Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis

This study reports the descriptive and inferential statistical findings of a survey of academic reading format preferences and behaviors of 10,293 tertiary students worldwide. The study hypothesized that country-based differences in schooling systems, socioeconomic development, culture or other factors might have an influence on preferred formats, print or electronic, for academic reading, as well as the learning engagement behaviors of students. The main findings are that country of origin has little to no relationship with or effect on reading format preferences of university students, and that the broad majority of students worldwide prefer to read academic course materials in print. The majority of participants report better focus and retention of information presented in print formats, and more frequently prefer print for longer texts. Additional demographic and post-hoc analysis suggests that format preference has a small relationship with academic rank. The relationship between task demands, format preferences and reading comprehension are discussed. Additional outcomes and implications for the fields of education, psychology, computer science, information science and human-computer interaction are considered

Information professionals and copyright literacy: a multinational study

Purpose: The purpose of this paper is to present findings from a multinational survey on copyright literacy of specialists from libraries and other cultural institutions. Design/methodology/approach: This paper is based on a multinational survey of copyright literacy competencies of Library and Information Science (LIS) professionals and those who work in the cultural heritage sector (archives and museums), conducted in 13 countries, namely Bulgaria (BG), Croatia (CR), Finland (FI), France (FR), Hungary (HU), Lithuania (LT), Mexico (MX), Norway (NO), Portugal (PT), Romania (RO), Turkey (TR), UK and USA in the period July 2013-March 2015. An online survey instrument was developed in order to collect data from professionals regarding their familiarity with, knowledge and awareness of, and opinions on copyright-related issues. Findings: Findings of this study highlight gaps in existing knowledge of copyright, and information about the level of copyright literacy of LIS and cultural sector professionals. Also attitudes toward copyright learning content in academic education and continuing professional development training programs are investigated. Originality/value: This study aimed to address a gap in the literature by encompassing specialists from the cultural institutions in an international comparative context. The paper offers guidance for further understanding of copyright in a wider framework of digital and information literacy; and for the implementation of copyright policy, and the establishment of copyright advisor positions in cultural institutions. The recommendations support a revision of academic and continuing education programs learning curriculum and methods

Marketing Research Using Online Surveys

In this article, quality criteria for electronic survey design and use based on an investigation of recent electronic survey literature are presented. The results show that a hard-to-reach audience can be reached using the quality criteria that are most important for reaching these types of audiences. It is presented one online questionnaire for the academic staff community at Transilvania university of Brasov, Romania. The Limerik one was tested

Culture and competencies: A multi-country examination of reference service competencies

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Information behaviors and information literacy skills of LIS students: An international perspective

Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist and educate their future patrons, yet there is relatively little research into the information literacy and behaviors of librarians and library students. Using a survey on information behaviors, this study addresses this gap in the literature by examining how LIS students in 18 countries search for, evaluate, and use information in various contexts, and on whom they rely for help. The results of this study demonstrate library science students' information literacy skills within an international context. Faculty in LIS programs will be interested to see how their students approach information problems, and might use this understanding to develop or strengthen courses and inform curricular decisions

Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis

This study reports the descriptive and inferential statistical findings of a survey of academic reading format preferences and behaviors of 10,293 tertiary students worldwide. The study hypothesized that country-based differences in schooling systems, socioeconomic development, culture or other factors might have an influence on preferred formats, print or electronic, for academic reading, as well as the learning engagement behaviors of students. The main findings are that country of origin has little to no relationship with or effect on reading format preferences of university students, and that the broad majority of students worldwide prefer to read academic course materials in print. The majority of participants report better focus and retention of information presented in print formats, and more frequently prefer print for longer texts. Additional demographic and post-hoc analysis suggests that format preference has a small relationship with academic rank. The relationship between task demands, format preferences and reading comprehension are discussed. Additional outcomes and implications for the fields of education, psychology, computer science, information science and human-computer interaction are considered