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 adoptio...
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| Veröffentlicht in: | Library review (Glasgow) 2014-07, Vol.63 (4/5), p.261-275 |
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| container_issue | 4/5 |
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| container_title | Library review (Glasgow) |
| container_volume | 63 |
| creator | Lopatovska, Irene Slater, Aimee Bronner, Caitlin El Mimouni, Houda Lange, Leanora Ludas Orlofsky, Victoria |
| description | 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. |
| doi_str_mv | 10.1108/LR-12-2013-0163 |
| format | Article |
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– 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.</description><identifier>ISSN: 0024-2535</identifier><identifier>ISSN: 2514-9342</identifier><identifier>EISSN: 1758-793X</identifier><identifier>EISSN: 2514-9350</identifier><identifier>DOI: 10.1108/LR-12-2013-0163</identifier><language>eng</language><publisher>Glasgow: Emerald Group Publishing Limited</publisher><subject>Academic libraries ; Collection ; E-books ; Earth science ; Electronic book readers ; Graduate students ; Habits ; Information behaviour & retrieval ; Information in society ; Information science ; Interviews ; Libraries ; Library & information science ; Library collections ; Marketing ; Obstacles ; Preferences ; Readers ; Students ; Studies</subject><ispartof>Library review (Glasgow), 2014-07, Vol.63 (4/5), p.261-275</ispartof><rights>Emerald Group Publishing Limited</rights><rights>Emerald Group Publishing Limited 2014</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c271t-c85c2c5f9f6bdc00fadda8f158a3db5ebbac607640140b5e888bd580d2b839983</citedby><cites>FETCH-LOGICAL-c271t-c85c2c5f9f6bdc00fadda8f158a3db5ebbac607640140b5e888bd580d2b839983</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/LR-12-2013-0163/full/pdf$$EPDF$$P50$$Gemerald$$H</linktopdf><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/LR-12-2013-0163/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,967,11635,27924,27925,52686,52689</link.rule.ids></links><search><creatorcontrib>Lopatovska, Irene</creatorcontrib><creatorcontrib>Slater, Aimee</creatorcontrib><creatorcontrib>Bronner, Caitlin</creatorcontrib><creatorcontrib>El Mimouni, Houda</creatorcontrib><creatorcontrib>Lange, Leanora</creatorcontrib><creatorcontrib>Ludas Orlofsky, Victoria</creatorcontrib><title>In transition: academic e-book reading in an institution without e-books</title><title>Library review (Glasgow)</title><description>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.</description><subject>Academic libraries</subject><subject>Collection</subject><subject>E-books</subject><subject>Earth science</subject><subject>Electronic book readers</subject><subject>Graduate students</subject><subject>Habits</subject><subject>Information behaviour & retrieval</subject><subject>Information in society</subject><subject>Information science</subject><subject>Interviews</subject><subject>Libraries</subject><subject>Library & information science</subject><subject>Library collections</subject><subject>Marketing</subject><subject>Obstacles</subject><subject>Preferences</subject><subject>Readers</subject><subject>Students</subject><subject>Studies</subject><issn>0024-2535</issn><issn>2514-9342</issn><issn>1758-793X</issn><issn>2514-9350</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptkcFLwzAUxoMoOKdnrwUvXrK9JE2bepOhblAQhoK3kCapZq7tTFLE_97W7aJ4-R4Pft_j8X0IXRKYEQJiXq4xoZgCYRhIxo7QhORc4LxgL8doAkBTTDnjp-gshA0ApDRLJ2i5apPoVRtcdF17kyitjG2cTiyuuu498VYZ174mrk1UO2iILvYjmny6-Nb18QCGc3RSq22wF4c5Rc_3d0-LJS4fH1aL2xJrmpOIteCaal4XdVYZDVArY5SoCReKmYrbqlI6gzxLgaQw7EKIynABhlaCFYVgU3S9v7vz3UdvQ5SNC9put6q1XR8kyaHIqUgZHdCrP-im6307fCdJxgnLfnSK5ntK-y4Eb2u5865R_ksSkGOyslxLQuWYrByTHRyzvcM21qut-cfwqwr2DbI_eK0</recordid><startdate>20140701</startdate><enddate>20140701</enddate><creator>Lopatovska, Irene</creator><creator>Slater, Aimee</creator><creator>Bronner, Caitlin</creator><creator>El Mimouni, Houda</creator><creator>Lange, Leanora</creator><creator>Ludas Orlofsky, Victoria</creator><general>Emerald Group Publishing Limited</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7XB</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CNYFK</scope><scope>DWQXO</scope><scope>E3H</scope><scope>F2A</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>M1O</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope></search><sort><creationdate>20140701</creationdate><title>In transition: academic e-book reading in an institution without e-books</title><author>Lopatovska, Irene ; Slater, Aimee ; Bronner, Caitlin ; El Mimouni, Houda ; Lange, Leanora ; Ludas Orlofsky, Victoria</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c271t-c85c2c5f9f6bdc00fadda8f158a3db5ebbac607640140b5e888bd580d2b839983</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Academic libraries</topic><topic>Collection</topic><topic>E-books</topic><topic>Earth science</topic><topic>Electronic book readers</topic><topic>Graduate students</topic><topic>Habits</topic><topic>Information behaviour & retrieval</topic><topic>Information in society</topic><topic>Information science</topic><topic>Interviews</topic><topic>Libraries</topic><topic>Library & information science</topic><topic>Library collections</topic><topic>Marketing</topic><topic>Obstacles</topic><topic>Preferences</topic><topic>Readers</topic><topic>Students</topic><topic>Studies</topic><toplevel>online_resources</toplevel><creatorcontrib>Lopatovska, Irene</creatorcontrib><creatorcontrib>Slater, Aimee</creatorcontrib><creatorcontrib>Bronner, Caitlin</creatorcontrib><creatorcontrib>El Mimouni, Houda</creatorcontrib><creatorcontrib>Lange, Leanora</creatorcontrib><creatorcontrib>Ludas Orlofsky, Victoria</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Library & Information Science Collection</collection><collection>ProQuest Central Korea</collection><collection>Library & Information Sciences Abstracts (LISA)</collection><collection>Library & Information Science Abstracts (LISA)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Library Science Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><collection>Computer and Information Systems Abstracts</collection><collection>Technology Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><jtitle>Library review (Glasgow)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lopatovska, Irene</au><au>Slater, Aimee</au><au>Bronner, Caitlin</au><au>El Mimouni, Houda</au><au>Lange, Leanora</au><au>Ludas Orlofsky, Victoria</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>In transition: academic e-book reading in an institution without e-books</atitle><jtitle>Library review (Glasgow)</jtitle><date>2014-07-01</date><risdate>2014</risdate><volume>63</volume><issue>4/5</issue><spage>261</spage><epage>275</epage><pages>261-275</pages><issn>0024-2535</issn><issn>2514-9342</issn><eissn>1758-793X</eissn><eissn>2514-9350</eissn><abstract>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.</abstract><cop>Glasgow</cop><pub>Emerald Group Publishing Limited</pub><doi>10.1108/LR-12-2013-0163</doi><tpages>15</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0024-2535 |
| ispartof | Library review (Glasgow), 2014-07, Vol.63 (4/5), p.261-275 |
| issn | 0024-2535 2514-9342 1758-793X 2514-9350 |
| language | eng |
| recordid | cdi_proquest_journals_1651361651 |
| source | Emerald Journals |
| subjects | Academic libraries Collection E-books Earth science Electronic book readers Graduate students Habits Information behaviour & retrieval Information in society Information science Interviews Libraries Library & information science Library collections Marketing Obstacles Preferences Readers Students Studies |
| title | In transition: academic e-book reading in an institution without e-books |
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