Ebooks pros and cons

Ebooks provide users with a range of new functionalities not possible with print books.  Whilst highlighting text is possible with both, the ability to add or remove highlights is useful.  Additionally the ability to search, look up definitions, link to further information on the author or the text, create and possibly share annotations is useful.  As many devices are backlit, the need for additional lighting is negated. Being able to increase font sizes and use text to speech functions are beneficial for special needs students. 

For libraries, cost savings per book and reduced physical storage space required are advantages.  The option to email links or enable users to directly access ebooks in the library collection directly to devices, regardless of where and when required is also positive.

As e-readers can store a large number of texts, this can be both advantageous and disadvantageous, if the device fails and the stored items are lost. Thus regular backup is required, as is regular charging or battery changing.  The devices are often costly and can be damaged more easily than books. The weight of some devices and the lack of standard formats between devices are also noted as issues.

As a key consideration is the benefit to users, Young’s (2009) research that 40% of college students using e-devices studied less combined with Follett’s (2006) findings that e-readers are difficult to read, lead to eye-strain, and most importantly “slower reading and less information retention” (as cited by Gray, 2010, p. 24), the benefits to students for educational purposes are questionable.

References: 

Gray, M. (November, 2010). I-tune, e-book, u-learn with laptops. Scan, 29(4), 22-24.

Ebook image photo credit Jorghex (15 September 2007), available http://commons.wikimedia.org/wiki/File:EBookreal.jpg

Ebooks or Pbooks or information

Much debate exists about the current and future need for school libraries. School libraries are faced with changes in technology, student learning styles, teaching methods and curriculum, as well as the increasing use of digital resources in place of print collections. Due to the increased access of students and teachers to mobile devices and wireless technologies, there has been some move by schools to remove physical school libraries in favour of virtual collections, where staff and students have online access to e-resources.

Such moves have been met with mixed success from parents, students, staff and executives.  In some cases the change has been successfully implemented, as shown by greater use of resources by students and required physical resources rehoused as appropriate.  The ability to access information anywhere has been significantly well received.  Careful planning of the change including selection of effective providers and staff development seem key in this change.

Other situations (such as the Windsor Catholic schools study) have not welcomed the move to abandon physical school libraries. Whilst the needs for ensuring libraries meet current student needs, including developing inquiry and ICT skills required for 21 century learning, the decision to remove print collections has not always been successful.  Ensuring a balance between achieving modernisation whilst also providing students with a love of reading was an important goal of libraries here.

When debating between ebooks and print books, I agree with Christopher Harris’ argument. It is the information contained in the resource rather than the format of the resource that is important. The role of the librarian is to introduce learners to that information in whatever format best suits the learner and the context. It may be that textbooks in ebook format provide learners with improved scope for learning through the features they provide. Reading fiction texts in ebook format may be useful for ESL students who can immediately access definitions of words, however when reading for pleasure students may prefer print books.  It is the context and needs of the user that must be the focus. Whether the TL personally prefers reading print books or writing with pen and paper instead of blogging or other methods of communication becomes immaterial. Further, consideration needs to be given to what formats of information are available.

When making the choice between formats, the TL could also be guided by the SAMR Model below.  Is the move to ebooks merely substitution or augmentation of print books or is there some transformation taking place. For example, are the readers using functions that allow them to contribute their thoughts on the book with other readers?

Image credit: Dr Ruben R. Puentedura, found at Blog: http://hippasus.com/rrpweblog/
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

The key point is to ensure the information is available to the learner/ teacher as required and in the format that best suits the teaching and learning needs. Then the TL becomes important in being able to guide inquiry, to develop students’ critical thinking skills and ethical use of information resources and social networking tools.  It is this aspect of the role where the future of the TL needs to be focused ie bring out the T for teacher as well as the L for librarian.

Reference:

Harris, Christopher. "The future is boundless: what do libraries mean in the absence of books?" School Library Journal Aug. 2010: 12. Expanded Academic ASAP. Web. 7 Mar. 2013.

Libraries to return to Windsor Catholic schools. (2011, November, 15).CBC News Canada, Retrieved from http://www.cbc.ca/news/canada/windsor/story/2011/11/15/wdr--catholic-libraries.html

Puentedura, Dr R. P., (2012, August 23), The SAMR Model: Background and Exemplars, Ruben R. Puentedura’s Weblog, found at http://www.hippasus.com/rrpweblog/archives/000073.html