Challenges to E-Reader Adoption in Academic Libraries

Wexelbaum, Rachel; Miltenoff, Plamen

doi:10.1080/02763877.2012.678747

Cited by 6 publications

(2 citation statements)

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“…Slater (2010) discovered a similar reticence among librarians regarding the lack of consistency among existing formats, as well as a purchasing structure that often does not support the buying of an individual title. The required purchase of vendor-defined e-book title lists, minimum purchase requirements, and digital rights management issues are cited as barriers to e-book adoption by academic libraries (Wexelbaum & Miltenoff, 2012;Blummer & Kenton, 2012). In a review of studies focusing on the spread of e-readers in academic libraries, Wexelbaum and Miltenoff (2012) observed concern for the lack of a universal format, and fears that any devices bought with scarce resources could quickly become obsolete.…”

Section: Obstacles To E-book Adoptionmentioning

confidence: 99%

“…The required purchase of vendor-defined e-book title lists, minimum purchase requirements, and digital rights management issues are cited as barriers to e-book adoption by academic libraries (Wexelbaum & Miltenoff, 2012;Blummer & Kenton, 2012). In a review of studies focusing on the spread of e-readers in academic libraries, Wexelbaum and Miltenoff (2012) observed concern for the lack of a universal format, and fears that any devices bought with scarce resources could quickly become obsolete. Blummer and Kenton (2012) explored the persistence of these issues, and offered some best practices guidelines for mitigating internal challenges.…”

Section: Obstacles To E-book Adoptionmentioning

confidence: 99%

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In transition: academic e-book reading in an institution without e-books

et al. 2014

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The paper reports the results of a study that examined the ways in which graduate-level library and information science students make use of e-books and e-readers at an institution that does not offer e-books through its library. The study used three research methods-a survey, focus groups, and interviews-to investigate library and information science students' reading habits and preferences. The findings suggest that despite the barriers of access and usability, the students have generally incorporated e-books into their academic routines. The paper can be used as a case study in the adoption of emerging technology. LITERATURE REVIEW As the technology of e-books and e-readers matures and gains popularity, the number of publications about the use of this technology in academic libraries increases as well (Lopatovska et al., 2013). The research has largely focused on issues of usage, relationships between mobile devices and reading preferences, and vendor comparisons. A smaller number of publications focus on the drawbacks of e-book technology that affect its wider adoption by academic libraries. Usage A large number of the reviewed studies examined e-book usage by various academic communities, undergraduate and graduate students, faculty and staff, on the international, national and institutional levels. Jamali et al. (2008) report the results of a survey of 16,000 students and faculty from 123 UK universities. The article provides detailed reports on e-book use among various demographic groups (males/females, engineering/medical students) and discusses those e-book features that users find valuable (e.g. convenience and searchability). Springer (2009) conducted a large scale study surveying the users of several academic libraries in the US and abroad. The report indicated that academic readers tended to read e-books differently than print counterparts (skimming v in-depth reading) and used primarily reference and textbook titles for their research and study.

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Section: Obstacles To E-book Adoptionmentioning

confidence: 99%

Section: Obstacles To E-book Adoptionmentioning

confidence: 99%

In transition: academic e-book reading in an institution without e-books

et al. 2014

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Mobile Device Usage in Higher Education

Delcker

Honal

2018

Digital Technologies: Sustainable Innovations for Improving Teaching and Learning

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This paper focuses on mobile device usage of students in higher education. While more and more students embrace mobile devices in their daily life, institutions attempt to profit from those devices for educational purposes. It is therefore crucial for institutional development to identify students' needs and how mobile devices may facilitate these needs. This longitudinal study with N = 172 students compares the use of e-Readers and tablets for learning at a higher education institution. While e-Readers offer inexpensive solutions for reading texts, tablets provide a much wider range of applications, such as communicating with other students, accessing learning management systems, or conducting research online. Findings indicate that students evaluate tablets as a more useful device for learning. Interestingly, students using tablets also start to include more and more mobile learning technologies into their learning strategies.

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