The purpose of this paper is to research the difference in reading and learning from print versus electronic media in a professional and educational setting. To what extent does the materiality of the medium influence the efficiency and effectively of the reader? What is needed to create “digital born” information rich texts? In Part 1, sustained reading of information and knowledge rich texts is addressed.
In‐depth comparative tests with a great number of subjects between print‐on‐paper, e‐ink screens and LCD screens. In Part 1 the results of tests with sustained reading of information and knowledge rich texts are reported.
All tests show that print‐on‐paper is still a superior medium for learning and digesting complicated and elaborate texts, whilst electronic screens are appreciated for quick information gathering, communication and navigation. Electronic representations of information and knowledge demand that the structure of the writing has to change.
Given the rapid development in electronic displays, many issues – in particular ergonomical – become a “moving target”. An important limitation – which is one of the quests of this research – is the lack of sufficient genuine digital born texts.
The need to start and review the writing process; the appearance but also the structure of information and knowledge rich texts. A second issue is the need to develop easy capabilities to make an electronic text as easy a “tool” as the print text, with underlining, comments and notes.
The development of novel ways of publishing educational texts.
Deep qualitative research in comparison with quantitative tests. Comparison between professional information acquisition and learning.
Stoop, J., Kreutzer, P. and Kircz, J. (2013), "Reading and learning from screens versus print: a study in changing habits: Part 1 – reading long information rich texts", New Library World, Vol. 114 No. 7/8, pp. 284-300. https://doi.org/10.1108/NLW-01-2013-0012Download as .RIS
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