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Objective: The purpose of this study was to investigate how users interact with e-reader applications and try to draw an appropriate model of interaction.Methodology: The study population included of active users of Fidibo, Taghche, Ketabrah, and Ketabsabz, and data collection tools included checklists and questionnaires. First, through systematic review, the features, capabilities, and facilities of e-reader applications were extracted and adapted to the Norman model. The items that were used when users interacted with the reader applications were identified and based on them, the Delphi Expert Panel questionnaire and the user questionnaire were designed. Finally, the user interaction model was drawn using SmartPLS2.0.3 software.Findings: The model presented in this study was a quantitative model consisting of forty-nine indicators and seven hidden variables that refer to the seven stages of the Norman cycle, including goal, plan, determine a specific path, perform, perceive, interpret, and compare. This model shows how much each of the hidden variables and their indicators affect each of the other hidden variables. In this model changes of the planning variable were affected by the changes of the goal variable by 0.588. Also, changes in the determine variable by 0.411 are affected by changes in the plan variable; Changes in the perform variable by 0.433 affected by the determine variable; Changes in the perceive variable of 0.739 affected by changes in the perform variable; Changes in the interpret variable by 0.626 affected by the perceive variable; Finally, changes in the compare variable by 0.602 were affected by changes in the interpret variable. In this study, the value of t-statistic was greater than 1.96 and therefore all of six relationships were confirmed. That is, the goal variables had a significant effect on plan, plan on determination, determination on perform, perform on perceive, perceive on interpretation, and interpretation on comparison.Conclusion: Norman model is a suitable model to show users' interaction with e-reader applications and can be used in designing e-reader applications. Considering the answers given by users to the questionnaire questions, "perceive" component which indicates the content provided in the reader programs, is more important in user interaction and it is necessary that the designers and producers of the reader applications pay more attention to it. Paying attention to the content of information resources in the reader applications is important as it is effective in determining the purpose of users to interact with the reader applications and also the extent of their reception and use.

Copyright of Lexikos is the property of Bureau of the Woordeboek van die Afrikaanse Taal 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.)

Objective: The purpose of this study was to investigate how users interact with e-reader applications and try to draw an appropriate model of interaction. Methodology: The study population included of active users of Fidibo, Taghche, Ketabrah, and Ketabsabz, and data collection tools included checklists and questionnaires. First, through systematic review, the features, capabilities, and facilities of e-reader applications were extracted and adapted to the Norman model. The items that were used when users interacted with the reader applications were identified and based on them, the Delphi Expert Panel questionnaire and the user questionnaire were designed. Finally, the user interaction model was drawn using SmartPLS2.0.3 software. Findings: The model presented in this study was a quantitative model consisting of forty-nine indicators and seven hidden variables that refer to the seven stages of the Norman cycle, including goal, plan, determine a specific path, perform, perceive, interpret, and compare. This model shows how much each of the hidden variables and their indicators affect each of the other hidden variables. In this model changes of the planning variable were affected by the changes of the goal variable by 0.588. Also, changes in the determine variable by 0.411 are affected by changes in the plan variable; Changes in the perform variable by 0.433 affected by the determine variable; Changes in the perceive variable of 0.739 affected by changes in the perform variable; Changes in the interpret variable by 0.626 affected by the perceive variable; Finally, changes in the compare variable by 0.602 were affected by changes in the interpret variable. In this study, the value of t-statistic was greater than 1.96 and therefore all of six relationships were confirmed. That is, the goal variables had a significant effect on plan, plan on determination, determination on perform, perform on perceive, perceive on interpretation, and interpretation on comparison. Conclusion: Norman model is a suitable model to show users' interaction with e-reader applications and can be used in designing e-reader applications. Considering the answers given by users to the questionnaire questions, "perceive" component which indicates the content provided in the reader programs, is more important in user interaction and it is necessary that the designers and producers of the reader applications pay more attention to it. Paying attention to the content of information resources in the reader applications is important as it is effective in determining the purpose of users to interact with the reader applications and also the extent of their reception and use. [ABSTRACT FROM AUTHOR]

Copyright of Lexikos is the property of Bureau of the Woordeboek van die Afrikaanse Taal 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.)

The emergence of digital technology has transformed the way we consume and interact with media, with one of the most significant innovations being the development of e-ink displays. These displays replicate the appearance of ink on paper, providing a low-power, high-contrast alternative to traditional backlit LCD screens. As a result of their advantages such as easy readability, low power consumption, and customization options, e-ink displays have gained widespread adoption in a range of devices such as e-readers, smartwatches, public signage, and transportation timetables. This paper aims to provide a comprehensive understanding of e-ink displays by examining their history, technology, current applications, advantages, and limitations. Additionally, the paper discusses the environmental and cost benefits of e-ink displays in contrast to traditional print media. The role e-ink displays can play in reducing paper waste and carbon emissions is emphasized. By exploring the unique features and benefits of e-ink displays, this paper provides a comprehensive overview of this important technology and its impact on the digital landscape.

This paper presents results from a three-arm randomized controlled trial in Zambia with a sample of nearly 1200 adolescent girls enrolled in Grade 7. Selected primary schools (N=36) were randomly assigned within each of three districts to one of three arms: 1) e-readers, which girls could take home, provided within a safe space group platform plus community engagement activities; 2) safe space groups plus community engagement activities; and 3) control. The intent-to-treat estimates indicate that girls in the e-reader arm scored significantly better on two basic literacy assessments as well as non-verbal reasoning compared with girls in the control arm. [ABSTRACT FROM AUTHOR]

El objetivo de este trabajo es identificar las nuevas posibilidades de contenidos y tecnologías de los libros digitales, como herramientas comunicativas e informacionales de última generación dentro de las TIC. Además de evidenciar la postura y receptividad de los nuevos formatos dentro del mundo editorial universitario en Colombia. El proceso se inicia con un análisis histórico-contextual para la comprensión del libro y el impacto del formato electrónico, pasando por métodos propositivos para abordar aproximaciones reales desde las características de los contenidos, tipología de dispositivos, especificaciones y desarrollos para la lectura mediada por pantalla, hasta la lectura hermenéutica de las diferentes fuentes seleccionadas para el proceso: entrevistas y conversaciones con editores, productores, diseñadores y fondos editoriales universitarios. Desde los instrumentos, se diseñaron encuestas para 25 grupos editoriales y 9 entrevistas no estructuradas con empresas productoras y un modelo de entrevista en profundidad para bibliotecólogos universitarios. Se aclara que estos instrumentos forman parte de una investigación macro, que también revisó el papel del libro electrónico en el sector comercial colombiano, acompañado de 1.500 encuestas en todo el país.= The aim of this work is to identify the new possibilities of contents and technologies of digital books as communication and informational tools of last generation within the ICT. In addition, the position and receptivity of the new formats within the university publishing world in Colombia is evidenced. The process begins with a historical-contextual analysis for the comprehension of the book and the impact of the electronic format, passing through proactive methods to approach real approximations from the characteristics of the contents, typology of devices, specifications and developments for the screen-mediated reading to the hermeneutic reading of the different sources selected for the process: Interviews and conversations with editors, producers, designers and university publishing funds. From the instruments, surveys were designed for 25 editorial groups and 9 unstructured interviews with production companies and an in-depth interview model for university librarians. It is clarified that these instruments are part of a macro research, which also reviewed the role of the electronic book in the Colombian commercial sector, accompanied by 1,500 surveys throughout the country.

This paper seeks to make a human rights argument for the accessibility of eBooks in public libraries. Improvements to technology open new opportunities for print-disabled readers among others, and eBooks have become an incredible opportunity for these populations to exercise their human right to information, education, and culture. This paper examines the relationship between public libraries and publishing companies concerning eBooks over the last decade and looks to show a comparison of how the current changes to lending policies made by various publishing companies further affect the ability of public libraries to provide eBooks to their patrons. The responses to these changes by the ALA, library groups, librarians and the public is also compiled as part of this important subject. The purpose of this paper is to give a clear and broad view of how limiting the accessibility of eBooks in public libraries is hindering the human rights of patrons who depend upon that access. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Arts Management is the property of International Journal of Arts Management 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.)

The “problem of e-books” is defined as the difficulty improving the adoption rates of e-books by students. The adoption rates of e-books for academic use remain low, and research into the reasons for this have resulted in inconclusive findings. Factors such as student perception, and variations in experimental methodology and technology, contribute to difficulties in generalising findings and establishing conclusive causes for this problem. To better understand the causal factors for low adoption rates and the student's experience with ereaders and digital text, an investigation was conducted by the lead researcher as a student enrolled in a postgraduate course. The experiment was designed using e-book and digital text documents on an ereader for academic study and the results analysed with the framework of Activity Theory. This methodology allowed exploration of the problem within the authentic experience of a student to examine the effects of this social environment on ereader and e-book use.Analysis of the work domain was conducted and a comparative assessment of the observed effect of using the digital documents on an ereader compared with the paper book. Findings show that attempts to apply self-regulation and metacognitive learning techniques within the activity using the ereader were abandoned due to breakdowns in operations, and that this resulted in a perceived lower quality of achievement. The effect on the processes used by the student were extreme and were observed to be highly dependent on the student's use of specific learning strategies. The experimental methodology employed in this investigation enabled identification of the role of the social environment in the use of course documents on an ereader for academic study. The functionality of the ereader was such an extremely poor fit with the observed academic processes that a redesign approach for ereader and e-book technology is proposed as a solution to the low adoption rates of e-books.

The aim of this work is to identify the new possibilities of contents and technologies of digital books as communication and informational tools of last generation within the ICT. In addition, the position and receptivity of the new formats within the university publishing world in Colombia is evidenced. The process begins with a historical-contextual analysis for the comprehension of the book and the impact of the electronic format, passing through proactive methods to approach real approximations from the characteristics of the contents, typology of devices, specifications and developments for the screen-mediated reading to the hermeneutic reading of the different sources selected for the process: Interviews and conversations with editors, producers, designers and university publishing funds. From the instruments, surveys were designed for 25 editorial groups and 9 unstructured interviews with production companies and an in-depth interview model for university librarians. It is clarified that these instruments are part of a macro research, which also reviewed the role of the electronic book in the Colombian commercial sector, accompanied by 1,500 surveys throughout the country. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

E-readers are becoming a common tool in the classroom, yet little is known about how teachers and students are using these tools to support reading motivation and comprehension. Drawing on sociocultural theory and data collected from fourth-grade teachers and students, we find that teachers used e-readers to monitor student comprehension of assigned readings, but provided little motivational support. While this instructional approach helped students self-regulate their learning, it was disruptive to students' reading enjoyment and contributed to adverse learning behaviors. We situate these findings in rich contextual detail on teachers and students. Our findings shed light on affordances and constraints that teachers can experience when using e-readers for instruction. [ABSTRACT FROM AUTHOR]

An online survey distributed to librarians at public libraries across North America established some interesting trends in public librarians’ perceptions of ebooks and teens. Some of the findings of this study are that teen library users strongly prefer to read print books for their recreational reading and show very little interest in ebooks or ebook programs offered by public libraries. Survey respondents indicate that teen library users remain largely unaware of or disinterested in the advantages of ebooks in providing them a convenient, private, and customizable recreational reading experience. Even when public librarians offer ebook programs for teens through school outreach, these programs tend to focus on the titles in the collection and the download process, rather than the specific benefits of ebook reading. More active promotion of these advantages could potentially appeal to teens, especially to non-library users and reluctant readers. [ABSTRACT FROM PUBLISHER]

This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students’ reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students received guided reading instruction by means of e-readers using the same stories but in digital text format. The Motivation to Read Profile was used to measure student motivation, the Elementary Reading Attitude Survey was administered to measure student attitude and the Gates-MacGinitie Reading Tests, Fourth Edition, were administered to measure student comprehension. A MANOVA showed no significant difference between the students who used e-reader digital text format and those that used paper/text format in regard to reading motivation, attitude toward reading or reading comprehension. However, the qualitative data gave several insights into why e-readers did not make a difference.

This column explores current issues with e-books and e-readers in academic classrooms. It suggests ways the academic library can explore and meet the information literacy needs of students, faculty, and staff who are using these new devices or seeing them in use in their classrooms.

This paper serves to qualify the present form of the e-book as one of many different kinds of digital compositions, or voluntarily consumed digital media. This paper also aims to show how future e-books, by virtue of its responsive nature and higher text-to-nontext ratio compared to other digital compositions, may only iterate into simpler formats (emphasis on textual components) as opposed to more complicated formats (emphasis on audiovisual components). This is due in part to consumer and market expectations of the e-book as well as limitations for the e-book as a medium. Because of this, I predict the next iteration for the e-book-the web book-will exist almost entirely in web applications. [ABSTRACT FROM AUTHOR]

Nationwide, the increasing popularity of e-books is undeniable; sales of e-books increased an astounding 4,456% over a 5-year period. Researchers, Miranda, Johnson, and Rossi-Williams, determined that e-readers have a positive impact on students’ desire to read. This study attempted to determine if the use of institution issued e-readers would increase reading ability of students. The researcher used Lexile and Comprehensive Testing Program scores to determine if there was an increase in reading ability (comprehension, vocabulary, and reasoning) when students are given e-readers. Nook tablets were issued to sixth-grade students in a private school environment on a one-to-one basis. All assigned reading for the Language Arts class was accomplished using the e-readers. The scores of the treatment group were compared with scores of previous students who did not have school sponsored access to e-readers. [ABSTRACT FROM AUTHOR]

The use of portable electronic reading devices in the English as a second language (ESL) classroom has the potential to positively impact learners, reading engagement and language skill development. However, due to the lack of research, few guidelines are available to inform instructors of the benefits and challenges of using these devices in ESL classes. Therefore, the key objective of this action research project was to explore 21 intermediate adult ESL learners, experiences using e-readers in an extensive e-reading program. Results indicated that the use of e-readers increased the learners, volume and frequency of reading and enhanced their reading enjoyment when compared with their reading of paper books. [ABSTRACT FROM AUTHOR]

EBooks can presently be read on a plethora of devices, from a basic computer to a Smartphone. However, the most commonly applied hardware for displaying this content is the e-book reader -- a dedicated electronic device that conveys the book metaphor as well as further technological developments trying to offset matters of legibility such as E- Ink, or a multifunctional device like iPad. In this paper the study is focusing on how usable these mobile devices are, by testing them on real users from various backgrounds. The study explores in particular the ease of use of two electronic reading devices: one dedicated reader and one multifunctional device. More specifically, the study employs eight tasks where twelve participants were asked to complete, within a specific time with these two devices. Our results show that users functioned better on the multifunctional device in terms of performance measures, such as navigation, task difficulty and satisfaction. [ABSTRACT FROM AUTHOR]

Background: E-readers may facilitate reading in aphasia through “aphasia-friendly” features such as altering text size and formatting, and text-to-speech functions. However, no previous research has examined whether e-readers help people with aphasia to read. Aims: This project explored:whether people with aphasia can learn to use e-readers following a brief period of training,whether e-reader training improves reading comprehension, andwhether e-readers increase participation in and enjoyment of reading activities Method and procedures: In phase one, available e-readers were compared using an expert evaluation against a set of criteria, to identify the model with optimum accessibility features and fewest potential barriers. The Kindle Keyboard 3GTM(Amazon) was selected for trialling in phase two. Four people with self-reported reading difficulties poststroke participated in phase two. All had mild or mild-moderate aphasia. Four 1-hr training sessions aimed to trial accessibility features, identify helpful features, and teach independent operation of these. A repeated measures design was used. Outcome measures assessed reading comprehension (Gray Oral Reading Tests (GORT-4)) and confidence and emotions associated with reading (Reading Confidence and Emotions Questionnaire (RCEQ)). Matched texts were used to compare reading comprehension using printed texts and the e-reader. Usability evaluations explored independence in e-reader use and acceptability of the technology. Participation in reading activities and reading enjoyment were explored using qualitative exit interviews. Outcomes and results: Participants’ reading comprehension on the Kindle, as measured by GORT-4, did not improve following training and did not exceed comprehension of printed texts. However, reading confidence improved significantly for three of the participants (RCEQ:p < .05,p < .01, andp < .005). Analysis of exit interviews and usability evaluations indicates that three out of four participants preferred reading on the Kindle to printed texts. These participants read more frequently on the Kindle than they had done before the training, and the technology enabled them to access more challenging texts (e.g., novels). They appreciated different features of the Kindle. Two participants experienced difficulties operating the technology, one of whom would have benefited from a longer training period. Conclusions: This pilot study suggests that a short block of e-reader training led to improvements in reading confidence, participation, and enjoyment. E-readers were not shown to enhance reading comprehension. Larger-scale investigations are warranted to further investigate whether and how e-readers facilitate reading for people with aphasia. [ABSTRACT FROM PUBLISHER]

Purpose – The purpose of this paper is to propose a novel within-document analysis tool (DAT) topic hierarchy and context-based document analysis tool (THC-DAT) which enables users to interactively analyze any multi-topic document based on fine-grained and hierarchical topics automatically extracted from it. THC-DAT used hierarchical latent Dirichlet allocation method and took the context information into account so that it can reveal the relationships between latent topics and related texts in a document. Design/methodology/approach – The methodology is a case study. The authors reviewed the related literature first, then utilized a general “build and test” research model. After explaining the model, interface and functions of THC-DAT, a case study was presented using a scholarly paper that was analyzed with the tool. Findings – THC-DAT can organize and serve document topics and texts hierarchically and context based, which overcomes the drawbacks of traditional DATs. The navigation, browse, search and comparison functions of THC-DAT enable users to read, search and analyze multi-topic document efficiently and effectively. Practical implications – It can improve the document organization and services in digital libraries or e-readers, by helping users to interactively read, search and analyze documents efficiently and effectively, exploringly learn about unfamiliar topics with little cognitive burden, or deepen their understanding of a document. Originality/value – This paper designs a tool THC-DAT to analyze document in a THC way. It contributes to overcoming the coarse-analysis drawbacks of existing within-DATs. [ABSTRACT FROM AUTHOR]

Quality education is undoubtedly a global concern, tied closely to preoccupations with economic and social development. Increasingly, the adoption and effective use of current technology tools are being recognized as visible signs of that quality. Scholars are providing increasing evidence of the kinds of empowered teacher identities that will adopt the effective use of technology tools in teaching. Less is being discussed about how technology can support the processes needed to mediate such identities. The context of Teacher Education is a strategic place to begin to initiate such processes. Our aim in this article is twofold: 1) to describe two recent examples of innovative, technology - supported mentoring processes that were conducted in the context of an EFL Teacher Education program in Chile; 2) to revisit the findings of these studies in light of new evidence from participants who have moved on in their careers. This evidence is viewed in the framework of recent scholarship on the responsibilities that Teacher Education plays in their development. The first 16- month study examined the influences of a guided reading program involving e-readers on the identities and literacy skills of pre-service teachers. The second was a student-conceived study. That inquiry sought to determine the influence of upper year students' peer mentoring, made available partly through a social media site (SMS), on the identities and investment in learning of 12 first-year students in the pedagogy program. The initial evidence from ethnographic tools used in both studies indicated that the participants were struggling with confidence and doubting themselves as knowledgeable, effective future teachers - not predictive of a potential for quality teaching. Positive signs at the end of both studies and more recent reports from participants suggest that the mentoring had longitudinal benefits for some, although not uniformly. The potential of apprenticeship and mentoring in a technology-supported environment requires rethinking Teacher Education mandates if we are to empower emerging teachers to be quality teachers. [ABSTRACT FROM AUTHOR]

In the midst of the digital revolution, we are confronted with the task of defining how media will change our lives and how we communicate with each other in the years to come. Narrative, as one of the most ancient communication tools, has undergone substantial structural changes. This paper addresses how these changes impact the way we read and write. Does the same story conveyed through different media channels signify in the same manner? In other words, what are the differences between a printed story and a digitally presented one? Have electronic reader devices altered the way stories are told and created? And how is networked communication changing the ways we tell stories?

The aim of the paper is to compare graphic elements used for the design of printed and electronic books. The paper focuses on four main graphic elements: book cover, typography, colour and image. Ten books published in printed and electronic form in Croatia between 2010 and 2012 were used as a research sample. The research methods used are visual content analysis and interviews. The research results indicate that e-books imitate the graphic design of a printed book in many aspects. The graphic elements of an e-book highly depend on the features of e-formats and on e-readers. The main advantages of an e-book are that they are searchable, adaptable, easily linked to other digital documents, transportable, easily accessible and durable. Still, in the second phase of the research, the majority of the interviewed participants stated that reading of an e-book was something new to them. They prefer the interaction with a printed book and its visual appearance.

An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage. [ABSTRACT FROM AUTHOR]

This paper explores the imaginary meanings that appear in the advertising discourses on e-book reading devices commonly known as e-readers. It starts from the assumption that imaginary meanings are associated with both: the imaginary associated to digital technologies (Cabrera, 2006, 2011) and to the imaginary of "order of books" (Chartier, 2000, 2005). In order to carry out the exploration, the advertising discourses in the homepages of three cases are analized: The Amazon Kindle, Kobo and MovistarBq brands. The conclusion is that e-readers are devices that participate of the imaginary of the digital technologies as other devices in the complex of digital technologies in everyday life, and also refers strongly to the imaginary meanings related to printed books. [ABSTRACT FROM AUTHOR]

Studies have shown that students and faculty have reservations about the performance and usability of e-readers in an academic setting. However, incorporating e-readers on college campuses for recreational reading purposes has proven to be quite popular. These trends held true in a study conducted by librarians at St. Mary's College of Maryland. Students, faculty, and staff were surveyed on their use of and familiarity with e-books, e-readers, and tablet devices with e-reader functionality. Information gathered from this survey resulted in the launch of a pilot Kindle lending program focused exclusively on promoting recreational reading. [ABSTRACT FROM AUTHOR]

Electronic books have experienced a series of transformations throughout 2014 that affect the entire value chain of the book -authors, publishers, libraries and readers-. Some of the movements begun in previous years were consolidated in 2014, such as growth in the worldwide production of electronic books, development of new reading devices, or increases in digital reading and digital library loans. At the same time new aspects emerged, including strong development of mobile and connected reading, self publishing or business models associated with streaming modes for reading and subscription. These processes are analyzed and the scope and future possibilities are assessed. [ABSTRACT FROM AUTHOR]

The paper describes an approach to the sustainable introduction of IT in developing countries based on international collaboration between students taking the form of a knowledge bridge. The authors consider the challenges for introducing information technologies in developing countries; one of these is lack of reading materials ultimately leading to lack of reading skills in pupils and poor overall performance. A theoretical framework for the sustainable introduction of IT is proposed. It comprises the following components: (1) the model of a knowledge bridge, (2) the managerial model of the interactions between key stakeholders, and (3) the model of impact of a Community Outreach Project (COP) on target schools. The proposed models have been mapped to the widely adopted DPSIR framework used in sustainable development studies. As a case study, the authors discuss the E-readers Project run in two primary schools in Northern Tanzania. The paper also demonstrates how interaction and collaboration between Tanzanian and Dutch students was organized during preparatory stage and project implementation. The paper concludes with general recommendations on how to run a sustainable IT-based COP. These recommendations have been drawn from the analysis of the COP experience in the developing country, namely Tanzania. [ABSTRACT FROM AUTHOR]

A sample of 325 students, faculty, and staff at a graduate business school completed an online survey designed to assess their knowledge and utilization of the library's e-book collection as well as their desired method of accessing various types of books. Participants were asked about their format preference for reading four different types of books: course textbooks, computer software guides, career development books, and popular business titles. The final section of the survey gave respondents an opportunity to provide free form comments and thoughts about e-books. The implications of this research for collection development are discussed. [ABSTRACT FROM PUBLISHER]

E-reading devices such as The Kindle have rapidly secured a significant place in a number of societies as at least one major platform for reading. To some extent they are part of the overarching move towards a fully digitised world but they have a distinctiveness in being deliberately “book-like”. Teachers generally have some suspicion towards “New Media”, especially when it challenges their established practice and nothing dominates the school more than the physical book. What may be the challenges but also the benefits of e-readers to teachers and students? What may be the particular challenges to those teachers who are, traditionally, the guardians of the book, that is the teachers of mother tongue literature? This article reports on a survey of English teachers in England to gauge their reactions to e-readers, both personally and professionally and describes their speculations about the place of e-readers in schools in the future. There is a mixed reaction with some teachers concerned about the demise of the book and the potential negative impact on reading. However, the majority welcome e-readers as a dynamic element within the reading environment with particular potential to enthuse reluctant readers and those with special or linguistic needs. They also, some grudgingly, view the fact that reading using this form of technology appeals to the “e-generation” and may succeed in making reading “cool”. This form of technology is, ironically (given that it appears to threaten traditional books) likely to be rapidly adopted in classrooms. [ABSTRACT FROM PUBLISHER]

The University of North Texas Libraries received a grant for e-book readers for students purchasing digital textbooks. The grant provided a way to access electronic information in the form of digital textbooks to those who wish to use them but could not afford to purchase e-readers. The university bookstore offers digital textbooks, but not many students have used them. Through administering the grant the authors learned how to implement and market the e-reader service and how students felt about the technology. Evaluation methodology included a pre- and post-test outcomes-based survey for students using the technology. Future considerations are also noted. [ABSTRACT FROM PUBLISHER]

Purpose – This study aims to examine the usability of three popular electronic reading devices (e-readers) to determine which device provides the best functionality for individuals with print disabilities. Adaptability and flexibility for use with assistive technology are also evaluated. Design/methodology/approach – This study reports the results of a usability test of e-readers and their potential for use by individuals with print disabilities. Students enrolled in a School of Library and Information Science evaluated and compared the devices through a series of tasks designed to measure functionality. Participants completed a series of questionnaires and engaged in small group discussion about the efficacy of the devices. Likert scales and open-ended evaluation were employed in the evaluation and analysis. Findings – Two of the three devices examined offered no accessibility features for individuals with low or no vision who require assistive technologies to use information and communication technologies. The third device, while offering greater universal access functionality for individuals with mild-to-moderate print disabilities, also had weaknesses for individuals with severe print disabilities. Originality/value – With the rapid deployment of e-readers, little research has been completed measuring the accessibility and functionality for individuals with print disabilities in library or educational environments. The paper provides data on the usability of e-readers for users with print disabilities and recommendations for adopting e-reader use in libraries and educational environments. It will inform and guide information professionals seeking to provide greater access to resources for patrons with specialized access needs. [ABSTRACT FROM AUTHOR]

An essay is presented about the state of electronic lending (e-lending) services in U.S. libraries as of 2014, the ethical and legal tensions between libraries and commercialism, and how to minimize commercialism in e-lending services. It mentions the digital content of e-lending which includes electronic books (e-books), audio files, and web pages. Digital devices used in e-lending services are cited, such as laptops, electronic readers (e-readers), and multimedia tablets.

Electronic publishing is overwhelmingly posited to the rapid deployment of books to customers in a timely fashion, and affordably. The chatter in scholarly environments is now about a technological paradigm shift that has affected the book publishing industry. Companies are coming with ambitious goals of changing the way books are experienced; and at the 8th International Conference on the Book that took place at the University of Sankt Gallen, Switzerland in 2010, executives of publishing houses discussed their plans to digitize their entire warehouses dating back to the 19th century, thus getting rid of all their hard copies. Publishers plan to do away with printed books as they shift to electronic delivery. Devices such as electronic text readers, multifunction smart phones, and notebook computers are being marketed as new ways to carry entire libraries of books ubiquitously. [ABSTRACT FROM AUTHOR]