study consisted of an equal number of males (51.3%) and female (48.7%) respondents and most of the them are from rural (63.0%) areas. It can be seen from the table that the majority of female (71.8%) and male (66.3%) respondents read information sources at their home. It is very interesting to note that majority of the respondents are inspired by themselves to read (68.5%) followed by good books (57.4%) and teachers (42.0%). The study found that 50.3% of male and 49.7% of female respondents opined that the ICT has made an impact on their reading habits. In this regards the result found that, the ICT has made an impact on enhancing the reading habits of the respondents. Further, it is found that, majority of the respondents strongly agreed that they can read more books available online, they can save time in searching information, they can get all information in their fingertips. The result shows that, the students and faculties have faced various problems in using ICT tools. The study recommends that, Higher education council and university authority may provide the latest and updated version of the computers along with continuous electricity supply with UPS connections and high Internet bandwidth facility. [ABSTRACT FROM AUTHOR]

Published in 2018, 'Re:Print' is an experimental artists' book, edited by Véronique Chance and Duncan Ganley, that brings together images and text by 20 contributors whose work addresses the role and language of the reproducible image. This article by Duncan Ganley discusses the challenges of translating artworks and text originally presented in the context of an exhibition and symposium, into a work of print an artists' book. The range of contributors emphasizes the diverse scope of forms, processes and ideas in the expanded field of Printmaking. Addressing a variety of approaches to integrating and repurposing this visual and textual material for the printed page, the article outlines the theoretical underpinning of the creation of 'Re:Print' and the editorial and design decisions taken to create a hybridized form that is both document and artwork and aims to draw out new agencies of the 'book' in a digital world. [ABSTRACT FROM AUTHOR]

Copyright of Libellarium is the property of University of Zadar, Department of Information Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose – The purpose of this paper is to evaluate the performance of the multi-source book review system (MBRS). MBRS was designed to reduce information overload using the internet and to accommodate different learner preferences. Design/methodology/approach – The authors experimentally compared MBRS with the Google search engine. MBRS first gathers reviews from online sources, such as bookstores and blogs. It reduces information overload through an advanced filtering and sorting algorithm and by providing a uniform user interface. MBRS accommodates different learning styles through various sort options and through adding video-mediated reviews. Findings – Results indicate that, compared with Google, MBRS: reduces the information overload associated with searching for online book reviews; increases users finding satisfactory book reviews; and allows users to find reviews more quickly. In addition, more than half of the participants found video-mediated book reviews more appealing than traditional text-based reviews. Research limitations/implications – Future studies might examine the effects of other recommendations or sorting methods to fit individual preferences in a more dynamic way. Practical implications – This study assisted readers with a preference for visual information in locating reviews of personal interest in less time and with finding reviews more aligned with their individual learning preferences. Originality/value – This study documents an innovative web site featuring video-mediated book reviews and other mechanisms to accommodate individual preferences. Search engine designers could integrate book reviews with different media types to reduce cognitive load allowing readers to focus attention on the reading task. Internet booksellers or library staff may use this as an effective means to enhance reading motivation. [ABSTRACT FROM AUTHOR]

The e-book is raising fundamental questions around the dynamics and habits of reading; the role of books in the academic library; and the role of librarians in addressing new realities of reading and learning. Print and digital texts foster different styles of reading and different ways of thinking and doing research. This paper examines implications of the shift from print to digital reading and how academic libraries in particular should respond. Academic libraries should treat print and electronic books as complementary, not interchangeable, and commit themselves to maintaining hybrid collections that support the full range of learning and research styles. [ABSTRACT FROM AUTHOR]

Access to books for students' independent reading practice is undergoing a profound shift from print to digital books in cloud-based digital reading programs. Tools for assessing the qualities of these programs as curriculum products are limited. This study describes a set of analytical tools for reviewing digital reading program software and investigates the learning management system (LMS) qualities of six commercial digital reading programs using these tools. Results examine tool functionality qualitatively and describe the product qualities of programs at platform, dashboard, digital book, and screen page levels. Descriptive observations highlight the need for cross-disciplinary and collaborative research work to improve analytical tool design. Overall product quality of the programs was in the average range. [ABSTRACT FROM AUTHOR]

Copyright of Libri & Liberi is the property of Croatian Association of Researchers in Children's Literature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the influence of digital content on mobile devices including flash animations, app books, and augmented reality (AR) books on children's reading interest and reading concentration for books. The factors responsible for the aforementioned influence were also investigated. The results from this research show that flash animation can significantly increase the interest in reading and concentration. AR books and app books led children to become more interested in storybooks but significantly decreased their reading concentration. Following a comparison of the digital content, it was concluded that all the tested prototypes could positively increase the reading interest of children in the same-storyline books. However, prototypes with a high level of interactivity could have a negative influence on children's reading concentration. The research findings are important in determining how to design digital content for children. [ABSTRACT FROM AUTHOR]

Objective Deafness is one of the most complex sensory disorders that leads to a major decline in auditory (listening) and preverbal skills. Research shows that reading books has provided patterns of communication and preverbal skills to deaf children. This study was conducted to investigate the effect of online dialogic parent-child book reading on the preverbal and listening skills of deaf children under three years old. Materials & Methods This research was a one-group quasi-experimental study with a pre-test-post-test design. The study sample comprised 10 hearing parents with their deaf children under 3 years old who were members of the Deaf Family Association of Iran and the Deaf Center of Iran. First, the parents and their qualified children were purposefully identified (based on inclusion criteria). Then, from all the people who met the study criteria, the people who declared their readiness to participate were selected as study samples. Before starting the online dialogic parent-child book reading program, the preverbal skills test (pointing, joint attention, imitation, and take turns) and listening skills (little ears) were administered as a pre-test. Online reading sessions were held for 20 sessions, three days a week. Parents went online at a specific time (10 AM on Saturdays, Mondays, and Wednesdays). Each day a book with pictures and story-related content, book descriptions, questions, and more was posted in the WhatsApp group. After the online dialogic parent-child book reading program, the test of preverbal and listening skills (little ears) was performed as a post-test for the sample group. The paired t-test was used to analyze the obtained data. Results The results of this study showed that the online dialogic parent-child book reading program caused a significant increase (P<0.005) in the post-test preverbal skills test score (imitation, joint attention, pointing and take turns) and listening skills (P<0.005) compared with the pre-test score of the sample group. Conclusion Dialogic parent-child book reading is one of the parent-centered programs that is benefecial for deaf toddlers. The results showed the applicability of dialogic parent-child book reading in improving the listening and preverbal skills of deaf children. [ABSTRACT FROM AUTHOR]

Digital platforms have become central to twenty-first century education, culture, and government, and libraries devote an increasing proportion of budgets to acquisitions of e-resources. This research reports on a recent project that investigated Australian teenagers’ use of traditional print and digital platforms for long-form recreational reading. Specifically, it investigates whether digital devices are a preferred modality for Australian adolescents’ recreational reading and if access to digital devices with e-reading capabilities, such as tablets, smartphones, e-readers, and laptop or desktop computers, is associated with more reading engagement by avid and reluctant readers. The research, based on a diverse sample of urban and regional participants from two states, suggests that Australian adolescents’ preferences for e-books have been largely overestimated. Issues of relevance to public libraries are discussed. [ABSTRACT FROM AUTHOR]

The present communication is the result of an innitiative of one of the two authors who were enthusiastic to organise a Reading Marathon in the Marble Hall of Petroşani. The event was attended by persons intrested in such artistic manifestations and we identified the opportunity to find more about this subject and even further details (such as aspects related to owning a personal library, purchased, read or lent books along the time, preferences for a certain type of book etc. After a keen analysis of the received answers correlated to different environmental, social and demographic variables (such as age, gender, education, present occupation etc.), we reached to the conclusions exposed in this work paper. [ABSTRACT FROM AUTHOR]

Background and aims: Ebooks have become a ubiquitous presence in many classrooms today. Yet, empirical evidence on literacy development has not been well produced, especially for children with autism spectrum disorder (ASD). This mixed-method case study aimed to explore how four children with ASD interact with ebooks and printed books with parents at home. Methods: Four children (age 5–7 years) with ASD and their parents read one animated ebook and another printed book over four separate sessions. Parents also explained preselected word meanings to their children. In this mixed-method case study, we examined multiple quantitative and qualitative sources of evidence related to reading with parents at home. Results: Quantitatively, all four children with ASD learned more word meanings from ebook than from the printed book, and three demonstrated a higher engagement with ebook than the printed book reading. Qualitatively, the majority of parents felt their children's engagement was higher with ebook than with printed book. Children with ASD tend to have tactile-related experiences while reading the printed book and auditory-related experiences during the ebook reading. Qualitative data also demonstrated a particular feature reported to be beneficial in previous research could be distracting for some children with ASD. Implications: When parents are trained to explain critical word meanings to their children, animated ebooks can effectively improve the meaning-making skills of children with ASD. Findings also highlight the importance of individualized attention when choosing and using ebooks for children with ASD. [ABSTRACT FROM AUTHOR]

Current students represent the generation that has experienced numerous changes during their education due to the progression of new technologies. Reading, as one of the most reliable form of learning transformed its form. Many school and university textbooks are now available in both printed and electronic/digital formats. The problem of this research was to find out the preferences of students regarding the form of reading, as well as the reality in what form they read to acquire knowledge. The research was conducted in May 2022, with a sample of 50 students randomly selected from different academic years. The research results show that 96% of the surveyed students prefer reading from printed books, and only 4% prefer reading from electronic/digital books. The other dependent variable was dedicated to reality which the students mostly read from. In this case, the results were different, namely 54% of the surveyed students stated that they mostly read electronic/digital books. The testing of the dependent variables resulted in a value of p=.000, which proves that there is a significant difference between the students' preferences concerning the form of text (digital or printed) and the reality concerning the form of reading. The results from the research show that there is no significant difference between the students' averages, depending on the academic year, since the value p=.694. Regardless of their academic year, students prefer literature in printed form, while they mostly read digital literature. [ABSTRACT FROM AUTHOR]

This study aimed to reveal which physical strategies (behaviors) Turkish teacher candidates prefer when reading a printed or electronic book/text, what kind of operations they perform related to the text and the reasons for these interventions. Hence, the opinions of 150 teacher candidates in the Turkish Language Teaching program of Istanbul Aydın University Faculty of Education in the spring semester of the 2021-2022 academic year were obtained through a semi-structured form developed by the researcher. Their opinions were analyzed with content analysis. The research was according to the phenomenology pattern. The behaviors of teacher candidates were personal reading strategies. They were classified and graded under various categories. The strategy for teacher candidates who prefer to read printed publications mostly is to make underlines. Then, strategies such as bookmark use and marking were more frequent. In the study, where sex and grade variables did not make a significant difference, some eccentric reading strategies (using a ruler while reading, taking a page/screen photo, using emoji, spraying perfume on the book, etc.) were also present. Finally, the study made various recommendations. [ABSTRACT FROM AUTHOR]

Research articles disseminate the knowledge produced by the scientific community. Access to this literature is crucial for researchers and the general public. Apparently, 'bibliogifts' are available online for free from text-sharing platforms. However, little is known about such platforms. What is the size of the underlying digital libraries? What are the topics covered? Where do these documents originally come from? This article reports on a study of the Library Genesis platform ( Lib Gen). The 25 million documents (42 terabytes) it hosts and distributes for free are mostly research articles, textbooks, and books in English. The article collection stems from isolated, but massive, article uploads (71%) in line with a 'biblioleaks' scenario, as well as from daily crowdsourcing (29%) by worldwide users of platforms such as Reddit Scholar and Sci- Hub. By relating the DOIs registered at Cross Ref and those cached at Lib Gen, this study reveals that 36% of all DOI articles are available for free at Lib Gen. This figure is even higher (68%) for three major publishers: Elsevier, Springer, and Wiley. More research is needed to understand to what extent researchers and the general public have recourse to such text-sharing platforms and why. [ABSTRACT FROM AUTHOR]

Research Findings: Reading e-books is becoming common even among toddlers, but we have limited understanding of how parents-toddlers reading e-books together compares to print books. To address the gap, we investigated interactions of 30 mother-toddler (12 months) dyads, in particular, mothers' language use, while reading both electronic and print versions of the same book. These shared reading sessions were video-recorded. Mothers' perceptions of each shared reading context were also examined by conducting a survey. Data was analyzed qualitatively and quantitatively. The results show that mothers, when using the print book, were more likely to employ strategies to engage their toddlers and focus their shared attention on book content. When using the e-book, mothers tended to provide more support and praise for their children's direct engagement with the book, thereby fostering more independence. While mothers more naturally facilitated the shared reading using the print book, they liked the interactive digital features and their toddlers' high engagement level with the e-book. The results demonstrate how different book formats are associated with different types of mother-child interactions and support different kinds of learning and development. Practice and Policy: Implications for parents and caregivers, and researchers are discussed. [ABSTRACT FROM AUTHOR]

Over the course of history, the book and its environment have been in permanent transformation, undergoing changes that have affected its format, textual arrangement, form of reading, and production and distribution systems, as well as its social consideration as an instrument for the transmission of knowledge. One of the greatest changes has taken place in the 21st century with the emergence of digital formats throughout the publishing value chain. If in previous eras the transformations had affected one or other of the mentioned elements, the digital revolution has impacted on all of them simultaneously, as it has modified the ways in which works are created, produced, distributed, and consumed. Also, it has introduced for the first time an element of intermediation between the reader and reading: the device, which, in its different varieties, implies an element of additional complexity. At the present time, and after almost two decades, we can see the advances and setbacks that have occurred on this journey; the achievements and shortcomings from the publishing point of view, in which a strengthening of the big companies can be appreciated; and the emergence of a system of self-publishing that represents a rupture with traditional systems. From the point of view of authorship, the value of the brand, of charisma and prestige, has been emphasised, while a movement of creation is taking place on the fringes of the system that renounces posterity and recognition in favour of visibility. This approach to authorship is also subject to the influx and influence of social networks with their positive effects, in the form of projection, and negative ones, in the form of new ways of censure. Finally, in terms of reading, there is an ambivalent route that runs between the paths of a very strong tradition, linked to the printed book, and digital reading, established from the point of view of practices, but in its more conservative and imitative side with respect to analogue formats; in the digital sphere, new proposals and more innovative initiatives which are attracting the attention of growing but still minority sectors of society are emerging. The digital environment is progressing and consolidating, but it has not yet taken advantage of all the potential that technological advances could provide. [ABSTRACT FROM AUTHOR]

Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children's everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where the words 'says' or 'say' were used to refer to print on the screen. The collection involved interactions between seven parent–child dyads. Sequences were identified through repeated viewing of 29 hours of video-recordings made by parents. Analysis enabled systematic identification and description of two distinctive practices in talk that led to reading aloud from the screen. Reading aloud of the text was provided by either a speaker using a preface, such as 'it says', or solicited using a question. Discussion establishes how young children and their parents orient to and produce reading aloud practices, how reading aloud meets the instrumental purposes of children and the ways that young children competently enable reading aloud. It is concluded that reading aloud from the screen is an important information source for young children, enabled through parent–child interactions. [ABSTRACT FROM AUTHOR]

The study attempted to understand the University students' digital reading habits and their related skills. It also has a view of students' preferred sources of reading, whether physical or digital resources. For this study, we conducted a survey study with students and research scholars of the Central University of Tamil Nadu, India. The instrument was a structured questionnaire distributed with various modes. The result found that the majority of the students are well known about digital tools and usage, most of the students are excellent in digital literacy skills and other findings is however they are good in digital literacy even though they like to read print books is their most favorable preference. The results conclude that whatever technological devices are developed and students have also grown their technical knowledge. The result finds out, in education especially reading-wise, students or readers' first wish is printed resources; digital books are secondary to them. [ABSTRACT FROM AUTHOR]