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The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using…
The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits.
Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions.
The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase.
This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use.
Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience.
This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.