Tertiary students' preferences for library search results pages on a mobile device

Technology advancements and availability will result in library catalogues becoming more regularly accessed on small screen mobile devices in coming years with academics and students likely to be amongst the earliest adopters. There remain numerous unanswered questions regarding how to design library catalogues which offer effective library search on mobile devices. This broad research area requires the attention of HCI, design, and reading researchers alike. This paper begins to address the user needs of library patrons when searching for books on a mobile device. Recommendations for mobile library catalogue design and further research is provided

Reading in the mobile era

Mobile technology can advance literacy and learning in underserved communities around the world. Summary Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one. Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why. The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading. Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how

Don’t Throw Out Paper And Pens Yet: On The Reading Habits Of Students

This paper focuses on students’ reading habits — whether traditional reading habits (print books) or modern reading habits (using a computer screen). We review the changes in students’ reading habits over time, as part of other global changes, and explore whether corresponding digital pedagogies have evolved to address these changes. We examine generation Y students’ motivations and study habits, a generation that shows indications of changes in its academic values and priorities, and cracks in its research skills for a global world. We focus on a case study of the reading habits of students in one academic institution and discuss the implications of the findings for academic teaching and the academia’s traditional role of training researchers.

Print versus digital preferences of university students in Australia

This paper presents findings of a survey that investigated the reading preferences of university students at Edith Cowan University (ECU) in Perth, Australia. This survey is being undertaken as part of the Academic Reading Format International Study (ARFIS), which is investigating print versus digital reading preferences in 31 countries. A total of 582 students completed the survey. Results from the survey indicate a strong preference for reading in print because of issues such as eyestrain, tactile features, better focus, and ability to highlight and take notes. Issues such as cost, usability and accessibility also impacted on students’ reading decisions

How to teach digital reading?

This paper offers a discussion of the knowledge, skills, and awareness involved in digital reading. Reading, in this paper, is used in the broader sense to include deriving meaning from media on a digital screen. This paper synthesises key ideas from existing studies and presents a taxonomy for the teaching of digital reading. The taxonomy includes the development of: 1) the knowledge of linear and deep reading strategies; 2) basic and critical information skills; and 3) a multimodal semiotic awareness. The goal of this paper is to unpack the specific knowledge and skills for digital reading which will support educators, including classroom teachers and librarians, on the aspects to pay attention to as students engage in digital reading. This paper argues that, in addition to equipping students with the knowledge of reading strategies and information skills, an awareness of how the various semiotic modes make meaning is fundamental to effective digital reading

Mobile 2.0: crossing the border into formal learning?

Many practitioners are looking for ways to bring the vitality of Mobile 2.0—for example, social networking via a mobile phone (cellphone), or photo sharing on a mobile blog—into formal learning and teaching. But they face a complex and even paradoxical challenge: how can they harness that vitality without stifling its most distinctive feature—the fact that it is user led? This chapter begins with an analysis of that paradox as a foundation for understanding the challenges that practitioners face now and in the future. Drawing on data from interviews with six experienced tertiary practitioners, the authors describe and analyze a number of examples that point to the particular power of mobile devices to blur formal and informal activity in people’s lives. The aim is to look beyond the hype around innovations in mobile devices and connectivity to focus on the opportunities for practitioners to bend the arc of Mobile 2.0 to the needs of their learners

Study on the use of mobile devices in schools: the case of Greece

This paper presents a reflection on the use of mobile technologies in the classroom in Greece, based on a review of relevant literature, PhD thesis and the case of the 1st Lyceum of Rhodes. Despite several developments, m-learning is far from being part of everyday educational practice. This is in accordance to the level of academic research on m-learning in Greece. Few PhD dissertations focus on mobile learning. However, most Greek universities have postgraduate programs on the use of ICT in education and mobile learning is part of their curriculum, giving hope for the future

The net generation and digital natives: implications for higher education

Executive Summary "Our students have changed radically. Today�s students are no longer the people our educational system was designed to teach." (Prensky 2001 p1) 1. There is no evidence that there is a single new generation of young students entering Higher Education and the terms Net Generation and Digital Native do not capture the processes of change that are taking place. 2. The complex changes that are taking place in the student body have an age related component that is most obvious with the newest waves of technology. Prominent amongst these are the uses made of social networking sites (e.g. Facebook), uploading and manipulation of multimedia (e.g. YouTube) and the use of handheld devices to access the mobile Internet. 3. Demographic factors interact with age to pattern students� responses to new technologies. The most important of these are gender, mode of study (distance or place-based) and the international or home status of the student. 4. The gap between students and their teachers is not fixed, nor is the gulf so large that it cannot be bridged. In many ways the relationship is determined by the requirements teachers place upon their students to make use of new technologies and the way teachers integrate new technologies in their courses. There is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet. 5. Students persistently report that they prefer moderate use of Information and Communication Technologies (ICT) in their courses. Care should be taken with this finding because the interpretation of what is �moderate� use of ICT may be changing as a range of new technologies take off and become embedded in social life and universities. 6. Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the foundational infrastructure for learning, even where this is often criticised as being an out of date and unimaginative use of new technology. Virtual Learning Environments (Learning or Course Management Systems) are used widely and seem to be well regarded. The provision by university libraries of online services, including the provision of online e-journals and e-books, are also positively received. 7. Students do not naturally make extensive use of many of the most discussed new technologies such as Blogs, Wikis and 3D Virtual Worlds. The use of 3D Virtual Worlds is notably low amongst students. The use of Wikis and Blogs is relatively low overall, but use does vary between different contexts, including national and regional contexts. Students who are required to use these technologies in their courses are unlikely to reject them and low use does not imply that they are inappropriate for educational use. The key point being made is that there is not a natural demand amongst students that teaching staff and universities should feel obliged to satisfy. 8. There is no obvious or consistent demand from students for changes to pedagogy at university (e.g. demands for team and group working). There may be good reasons why teachers and universities wish to revise their approaches to teaching and learning, or may wish to introduce new ways of working. Students will respond positively to changes in teaching and learning strategies that are well conceived, well explained and properly embedded in courses and degree programmes. However there is no evidence of a pent-up demand amongst students for changes in pedagogy or of a demand for greater collaboration. 9. There is no evidence of a consistent demand from students for the provision of highly individualised or personal university services. The development of university infrastructures, such as new kinds of learning environments (for example Personal Learning Environments) should be choices about the kinds of provision that the university wishes to make and not a response to general statements about what a new generation of students are demanding. 10. Advice derived from generational arguments should not be used by government and government agencies to promote changes in university structure designed to accommodate a Net Generation of Digital Natives. The evidence indicates that young students do not form a generational cohort and they do not express consistent or generationally organised demands. A key finding of this review is that political choices should be made explicit and not disguised by arguments about generational change