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1 – 10 of over 145000Yiran Li, Liyi Zhang, Wen-Lung Shiau, Liyang Xu and Qihua Liu
Reading represents a basic way by which humans understand the world and acquire knowledge; it is also central to learning and communicating. However, with the rapid development of…
Abstract
Purpose
Reading represents a basic way by which humans understand the world and acquire knowledge; it is also central to learning and communicating. However, with the rapid development of mobile reading, an individual's cognition of objective facts may be affected by the reading environment and text genre, resulting in limited memorization and understanding of the reading material. Therefore, this study aimed to investigate the influence of the reading environment and text genre on individuals' cognitive activities from the perspective of motivational activation level using evidence from electroencephalography (EEG) signals.
Design/methodology/approach
The study employed a mixed design experiment with two reading environments (quiet and distracting) between subjects, two text genres (entertaining and scientific) within subjects and two reading tasks (memory recall and comprehension) within subjects. There were 50 participants in the experiment, and the data obtained from 44 participants while they read the materials and completed the reading tasks were analyzed.
Findings
The results showed that readers are more positively motivated to read in a quiet reading environment than in a distracting reading environment when facing the memory recall tasks of entertaining genre passages and comprehension tasks of scientific genre passages. Entertaining genres are more likely to arouse readers' reading interest but hinder the memory recall of the content details. While scientific genres are not easy to understand, they are helpful for working memory.
Originality/value
This study not only applies a new technology to mobile reading research in the field of library science and addresses the limitations of self-report data, but also provides suggestions for the further improvement of mobile reading service providers. Additionally, the results may provide useful information for learners with different learning demands.
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Nathan Lowrance and Heather Lea Moulaison
Readability applications are the software products designed to make online text more readable. Using information foraging theory as a framework, the purpose of this paper is to…
Abstract
Purpose
Readability applications are the software products designed to make online text more readable. Using information foraging theory as a framework, the purpose of this paper is to study the extent, if at all, using a readability application improves skimming comprehension in a low-clutter online environment. It also seeks to identify the perceived benefits or effects of using a readability application for skimming comprehension.
Design/methodology/approach
Ten participants skimmed two articles each, one in a low-clutter online document presentation environment, the other using an online readability application, as a timed, information foraging exercise. After reading each article, respondents answered true/false comprehension questions and follow up questions.
Findings
There was little difference in the comprehension of respondents after skimming in the two online documentation presentation environments. The readability environment was the preferred environment.
Practical implications
This study suggests that since participants claimed to prefer the text presentation of the readability application interface, interface designers may wish to create library interfaces for information seeking that follow the readability application format. Because some of the participants found themselves reading rather than skimming when using the readability application, readability for tasks other than skimming may be enhanced.
Originality/value
This is a practical study investigating an existing online readability application and its effects on an existing online reading environment as they pertain to information seeking behavior in general and to information foraging in particular.
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The purpose of this study is to explore gender differences in the online reading environment.
Abstract
Purpose
The purpose of this study is to explore gender differences in the online reading environment.
Design/methodology/approach
Survey and analysis methods are employed.
Findings
Survey results reveal that female readers have a stronger preference for paper as a reading medium than male readers, whereas male readers exhibit a greater degree of satisfaction with online reading than females. Additionally, males and females differ significantly on the dimension of selective reading and sustained attention.
Originality/value
Understanding gender differences would enable a better understanding of the changing reading behavior in the online environment, and to develop more effective digital reading devices. Factors affecting gender differences in the online reading environment are discussed, and directions for future research are suggested.
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Ahmad Shabani, Fatemeh Naderikharaji and Mohammad Reza Abedi
The purpose of this paper is to study reading behavior in the digital environment based on demographic factors including faculty, degree and gender among higher education students…
Abstract
Purpose
The purpose of this paper is to study reading behavior in the digital environment based on demographic factors including faculty, degree and gender among higher education students of Isfahan University.
Design/methodology/approach
This study was survey descriptive using a researcher‐made questionnaire and data collection was accomplished using stratified random sampling method. The population of the study was the postgraduate students from seven faculties of Isfahan University. Different aspects of reading behavior were studied including the amount of reading of electronic resources, the style of reading electronic resources, the amount of annotating the electronic and print resources, the amount of printing out electronic documents for reading, and preference of reading medium.
Findings
The study showed that the amount of reading of electronic resources is highest in the students of technical and engineering subjects, while the amount of printing out of electronic documents is highest in the faculty of sciences. PhD students usually make use of scanning for reading electronic resources, whereas postgraduate students generally print out more electronic documents.
Practical implications
The findings of this study will help university authorities and digital libraries managers to provide better services to users and students.
Originality/value
With the advent of internet and computers, reading is not the same as in the past. Reading in the digital age has changed and this paper tries to give some insight about the reading behavior of students and their preferences and the differences based on faculty, degree and gender.
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Rajesh Kumar Mog and Mithu Anjali Gayan
The purpose of this study is to understand the role and impact of gender on reading habits. It is an attempt to explore the probable reason why or why not gender differences take…
Abstract
Purpose
The purpose of this study is to understand the role and impact of gender on reading habits. It is an attempt to explore the probable reason why or why not gender differences take place concerning reading time, reading purpose, reading resources and digital devices among undergraduate students in the digital environment.
Design/methodology/approach
For this study, the researcher used a survey-based approach. To accomplish the study’s goals, a meticulously designed questionnaire has been disseminated among undergraduate students in selected colleges located in the western district of Tripura, a northeastern state in India.
Findings
The study found that female respondents have a slightly higher level of liking for reading than males. For both genders, the major purpose of reading is to enhance their knowledge unvaryingly. Furthermore, it has been observed that female respondents read electronic and print reading material more frequently compared to their male counterparts. Female respondents read fiction more frequently than males in print form. Both genders have more ease in reading print resources than digital resources. Among all digital devices, respondents are most competent at using mobile devices and prefer them for digital reading.
Research limitations/implications
As part of the pilot study, investigators surveyed a limited sample population, where the participation of students was further lower because of the unavailability of students.
Originality/value
The gender-based level of competency with digital devices is studied as a variable among the adult population to measure its correlation with reading habits.
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Purpose – The chapter provides the reader with an overview of the impact technology has on literacy education and makes a case for utilizing the technological pedagogical content…
Abstract
Purpose – The chapter provides the reader with an overview of the impact technology has on literacy education and makes a case for utilizing the technological pedagogical content knowledge (TPACK) framework for incorporating instructional technology in the reading clinic. The focus then shifts to how instructional technologies can be utilized to enhance literacy learning during a one-on-one tutoring program.
Methodology/approach – The author describes the changing nature of literacy instruction and the need for 21st century skills for teacher candidates and the students they serve. Pedagogical possibilities and instructional expectations are shared through discussion of the technology activities used by teaching candidates participating in school-based reading clinics.
Practical implications – In addition to descriptions of how teacher candidates utilized technology within their reading clinic instruction, the author notes affordances and challenges of integrating technology in one-on-one instructional settings. Instructional uses of eReaders, laptops, and iPads for literacy learning are noted in the chapter for possible replication in other reading clinic programs. Future directions for additional research are included.
Social implications – The chapter suggests how the university reading clinic can provide opportunities for teacher candidates to work collaboratively with students to incorporate technology into literacy learning activities. Working with technology in a tutoring environment serves as a foundation for incorporating digital literacy instruction in teacher candidates’ future classrooms and ensuring that students have the 21st century skills necessary for college and employment.
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Rick Kopak and Chia‐Ning Chiang
The purpose of this paper is to provide an overview of a set of reader‐oriented tools developed as part of an open source journal production and access system.
Abstract
Purpose
The purpose of this paper is to provide an overview of a set of reader‐oriented tools developed as part of an open source journal production and access system.
Design/methodology/approach
The paper outlines key elements of the reading tools component of Open Journal Systems (OJS). A design rationale is provided, and related to the key elements of the system. The philosophy behind the development of the reading tools is described, and relevant published research in support of the design is presented.
Findings
OJS (http://pkp.sfu.ca/ojs) is a web‐based, open source editing, management, and production application designed for publication of scholarly journals online. The reading tools developed for OJS are a useful addition to the feature set of OJS, providing journal readers with a richer reading environment, promote active reading, and increase the level of critical engagement with journal article content.
Practical implications
Readers may find that the tools described, as well as the larger system of which they are a part, could be usefully adopted in their own institutional context.
Originality/value
This paper provides an introduction to the design philosophy behind a reader‐oriented set of tools that will be of interest to those engaged in online reading research, and information interaction design. It will also be of value to those interested in open access, as well as those interested in open source software development.
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To examine how reading in electronic formats differs from traditional reading of print.
Abstract
Purpose
To examine how reading in electronic formats differs from traditional reading of print.
Design/methodology/approach
Concepts about digital print are discussed alongside research studies in fields related to multisensory technologies and electronic means of communication. A model of online reading is proposed integrating aspects of information foraging theory. Pedagogical applications are needed to integrate e-reading theory within classrooms.
Findings
With the varied text structures, directionality concerns, and interactive text features, our attention must turn to the theoretical foundations that underpin digital literacy learning today. Online foraging schemes can explain how information is sought and retrieved when reading new information from digital mediums.
Practical implications
Teachers must address the current, digital literacy needs of their students, thus preparing them for challenges in the 21st century. Varying text structures within digital formats as well as providing as-needed facilitation are the scaffolds that students need today. Using technologies such as digital games, tools, and contexts advances the mission of resource-based teaching and learning.
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Digital distraction is a common phenomenon in e-reading contexts, and it is worth exploring in depth from the perspectives of information (digital content), users (readers) and…
Abstract
Purpose
Digital distraction is a common phenomenon in e-reading contexts, and it is worth exploring in depth from the perspectives of information (digital content), users (readers) and technology (digital reading medium). Since screen reading has close links with multitasking and potential distraction, any investigation of reading in the digital environment must factor in this reality. This paper aims to investigate the extent and effects of digital distraction while reading on screens. Special emphases go to exploring multitasking while reading.
Design/methodology/approach
Survey and analysis methods are employed.
Findings
The extent of digital distraction among college students it found is alarming. All the top four sources of distraction are communication-based activities. Female students tend to concentrate more than males when they read on screens. An overwhelming majority of participants choose to read in print to reduce distractions and to concentrate effectively. Screen reading is inherently distracting, primarily due to multitasking. It appears that repeated multitasking during academic endeavors carries substantial costs.
Originality/value
Implications of digital distraction are discussed, and directions of future research are suggested.
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Cimei Dai and Dickson K.W. Chiu
This research explored how COVID-19 affects Shenzhen high school students' reading behavior and preference and their parents' attitudes toward reading during the lockdown.
Abstract
Purpose
This research explored how COVID-19 affects Shenzhen high school students' reading behavior and preference and their parents' attitudes toward reading during the lockdown.
Design/methodology/approach
This research adopted a qualitative approach to conduct one-on-one semi-structured interviews with parents of a boarding high school in Shenzhen, China. Thirteen parents were recruited through a purposeful sampling method, and NVivo12 software was used to analyze the results with a theme-based approach guided by the 5E instructional model.
Findings
The results revealed the effectiveness and problems of high school students' use of electronic resources and discovered changes in the reading behavior of high school students and their parents' attitudes during COVID-19.
Originality/value
There are few studies specifically on the reading behavior of boarding students from a parental view, especially in Asia. This research can fill the gaps in related research during COVID-19.
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