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This research paper explores the roles of electronic texts in research projects in the humanities and seeks to deepen the understanding of the nature of scholars' engagement with e-texts. The study used qualitative methodology to explore engagement of scholars in literary and historical studies with primary materials in electronic form (i.e., e-texts). The study revealed a range of scholars' interactions with e-texts during the whole research process. It uncovered a particular pattern of information-seeking practices in electronic environments called netchaining and the main types of uses and contributions of e-texts to research projects. It was found that e-texts play support and substantive roles in the research process. A number of influences from electronic environment are identified as challenges and aids in working with e-texts. The study does not have statistical significance. It indicates a need for further research into scholarly practices, training requirements, and new forms of service provision. Study results are relevant for the development of digital collections, information services, educational programs, and other forms of support for the use of technology in research. The results can be also used to inform approaches to text encoding and development of electronic information systems and have implications for organizational and industry policies. The study found a range of scholars' interactions and forms of intellectual engagement with e-texts that were not documented and analyzed by earlier studies. It provides insights into disciplinary variations in the humanities and contributes to the understanding of scholarly change catalyzed by information technology.

We use student-level online resource usage data for students in four different introductory accounting courses to explore the impact on exam performance of both student study effort and students’ revealed preferences for reading text or watching video lectures. The online learning tool tracks student study choice (read text, watch video, or skip) on a paragraph-by-paragraph level. We match these usage data with student performance on course exams. We find that students who study more material earn higher exam scores than do students who study less material. We also find that students who self-select to do relatively more of their studying through reading text score higher on exams, on average, than do students who self-select to do relatively more of their studying through watching videos. Specifically, holding the overall amount of study constant, a student who chooses to spend the highest fraction of her or his study time watching video mini lectures earns exam scores 10 percentage points lower (six-tenths of a standard deviation) than a student who chooses to spend the lowest fraction of study time watching videos. Our results demonstrate that at least for introductory accounting students, increased study effort does indeed have a positive impact on exam performance. Our evidence also suggests that the highest performing introductory accounting students choose to learn accounting proportionately more through reading than through watching. These results are a reminder that when we talk about using “technology” to help our students learn accounting, the written word is still an important technology.

QuikScan is an innovative text format that employs three prominent signaling devices – summaries, headings, and access cues – to make the reading of medium‐to‐long texts more productive. The experiments reported in this paper aim to examine the claim that QuikScan contributes to text recall.

In two consecutive experiments a QuikScanned text (experimental condition) was compared to a non‐QuickScanned text (control condition). In Experiment one, 41 university students read the text and then answered ten open recall questions. In Experiment two, 58 university students read the text and then wrote a summary and answered four recall questions.

In Experiment one, a statistically significant overall effect on text recall favoring QuikScan was found. Detailed analyses revealed that QuikScan mainly affected the readers' responses to higher‐order questions (d = 1.24). Experiment two showed that QuikScan led to significantly higher recall scores for the summaries. Just as in the first experiment, a strong effect on the higher‐order questions was found (d = 1.27).

Further studies of QuikScan should include studies in naturalistic settings and should address selective reading and information navigation as well as text recall. SARA, a recent comprehensive theory of signaling, makes it possible to identify the individual functions of QuikScan's signaling devices and conduct revealing studies of QuikScan.

QuikScan and other innovations that improve the reading experience can potentially increase the willingness of readers to read longer documents.

QuikScan provides a unique combination of signaling devices. It can facilitate access and enhance text comprehension.

The current study investigates the impact on perceived review helpfulness of the simultaneous processing of information from multiple cues with various central and peripheral cue combinations based on the elaboration likelihood model (ELM). Thus, the current study develops and tests hypotheses by analyzing real-world review data with a text mining approach in e-commerce to investigate how information consistency (rating inconsistency, review consistency and text similarity) influences perceived helpfulness. Moreover, the role of product type is examined in online consumer reviews of perceived helpfulness.

The current study collected 61,900 online reviews, including 600 products in six categories, from Amazon.com. Additionally, 51,927 reviews were filtered that received helpfulness votes, and then text mining and negative binomial regression were applied.

The current study found that rating inconsistency and text similarity negatively affect perceived helpfulness and that review consistency positively affects perceived helpfulness. Moreover, peripheral cues (rating inconsistency) positively affect perceived helpfulness in reviews of experience goods rather than search goods. However, there is a lack of evidence to demonstrate the hypothesis that product types moderate the effectiveness of central cues (review consistency and text similarity) on perceived helpfulness.

Previous studies have mainly focused on numerical and textual factors to investigate the effect on perceived helpfulness. Additionally, previous studies have independently confirmed the factors that affect perceived helpfulness. The current study investigated how information consistency affects perceived helpfulness and found that various combinations of cues significantly affect perceived helpfulness. This result contributes to the review helpfulness and ELM literature by identifying the impact on perceived helpfulness from a comprehensive perspective of consumer review and information consistency.

This study aims to investigate the current state of research using deep learning methods for text classification in the tourism and hospitality field and to propose specific guidelines for future research.

This study undertakes a qualitative and critical review of studies that use deep learning methods for text classification in research fields of tourism and hospitality and computer science. The data was collected from the Web of Science database and included studies published until February 2022.

Findings show that current research has mainly focused on text feature classification, text rating classification and text sentiment classification. Most of the deep learning methods used are relatively old, proposed in the 20th century, including feed-forward neural networks and artificial neural networks, among others. Deep learning algorithms proposed in recent years in the field of computer science with better classification performance have not been introduced to tourism and hospitality for large-scale dissemination and use. In addition, most of the data the studies used were from publicly available rating data sets; only two studies manually annotated data collected from online tourism websites.

The applications of deep learning algorithms and data in the tourism and hospitality field are discussed, laying the foundation for future text mining research. The findings also hold implications for managers regarding the use of deep learning in tourism and hospitality. Researchers and practitioners can use methodological frameworks and recommendations proposed in this study to perform more effective classifications such as for quality assessment or service feature extraction purposes.

The paper provides an integrative review of research in text classification using deep learning methods in the tourism and hospitality field, points out newer deep learning methods that are suitable for classification and identifies how to develop different annotated data sets applicable to the field. Furthermore, foundations and directions for future text classification research are set.

The purpose of this paper is to explore a topic where blind participants expressed significant concern: obtaining full text and accessible full text.

This qualitative study includes 18 open-ended telephone interviews with blind academic library users in the USA. The study uses the viewpoint that understanding blind peoples’ perspectives is essential for equal accessibility.

Locating full text via link resolvers seemed problematic. Inaccessible articles and complications and delays creating accessible versions of print books limited participants’ use of materials. Enabling technologies and services were highlighted.

Caution should be used when generalizing from this study due to its sample size and methodology. The study is not a web accessibility test, which would analyze coding, nor a usability test, which would observe users. Additional research would be ideal; however, libraries should not wait to attend to accessibility.

In addition to improving digital accessibility, to address difficulty obtaining full text, libraries could offer to locate full text for blind users and implement SmartLinking and single sign on authentication. To deal with inaccessible full text, libraries could work with disability offices to obtain accessible materials and to convert materials to accessible format. DRM free HTML or EPUB e-books can have accessibility advantages. Outsourcing conversion to accessible format can also help. Libraries could offer reader service to assist blind users locating relevant sections of books to convert.

Compared to previous studies, this study includes a larger number of blind screen reader users; describes some unique issues; and includes blind users’ own interpretations.

This experimental study aimed to examine the effects of annotating a historical text as a reading comprehension strategy on student academic achievement in an eighth-grade social studies class.

A mixed-method design was used to collect quantitative and qualitative data sequentially. First, the authors collected quantitative data with a series of pre- and post-tests from all student participants during a six-week instructional time frame. Next, the authors collected quantitative and qualitative data with a survey from teacher and intervention group student participants. Quantitative data were analyzed to evaluate the mean differences in participants' test scores and survey responses. Finally, qualitative data from open-ended survey questions were transcribed and analyzed using an inductive approach to supplement the quantitative findings and develop a holistic picture of the participants' learning experiences.

The results showed that the annotating strategy increased student engagement, reading comprehension and thus academic achievement in social studies. Annotating helped students visualize key points, break down complex texts and slow down when reading complex historical texts. As a result, it helped students focus, think critically and discourse to understand complex content.

The study was conducted with eighth-grade students in one middle school in South Georgia.

The findings of this study provide evidence that the reading comprehension strategy of annotating is a valuable teaching and learning tool for daily use in social studies classrooms.

Educators must prepare students to use reading comprehension strategies such as annotating in all content areas and not only in a traditional academic setting.

This study adds to the current body of research and undergirds reading comprehension strategies used to improve the learning outcomes in content other than reading.

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.

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.

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.

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.

The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the theoretical framework that, paired with Fairclough's methodology for critical discourse analysis, is used to examine the constitution of interpretative repertoires and of a discourse constructing the academic library as a learning place. The information commons, learning commons, and library designed for learning repertoires are described and the effects of discursive activity are analyzed. Three types of effects are presented: (1) the production by the LIS community of discourse on academic libraries of a sizable body of literature on the information commons and on the learning commons, (2) the construction of new types of libraries on the commons model proposed by Beagle, and (3) the metaphorization of the library as business. The study concludes that the existing discourse takes a facilities management perspective dominated by concerns with technology, equipment, and space requirements that does not address the physical, psychological, and environmental qualities of library space design. Consequently, it is suggested that architectural programming techniques should be used in library planning and design that consider the architectural features and environmental design factors contributing to the making of a place where learning is facilitated.

The purpose of this paper is to investigate readers’ annotations in library books and attitudes towards marginalia among library users. In particular, the study discusses how marginalia function as reader-to-reader communication.

The study used data collected from both public library and university library collections, as well as a user survey conducted among library users. The empirical results are discussed in relation to theories of affordances, in order to understand what characterizes the socio-physical realm within which marginalia exist (RQ1), and what specific conditions make marginalia possible as a communicative act between readers (RQ2).

The study suggests that marginalia in library books are mainly by-products of reading/studying processes. The user survey depicts an overall picture of ambiguous attitudes towards marginalia. It is argued that marginalia seen as communication rely heavily on the proximity of the context and the permanence of the physical medium. Three distinctive categories are proposed for classifying marginalia according to their relationship with the text: embedded; evaluative; extratextual. In spite of being an often unwanted communication, marginalia thus still function as an additional layer to the main message of the primary text.

The findings are indicative pointing to follow-up studies that may further validate them. The study contributes to a referential frame for future studies on the subject.

The study addresses factual and communicative aspects of marginalia less covered in previous research, thus providing a basis for further research also in relation to designing affordances for annotations in e-books.