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Article
Publication date: 5 June 2017

Min Zhang, Mingxing Zhu, Xiaotong Liu and Jun Yang

Because mobile phones offer a new, affordable and easy-to-use portal to reading material, mobile reading is emerging as the most ultra-modern reading approach. From the…

Abstract

Purpose

Because mobile phones offer a new, affordable and easy-to-use portal to reading material, mobile reading is emerging as the most ultra-modern reading approach. From the perspective of mobile reading service providers, knowledge of customer purchase, and consumption behaviour is critical for their survival and success. This paper aims to provide insights into the factors that influence the purchase e-books.

Design/methodology/approach

Following means-end chain theory, the prospect theory and elaboration likelihood model, a structural equation model is proposed to investigate and identify key factors that drive the purchase intention of experienced mobile readers. In the theoretical model, utilitarian value (UV) and hedonic value (HV) are supposed as formative second-order constructs formed by related payoff.

Findings

Both UV and HV are positively associated with readers’ purchase intention. However, there are no big differences between these two path coefficients. People seem to perceive relatively low payment risk although perceived risk could still negatively affect purchase intention. As a predictor of purchase intention, UV is less important when risk perception increases or when involvement (IV) decreases. Furthermore, this study illustrates that uniqueness and convenience (CV) are significant components of UV, whereas curiosity and flow are components of HV.

Practical implications

Mobile reading providers should highlight the professional and specificity of app such as beautiful cover, page setup that similar to real books and so on. Readers should be allowed to post real-time reviews and communicate with others to improve their sense of satisfaction, participation and belonging. The payment process should be concise and simple through which readers can save their purchase time and effort. Mobile reading service providers should provide trustworthy payment approaches, especially third-party platform and guarantee the CV and safety of payment activity.

Originality value

By focusing on the impacts of relationships among UV, HV, perceived risk and IV to purchase intention, this paper not only provides a theoretical understanding of mobile reading purchase behaviour but also offers practical insights to reading material manufactures and app developers for promoting such a process.

Details

The Electronic Library, vol. 35 no. 3
Type: Research Article
ISSN: 0264-0473

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Article
Publication date: 16 August 2019

Chih-Ming Chen, Jung-Ying Wang and Yu-Chieh Lin

Developing attention-aware systems and interfaces based on eye tracking technology could revolutionize mainstream human–computer interaction to make the interaction…

Abstract

Purpose

Developing attention-aware systems and interfaces based on eye tracking technology could revolutionize mainstream human–computer interaction to make the interaction between human beings and computers more intuitive, effective and immersive than can be achieved traditionally using a computer mouse. This paper aims to propose an eye-controlled interactive reading system (ECIRS) that uses human eyes instead of the traditional mouse to control digital text to support screen-based digital reading.

Design/methodology/approach

This study uses a quasi-experimental design to examine the effects of an experimental group and a control group of learners who, respectively, used the ECIRS and a mouse-controlled interactive reading system (MCIRS) to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension, cognitive load, technology acceptance, and reading behavioural characteristics. Additionally, the effects of learners with field-independent (FI) and field-dependence (FD) cognitive styles who, respectively, used the ECIRS and MCIRS to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension are also examined.

Findings

Analytical results reveal that the reading comprehension of learners in the experimental group significantly exceeded those in the control group for the Q&A article, but the difference was insignificant for the pure text article. Moreover, the ECIRS improved the reading comprehension of field-independent learners more than it did that of field-dependent learners. Moreover, neither the cognitive loads of the two groups nor their acceptance of the technology differed significantly, whereas the reading time of the experimental group significantly exceeded that of the control group. Interestingly, for all articles, the control group of learners read mostly from top to bottom without repetition, whereas most of the learners in the experimental group read most paragraphs more than once. Clearly, the proposed ECIRS supports deeper digital reading than does the MCIRS.

Originality/value

This study proposes an emerging ECIRS that can automatically provide supplementary information to a reader and control a reading text based on a reader’s eye movement to replace the widely used mouse-controlled reading system on a computer screen to effectively support digital reading for English language learning. The implications of this study are that the highly interactive reading patterns of digital text with ECIRS support increase motivation and willingness to learn while giving learners a more intuitive and natural reading experience as well as reading an article online with ECIRS support guides learners’ attention in deeper digital reading than does the MCIRS because of simultaneously integrating perceptual and cognitive processes of selection, awareness and control based on human eye movement.

Details

The Electronic Library , vol. 37 no. 4
Type: Research Article
ISSN: 0264-0473

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Book part
Publication date: 28 March 2012

Emily Rodgers

Purpose – This chapter describes an assessment tool that not only contains all of the good qualities of formative assessments, in that it informs teaching and is based on…

Abstract

Purpose – This chapter describes an assessment tool that not only contains all of the good qualities of formative assessments, in that it informs teaching and is based on systematic observation of the learner engaged in reading and writing, but also possesses the same good qualities as standardized assessments, in that a student's performance can be compared to other students over time.

Methodology/approach – The chapter begins with an overview of Clay's interactive literacy processing theory. The value of using observation is discussed and a case is made that when observations are conducted in a systematic way, the assessment can possess all the same qualities of a good standardized instrument. Two first-grade students' assessment data from the Observation Survey (OS), one a struggling reader and the other working at low-average level, are shared in order to demonstrate how to interpret the assessment data using Clay's literacy processing theory and how to use those interpretations to inform teaching.

Practical implications – Systematic observation of children engaged in reading, and writing continuous text, allows the teacher to observe behaviors that can be used to infer what a reader is using and doing while reading.

Value – This assessment information can be used to effectively scaffold literacy instruction and a child's reading performance.

Details

Using Informative Assessments towards Effective Literacy Instruction
Type: Book
ISBN: 978-1-78052-630-0

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Article
Publication date: 11 October 2011

Briony Birdi and Mostafa Syed

The purpose of this paper is to present findings of a study investigating the reading of, and engagement with minority ethnic fiction in UK public libraries, with a…

Abstract

Purpose

The purpose of this paper is to present findings of a study investigating the reading of, and engagement with minority ethnic fiction in UK public libraries, with a particular focus on Black British fiction and Asian fiction in English.

Design/methodology/approach

A quantitative study of the reading behaviour of a large population of public library users (n=1,047) from the East Midlands region. A survey was distributed at issue points in 16 libraries in nine participating local authorities, to investigate respondents' reading choices, and factors that may affect these choices.

Findings

Findings have emerged regarding the readers and non‐readers of Black British and Asian fiction in English. Social identity theory and reader response theory, whilst initially appearing contradictory, are helpful in understanding patterns of reading behaviour.

Research limitations/implications

The paper provides a valuable starting point for future research in materials portraying, and originating from, minority ethnic communities.

Practical implications

The paper identifies areas in which public libraries, publishing houses and minority ethnic community groups can improve the provision and promotion of minority ethnic fiction.

Social implications

It is hoped that longer‐term effects will be to increase the involvement of members of all communities in the selection and promotion of culturally appropriate materials.

Originality/value

The paper addresses a gap in previous research and practice, whereby the provision of multicultural resources was always considered only in linguistic, rather than in broader cultural terms, the latter felt to be more appropriate to contemporary society.

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Article
Publication date: 1 February 2016

Tien-Chi Huang, Yu Shu, Ting-Chieh Yeh and Pei-Ya Zeng

This paper aims to identify ways to establish an information system to aid users to enhance the effectiveness of self-regulated learning and solve the problem of learning…

Abstract

Purpose

This paper aims to identify ways to establish an information system to aid users to enhance the effectiveness of self-regulated learning and solve the problem of learning domain unawareness. Many libraries are spacious and with a rich collection of books, the problem a newcomer may encounter in the wide library is spatial unawareness. In addition, people new to a particular field of study often encounter the problem of learning domain unawareness.

Design/methodology/approach

This paper presents an overview of self-regulated learning theory first. We realize the essential principles of self-regulated learning model in the library and developed a learning system that utilizes the concept of combining mobile augmented reality (AR), indoor navigation and data mining algorithms.

Findings

The proposed NO Donkey E-learning (NODE) system utilizes AR and innovative indoor positioning technology to fulfil the goal of navigation inside a library and solve the problems of spatial and learning domain unawareness. On the one hand, the system allows peers to communicate asynchronously to create a cloud-based information sharing community; the dual-track terminal (the website and the app interfaces) in the system could provide both educational functionalities and mobility for readers. On the other hand, AR navigation function integrates the information of reading paths, the real-space locations, real-time dynamic information, book introductions and readers’ comments to help readers have access to the topic-related books efficiently.

Practical implications

We found that although the library provides the floor plan and signs, such passive and fixed indication may cause spatial unawareness. People need system to show the bookshelf location and dynamic direction indicators when they walk in the wide library. However, most existing library information systems only provide readers with the function of book search, including which floor the book is on, call number and check-out status. In this sense, we propose that self-regulated learning theory integrated the new innovation technology is the solution for the above issues.

Originality/value

The system developed in this study, while viewing the real scenes inside the library through camera lens, provides related virtual educational information services and learning paths on screen and guides the public to do systematic self-regulated learning. With the functions of the “learning topic” and “knowledge sharing”, the learning system promotes the general public to self-monitor their learning progress and to use the sharing mechanism as the system structure to solve the two main problems of spatial unawareness and domain unawareness in learning in libraries, creating a truly innovative people-centred library information system.

Details

The Electronic Library, vol. 34 no. 1
Type: Research Article
ISSN: 0264-0473

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Article
Publication date: 1 August 1971

PETER HONEY

If you have lasted the course and read all six previous articles in this DIS series, I expect you could be feeling pretty overwhelmed by now. You will have read about…

Abstract

If you have lasted the course and read all six previous articles in this DIS series, I expect you could be feeling pretty overwhelmed by now. You will have read about behaviour analysis categories, computer‐assisted feedback, operations rooms manned by behavioural scientists and lots more besides. In this article I am going to cut straight through all the paraphernalia and show you how to apply something of these new methods with minimal resources. When I talk of resources, I'm thinking of money, people and time. In so doing I shall make my colleagues wince because, inevitably, the starter suggestions I shall make fall a long way short of the sort of standards we have become used to in ICL and BOAC. My colleagues will wince because the standards they are used to are not absurdly high. The practices described in the previous articles exist and are carried out because we believe them to be both realistic and necessary. I am prepared to leave them wincing if I can do something to give you a leg up into the interactive skills area. At the very start we said that our purpose in publishing this DIS series at all was to encourage trainers to implement, and put into everyday use, some of the new methods which we have developed in our work. Neil Rackham actually invited you to ‘plagiarise, copy, adapt, modify or develop anything which you read in these articles’. And this is surely sensible. You will have noticed our own unashamed references to plagiarism throughout the previous articles. The existence of this current article should reinforce our sincerity in making such an invitation and make it more likely that you will accept.

Details

Industrial and Commercial Training, vol. 3 no. 8
Type: Research Article
ISSN: 0019-7858

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Article
Publication date: 1 June 1998

K.G.B. Bakewell

Abstract

Details

New Library World, vol. 99 no. 3
Type: Research Article
ISSN: 0307-4803

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Book part
Publication date: 2 December 2019

Frank Fitzpatrick

Abstract

Details

Understanding Intercultural Interaction: An Analysis of Key Concepts
Type: Book
ISBN: 978-1-83867-397-0

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Article
Publication date: 20 November 2017

Quan Lu, Qingjun Liu, Jing Chen and Ji Li

Since researchers have utilized text signals to develop a mass of within-document visualization analysis tools for reading aid in a long document, there is an increasing…

Abstract

Purpose

Since researchers have utilized text signals to develop a mass of within-document visualization analysis tools for reading aid in a long document, there is an increasing need to study the relationship between readers’ behavior of using text signals for navigation and their reading performance in the tools. The purpose of this paper is to combine the text signals using behavior and reading performance in two kinds of analysis tools to verify their relationship and discover whether there is any efficient reading strategy when using text signals to navigate a long document.

Design/methodology/approach

The methodology is a case study. The authors reviewed related literature first. After explaining the design ideas, interface and functions of THC-DAT and BOOKMARK, which are two reading tools utilizing two main kinds of text signals, one utilizing topics and the other utilizing headings for reading aid, a case study was presented to collect click data on the text signals of participants and their reading effectiveness (score) and efficiency (time).

Findings

The results confirm that the text signals using behavior for navigation has a significant impact on reading efficiency and no impact on reading effectiveness in both BOOKMARK and THC-DAT. The discrete degree of clicks behavior on text signals has an impact on reading efficiency. The using behavior of different types of text signals has different impacts on reading efficiency.

Research limitations/implications

Using text signals for navigation time evenly can help improve reading efficiency. And a basic strategy suggested to readers is focusing on reducing their time to find answers when using text signals for navigation in a long document. As to utilizing the two different kinds of text signals, readers can have different strategies. Accordingly, personalized recommendation based on interval of adjacent clicks will help to improve computer-aided reading tools.

Originality/value

This paper combines the text signals using behavior for navigation and reading performance in two kinds of visual analysis tools, studied the relationship between them and discovers some efficient reading strategies when using text signals for navigation to read a long document.

Details

Library Hi Tech, vol. 35 no. 4
Type: Research Article
ISSN: 0737-8831

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Article
Publication date: 6 July 2021

Diane Mizrachi, Alicia M. Salaz, Serap Kurbanoglu and Joumana Boustany

This paper presents the complete findings from the Academic Reading Format International Study (ARFIS), the world's largest study of tertiary students' format preferences…

Abstract

Purpose

This paper presents the complete findings from the Academic Reading Format International Study (ARFIS), the world's largest study of tertiary students' format preferences and behaviors. The analysis of ARFIS proceeded in two stages. This paper reveals results from the second stage for the first time and compares them with the earlier results. The authors then present and discuss the results from the combined datasets of 21,266 students in 33 countries.

Design/methodology/approach

A total of 44 members in the ARFIS research team distributed an online survey composed of 22 Likert-style, multiple choice and open-ended questions to tertiary students on their format preferences and behaviors. Inferential statistical analysis was used on participant responses, and descriptive statistics analysis was used on the combined amalgamated dataset.

Findings

Majorities of students in all countries consistently show preference for reading their academic texts in print. However, variations of preferences do occur between countries. Overall, the language of a reading does not affect reading format preferences, but national scores on this question are greatly diverse.

Originality/value

ARFIS is the largest study of its kind created through a collaboration of researchers in countries on six continents, collecting data in more than 20 languages. The sample size, rigorous statistical analysis and consistency of results strengthen the reliability of the findings. Analysis of the first dataset has received widespread recognition, but this paper is the first to publish the second dataset and the complete amalgamated results.

Details

Reference Services Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0090-7324

Keywords

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