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

Purpose – This paper aims to report 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 paper can be used as a case study in the adoption of emerging technology. Design/methodology/approach – The study used three research methods – a survey, focus groups and interviews – to investigate library and information science students’ reading habits and preferences. Findings – The findings suggest that despite the barriers of access and usability, the students have generally incorporated e-books into their academic routines. The results also suggest the factors that contribute to reader preferences for e-book technology. Research limitations/implications – The study sample was limited to one academic institution without e-book collection. Originality/value – The article presents one of the very few studies that examine e-book reading of an academic population that does not currently have access to e-books through their academic library. Understanding the ways in which such a population accesses, uses and values e-books would help many academic libraries make decisions with regard to the selection, integration and marketing of e-books. Additionally, such a study could serve as the basis of a case study that seeks to understand the ways in which people who do not have ready access to technology through their institutions find ways to work around that obstacle.