The persistence of print among university students: An exploratory study

Baron, Naomi S.; Calixte, Rachelle M.; Havewala, Mazneen

doi:10.1016/j.tele.2016.11.008

Cited by 79 publications

(62 citation statements)

References 27 publications

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“…The aspect of familiarity is key, because otherwise attitudes comparing printed texts and etexts are likely to be biased toward printed texts, which are much more familiar and which don't require training on how to interact with them. Our pre-semester results clearly supported prior research suggesting that students have a preference for printed texts (Baron, Calixte, & Havewala, 2017); more than two-thirds of both of our groups reported such a preference to start. These students reported that eye strain associated with electronic screens, prior reading habits, or distractions in the electronic environment were reasons for their preference.…”

Section: Discussionsupporting

confidence: 88%

“…These attitude results reveal a major weakness of other studies that examine attitudinal data drawn only from single-point-in-time questionnaires (e.g., Baron, 2017). Like most new technologies, adoption rates and preferences change through use and habituation, provided that the technology in question can eventually bring about positive change.…”

Section: Discussionmentioning

confidence: 74%

“…Detractors, often relying on snapshot attitudinal data (Woody, Daniel, & Baker, 2010;Baron, Calixte, & Havewala, 2017), are too quick to dismiss the potential for critical reading practice in the electronic environment. Our longitudinal data undercuts the detractors' claims that e-readers are neither preferred by students nor confer a learning benefit to students.…”

Section: Discussionmentioning

confidence: 99%

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Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Jensen

Scharff

2019

JoSoTL

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This project investigated the impact of incorporating e-reader texts and annotation tools in an upper level philosophy course. This project adds to the body of literature that assesses gains/losses in conventional measures of performance (e.g., scores on graded assignments) and changes in student attitudes as reported in questionnaires. However, this project was unique in that it focused on training students to use e-reader tools for critical reading practices and it included assessment of student annotations and their relationship with the performance measures. We tested the hypothesis that, with intentional training and a course-design that provided multiple opportunities for practice and feedback, students using e-readers for critical engagement with their reading assignments would demonstrate (a) deeper understanding of the content of the texts, (b) improvement in their use of critical reading practices, and (c) improvement in their attitudes toward the use of e-readers for academic work. While we did not observe significant gains in graded assignments compared with control groups using printed texts, we found no evidence of losses for students using e-readers. At the same time, we found evidence of improvement in students’ critical reading practices, especially when paired with modeling and practice throughout the term. We also observed significant positive changes in student attitudes toward the use of e-readers for academic work, compared with controls. Our findings suggest that achieving the benefits of e-readers for the development of critical reading skills requires a course with design elements that are specifically tailored to this purpose.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 74%

Section: Discussionmentioning

confidence: 99%

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Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Jensen

Scharff

2019

JoSoTL

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“…While the potential worth of mobile practices for informal learning (Tseloudi and Arnedillo‐Sánchez, ) and leisure reading (Kuzmičová et al, In Press; see also next section) is relatively evident, institutionalised learning behaviour may not adapt as easily. Exploratory research has shown student samples, internationally, to resist abandoning traditional print formats for study purposes (Baron et al, ; Fortunati and Vincent, ).…”

Section: Reading Environments Embodied and Socialmentioning

confidence: 99%

Reading and company: embodiment and social space in silent reading practices

et al. 2017

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Reading, even when silent and individual, is a social phenomenon and has often been studied as such. Complementary to this view, research has begun to explore how reading is embodied beyond simply being 'wired' in the brain. This article brings the social and embodied perspectives together in a very literal sense. Reporting a qualitative study of reading practices across student focus groups from six European countries, it identifies an underexplored factor in reading behaviour and experience. This factor is the sheer physical presence, and concurrent activity, of other people in the environment where one engages in individual silent reading. The primary goal of the study was to explore the role and possible associations of a number of variables (text type, purpose, device) in selecting generic (e.g. indoors vs outdoors) as well as specific (e.g. home vs library) reading environments. Across all six samples included in the study, participants spontaneously attested to varied, and partly surprising, forms of sensitivity to company and social space in their daily efforts to align body with mind for reading. The article reports these emergent trends and discusses their potential implications for research and practice.

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“…Mixed quantitative/qualitative approaches such as these are often used in survey research (e.g., [74,75]). The two forms of research methods are not mutually exclusive, they are often used in concert to provide measurements and understand magnitudes and indicators (quantitative) and to delve deeper and provide insight through open-ended questions (qualitative).…”

Section: Methodsmentioning

confidence: 99%

The Terms Foresters and Planners in the United States Use to Infer Sustainability in Forest Management Plans: A Survey Analysis

et al. 2019

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Sustainable forest management is important for advancing sustainable societal development. Effective communication plays a major role in how goals and objectives are achieved. This study aims to assess how sustainability is considered by people who develop forest management plans (or forest plans in short). We employed the snowball sample technique to locate the study’s respondents. In addition, an open-ended questionnaire and a mix method data collection (phone and email) and analysis (qualitative and quantitative) were found to be adequate methods to survey forest planners who have been involved in the development, implementation, evaluation, and/or revision of forest plans in the United States. Our approach helped us to understand their perceptions of and means of incorporating sustainability concerns in forest plans. A total of 55 surveys were completed by forest planners physically located in 26 of the 50 states in the country. Results suggested that planners generally placed environmental sustainability concerns over social and economic sustainability concerns. A variety of key terms were central to forest planners’ attempts to communicate sustainability, from which most were associated with philosophical and temporal principles that would then be associated with concrete actions and the human dimension. Nevertheless, respondents also acknowledged difficulties and misunderstandings in describing how forest sustainability should be demonstrated within a forest plan. Topics such as restoration, carbon sequestration, and resilience were infrequently associated with sustainability and sustainable forest management. Finally, we found that the respondents were divided on whether the language used in forest plans to demonstrate sustainability could be improved.

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The persistence of print among university students: An exploratory study

Cited by 79 publications

References 27 publications

Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Reading and company: embodiment and social space in silent reading practices

The Terms Foresters and Planners in the United States Use to Infer Sustainability in Forest Management Plans: A Survey Analysis

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