Initial Findings from a Three-Year International Case Study Exploring Children's Responses to Literature in a Digital Library

Massey, Sheri Anita; Weeks, Ann Carlson; Druin, Allison

doi:10.1353/lib.2006.0018

Cited by 25 publications

(8 citation statements)

References 13 publications

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“…Nesset and Large (2004) emphasized the necessity of including the end-user in the design process. This was also supported in research by Masser et al (2005), where reader-response theory was applied in evaluating the International Digital Library content collection. EL 32,4 Landoni and Hanlon (2007) surveyed e-book reading groups to investigate how they were interacting with e-books in public libraries.…”

Section: Literature Reviewmentioning

confidence: 74%

Section: Literature Reviewmentioning

confidence: 74%

“…The results indicated that e-textbooks motivated group participation and achieved higher results among both group and individual tests. Masser et al's (2005) research applied reader response in evaluating the International Digital Library's content collection. Twelve children from four countries were exposed to the International Children's Digital Library (ICDL) and their responses to self-selected books were collected.…”

Section: Literature Reviewmentioning

confidence: 99%

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Student response to e-books: study of attitude toward reading among elementary school children in Kuwait

Chaudhry

2014

The Electronic Library

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Purpose – The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books. Design/methodology/approach – Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings randomly and their reactions were studied and compared using different methods. Findings – The experiment demonstrated that students enjoyed reading the electronic medium more than the paperback alternative. The difference, however, was not significant. In addition, difference between the comprehension levels of the three conditions was also insignificant. Students did, however, finish reading the paperback book in a significantly shorter time. Research limitations/implications – A pilot study would have been desirable and also the number of questions asked in the comprehension test could have been expanded. The authors were also not able to explore the possibility of using an automated tool to record the reading time. The two reading instruments used (iPads and iPods) might have affected the students’ understanding and enjoyment of the book, although no noticeable differences were found. Practical implications – The experiment indicted that one of the apparent benefits of reading the e-book was its built-in picture dictionary, as the book used in the study incorporated a lot of word coinage in his texts. Lessons learnt from the study can benefit in enhancing features of e-books and designing reading programmes to help build more positive attitude towards reading among children. Originality/value – Little research has been reported in the literature on investigation of e-books towards reading attitude particularly using empirical studies or experimental research. Most literature focuses on availability of e-books and their features. This study makes a good contribution to the literature on this important aspect of research and makes available useful practical information as well.

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Section: Literature Reviewmentioning

confidence: 74%

Section: Literature Reviewmentioning

confidence: 74%

Section: Literature Reviewmentioning

confidence: 99%

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Student response to e-books: study of attitude toward reading among elementary school children in Kuwait

Chaudhry

2014

The Electronic Library

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“…In this section, a summary of the trends found are presented that expand upon our preliminary report [25]. Trends were identified only when study participants in at least three countries raised the issue in their interviews and findings could be triangulated by the two other data sources: children's drawings, book review responses.…”

Section: Resultsmentioning

confidence: 93%

Children's interests and concerns when using the international children's digital library

Druin

Weeks

Massey

et al. 2007

Proceedings of the 7th ACM/IEEE-CS Joint Conference on Digital Libraries

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Tabletop and tangible interfaces are often described in terms of their support for shared access to digital resources. However, it is not always the case that collaborators want to share and help one another. In this paper we detail a video-analysis of a series of prototyping sessions with children who used both cardboard objects and an interactive tabletop surface. We show how the material qualities of the digital interface and physical objects affect the kinds of bodily strategies adopted by children to stop others from accessing them. We discuss how children fight for and maintain control of physical versus digital objects in terms of embodied interaction and what this means when designing collaborative applications for shareable interfaces.

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“…Research demonstrates that many issues influence the implementation of digital libraries in the classroom (UNESCO ITTE, 2003). Previous models of digital libraries have attempted to describe effective information use within a learning context from the perspective of students (Abbas et al, 2002;Theng et al, 2001), and a significant amount of research has been done on children's use of digital libraries in recreational and instructional settings (Hutchinson et al, 2006;Massey et al, 2005;Reuter, 2007). However, little is known from the teacher's perspective.…”

Section: Background and Context Of Inquirymentioning

confidence: 99%

Digital libraries in the classroom: Secondary school teachers’ conception

Abrizah

Zainab

2011

Journal of Librarianship and Information Science

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Applying digital libraries in K-12 education has the potential to change fundamental aspects of the classroom in ways that could have an enormous impact on teaching and learning. Digital libraries providing educational resources are widespread in the World Wide Web. The K-12 is a group of people that are generally open to and familiar with webbased technology and it seems ideal to provide this 'Net Generation' (Caywood, 1998) with web-based reference services such as digital libraries. Researchers and educators have the following reasons why it is important to study and plan the provision of digital library service for students: (a) it helps provide the means to collect, store and organize digital information; (b) it is able to provide information whenever and wherever it is needed; (c) it revolutionizes the traditional pedagogy of providing learning resources and the way these resources can be accessed; (d) it helps students to practise self-accessed and self-directed reference learning at their own pace; and (e) it changes the conventional process of seeking information, as well as the speed and spread of information obtained. Massulo and Mack (1996) succinctly summarized the three roles the digital library can play in K-12 education: as a resource for teaching in curriculum development; as a resource for learning to enrich students' experience; and as an authoring space in support of students learning. Zainab et al. (2003) wrote that not only do digital libraries offer innovative strategies for learning opportunities, but they can also make a significant impact on enhancing and improving ICT skills among students and teachers because hosting of information, retrieving and handling information from the Internet requires a fair amount of computer skills and Internet literacy.A key question pertinent to be discussed is: how are digital libraries perceived to contribute to learning? Research demonstrates that many issues influence the implementation of digital libraries in the classroom (UNESCO ITTE, 2003). Previous models of digital libraries have attempted Abstract This paper presents findings from a case study investigating secondary school teachers' understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and (2) What are the teachers' perceptions of the initiative to develop a collaborative digital library for school projects? A series of interviews were carried out on six History subject teachers which provide a detailed and succinct information on their understanding of digital libraries, their knowledge and use of the Internet and digital resources, their perception of the possible impact of digital resources on teaching and learning, the benefits teachers seen in digital resources and the problems they have in using them. It also offers important insights on History subject teachers' perceptions of the in...

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Initial Findings from a Three-Year International Case Study Exploring Children's Responses to Literature in a Digital Library

Cited by 25 publications

References 13 publications

Student response to e-books: study of attitude toward reading among elementary school children in Kuwait

Student response to e-books: study of attitude toward reading among elementary school children in Kuwait

Children's interests and concerns when using the international children's digital library

Digital libraries in the classroom: Secondary school teachers’ conception

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