E-Books

E-Books
//Example//
 * Citation**: Cavanaugh, T. W. (2006). //The digital reader: Using e-books in K-12 education.// Washington, DC: International Society for Technology in Education (ISTE).
 * Location**: free preview in Google books
 * Notes**: a bit dated but good overview from major professional association
 * Poster**: eh

Melissa Kuntizer

 * Citation:** Duncan, R. (2010). Ebooks and beyond: the challenge for public libraries. //APLIS 23//(2), 44-55.
 * Location:** Academic Search Premier
 * Notes:** The author, the manager of the Learning Communities Branch of the Sunshine Coast Regional Council, conducted a study to gauge the levels of interest and success of ebooks and e-audiobooks with their library members using a survey distributed by an electronic monthly newsletter. According to their data, there is a high level of interest in ebooks and e-audiobooks with driving factors leading to improved knowledge of existing technologies and enhanced abilities to embrace new technologies as they emerge. Limitations of the survey were recognized which include addition of paper based surveys distributed at the same time as the electronic versions, need for gender and age of the respondents, more probing questions and professional, trained staff. This article can be used within a paper because it does address the growing attraction to ebooks and e-audiobooks in adults, which can then transfer to children.
 * Poster:** Kuni


 * Citation:** Gregory, C. (2008). "But i want a real book": An investigation of undergraduates" usage and attitudes toward electronic books. //Reference & User Services Quarterly, 47//(3), 266-273.
 * Location:** Academic Search Premier
 * Notes:** The author, a reference and systems librarian and head of electronic resources at the Archbishop Alter Library of the College of Mount St. Joseph at Cincinnati, Ohio, conducted a study to investigate the college’s undergraduates’ study and usage of electronic books (e-books). Data was collocated from 105 undergraduates using a paper-based questionnaire of twenty-four questions that covered four different areas of interest. Results from the questionnaire contradicted and confirmed common librarians’ assumptions. The author recognized that the study did have limitations and recommended observation of Google’s digitization of its Google Book academic library print collections book search engine.
 * Poster:** Kuni

Review: Aloha Kuni, your information is clear and well written. I especially appreciate the inclusion of the particpants, author, place of study, and methodology of how data was collected. You included the results and the fact that the author recognized the limitations of the study. Very precise and to the point in your posting. What a leading example. Great work, Kehau

Hi Melissa, You have a thorough and concise annotation. Listing the recommendations tell me that the author’s are looking forward with the information they gathered. Is this an article that you may gain insight by comparing or contrasting with some of your other articles? Great job, Laureen
 * Citation:** Hutley, S., Joseph, M., Saunders, S. (2002). Follow the ebook road: Ebooks in australian public libraries**.** //APLIS 15//(1), 32-37.
 * Location:** Academic Search Premier
 * Notes:** This reading is an collection of three papers that discusses the experiences of three Australian library projects with U.S. ebook libraries. The Australian libraries participated in studies that utilized either Rocket or Softbook reading devices. The softbook reader did have a positive review at the Yarra Library despite only having one reader available to loan at a time. Surveys were used at another library to collect answers on closed ended questions regarding ease of use, reading material choices. Recommendations are that (1) ebook devices be introduced to staff so they become familiar and are able to instruct and demonstrate the public; (2) focus groups and further information be gathered; (3) have support staff and books available to upgrade and maintain ebook readers; (4) maintain a close watch on developments that will change and improve how ebook readers are integrated into libraries.
 * Poster:** Kuni


 * Citation:**Lewin, C. (2000). Exploring the effects of talking book software in UK primary classrooms. //Journal of Research in Reading//, //23//(2), 149-157.
 * Location:** Academic Search Premier
 * Notes:** The author, an educator at the Centre for Language and Communication, School of Education, The Open University, United Kingdom, explores how electronic books can supplement literacy instruction. The author explores how to design of the talking book software by comparing its use with the Basic software version in the setting of classrooms. Three focused investigations directed the study in investigating software integration, strategic use of word recognition and identification, and the effects of the software on self-confidence and motivation. Standardized reading tests were used to gather data. Rises in student autonomy in reading were noticed. This article will be useful with regards to the data and discussion of how talking book can help and also handicap readers.
 * Poster:** Kuni

The authors, lecturers at the Edith Cowan University in Australia, researched how electronic talking books (ETB) influenced reading at home, teachers' and families' feedback, the barriers and facilitators of the program. They hypothesized that there would be more spare time available at home than at school for children to engage in entertainment reading. The subjects were teacher chosen, reluctant readers with no reading disabilities from the 8-11 age group from different socio-economic backgrounds from three schools that varied in affluence. Elementary Reading Attitude Survey (ERAS) and a semi-structured interview gathered measured data of the students. Parents completed weekly survey that was designed about their children’s reading behaviors and attitudes. A variety of factors facilitated and inhibited the program. They found that teachers would have bought in if more training, better support and more product sampling were offered. Home conditions did not support the students trying to read with the ETB. Not all parents were supportive. Few younger students did read more with the ETB because they used the ETB as a tool to spend more time with their curious parents. There was a shortage of appropriate and affordable ETBs in Australia. Increased genre, topics and level choices were among the wish lists. Older students did bypass this concern by creating some of their own ETBs. Level appropriateness was a concern of teachers and parents making it difficult to judge whether ETBs were appropriate for certain age groups. The time period that the project ran was too short to conclude that attitudes did improve regarding reading traditional books. Home reading with the ETBs did increase within the time period overall.
 * Citation:** Oakley, G, & Jay, J. (2008). "Making time" for reading: factors that influence the success of multimedia reading in the home. //Reading teacher//, //62//(3), 246-255.
 * Location:** Academic Search Premier
 * Notes:**
 * Poster:** Kuni


 * Citation:** Savage, W. (2008). The transom in hoc gizmo vinces. //Journal of Scholarly Publishing, 40//(1), 116-122.
 * Location:** Academic Search Premier
 * Notes:** coming soon
 * Poster:** Kuni


 * Citation:** Scharber, C. (2009). Online book clubs: Bridges between old and new literacies practices. //Journal of Adolescent & Adult Literacy//, //52//(5), 433-437.
 * Location:** Academic Search Premier
 * Notes:** coming soon
 * Poster:** Kuni


 * Citation**: Summerfield, M, Mandel, C, & Kantor, P. (2000). The potential for scholarly online books: Views from the columbia university online books evaluation project. //Publishing Research Quarterly//, //16//(3), 39-53.
 * Location**: Academic Search Premier
 * Notes**: coming soon
 * Poster**: Kuni


 * Citation:** Wu, A., Mitchell, A. M. (2010). Mass management of e-book catalog records: Approaches, challenges, and solutions. //Library Resources & Technical Services 54//(3), 164-174.
 * Location:** Academic Search Premier
 * Notes:** coming soon
 * Poster:** Kuni

** Laureen Kodani **
Leo Appleton has written several peer-reviewed articles regarding the perception, promotion, and use of electronic books and learning resources in further education. At the time of this article, Mr. Appleton was the Learning Resources Manager at Hugh Baird College of Further Education, Liverpool, UK. This article focuses specifically on the advantages and disadvantages of using e-books from electronic databases to augment traditional resources in midwifery education. The data gathered from a focus group consisting of ten midwifery students was presented in text format as quotes to support the evidence of analysis. The research revealed a variety of negative and positive reactions. The midwifery students’ perception toward accessing e-books through electronic databases was negative as compared to traditional printed textbooks. Students’ acknowledged the potential of e-books. It is recommended that further research be conducted on a larger scale across academic disciplines to improve learning and teaching with electronic resources. Similar to the article by Ongoz and Baki, this article sheds light on current usage of e-books in higher education and leads us to question the prospective benefits with further studies. Review: Great annotation. You compared it to a similar article that is of a similar topic. You also presented data and the research findings which can help you when time comes to writing the paper. Mentioning author recommendations do help in identifying what was missed or needs work. Great job. - Kuni
 * Citation**: Appleton, L. (2004). The use of electronic books in midwifery education: The student perspective. //Health Information & Libraries Journal, 21//(4), 245-252. doi: 10.1111/j.1471-1842.2004.00509.x.
 * Location**: Academic Search Premier
 * Notes**:
 * Poster**: Laureen


 * Citation**: Butler, D. (2009). Technology: The textbook of the future. //Nature, 458//(7238), 568-570. doi: 10.1038/458568a.
 * Location**: Academic Search Premier
 * Notes**: tbd
 * Poster**: Laureen

Higgins is a professor of Educational Technology in the Department of Educational Leadership and Technology, in the Dowling School of Education in New York. Hess is a third-grade teacher at the Fifth Avenue Elementary School in New York. The authors studied the effects of animation features in e-books for vocabulary building activities. Twenty-two third grade students were randomly chosen and assigned to a control or experimental group. The research provided information for analyzing the learning and retention of unfamiliar words with the use of animation in e-books. The results of this study found that the experimental group who received supplemental instruction with e-books learned and retained unfamiliar words better than the control group. The article did not list specific reasons for the results between the experimental and control group. The authors clarify a possible distraction for the students by the presence of the researcher during the process which may have skewed the research results. Further research is recommended. More data is necessary to learn how to use e-books effectively and improve reading with technology. Although this is an older article, it provides insight on early research pertaining to using e-books in the instruction and learning process in young students. It serves as an indication of the progress up to this point.
 * Citation**: Higgins, N., & Hess, L. (1999). Using electronic books to promote vocabulary development. //Journal of Research on Computing in Education, 31//(4), 425.
 * Location**: Academic Search Premier
 * Notes**:
 * Poster**: Laureen

Nice summary, Laureen. I appreciate the details about the study itself, the fact that you mention that further research is recommended, and bring up the fact that it is an older article. These are all key factors that often get overlooked in a summary. However, I would like to know what the distraction was that the authors were discussing. I would also be interested to know a couple of primary reasons why the experimental group did better than the control group. All in all, a great start! Rachel Thank you for the feedback Rachel, it is appreciated. You make a good point about the results and the primary reasons. The article did not include this information (other than to assume that the word animations contributed to the results) and I believe it is one of the main reasons for their recommendation of further research. I will modify the annotation to make that more clear. In addition, the possible distraction for the students was the presence of the researcher (as stated above).


 * Citation**: Gutierrez, C., & Wang, J. (2001). A comparison of an electronic vs. print workbook for information literacy instruction. //Journal of Academic Librarianship, 27//(3), 208.
 * Location**: Academic Search Premier
 * Notes**: tbd
 * Poster**: Laureen

Ongoz has been a research assistant in the Department of Computer Education and Instructional Technology, Fatih Faculty of Education, Karadeniz Technical University in Turkye since 2002. Dr. Baki has been a full-time faculty member in the Department of Secondary Science and Mathematics Education, Fatih Faculty of Eductaion, Karadeniz Technical University in Turkey since 2004. Their research interests include instructional technology and distance education. In a qualitative study, the authors used Ebrary, one of the largest providers of e-books, as the data gathering tool to research how educational graduate students use e-books and printed books in academia. A total of 634 forms were sent to graduate students from 39 different universities. 16 questions were asked of each participant. 130 forms were returned. 125 forms were evaluated. Data was analyzed and presented in tables. The data found that electronic resources are used most often in graduate level academic learning environments. Final data found graduate students are aware of e-resources, prefer to use these resources academically, and consider training is important for obtaining electronic resources.
 * Citation**: Ongoz, S., & Baki, A. (2010). E-book usage of graduate students studying educational sciences in turkiye. //Turkish Online Journal of Distance Education, 11//(1), 198-210.
 * Location**: EBSCOhost
 * Notes**:

The findings indicate graduate students list in-person instruction as the highest ranking for method of training and online tutorials as the next. Ease of access, anytime access, and use across multiple electronic platforms such as computers, and handheld devices, are some of the perceived important features. At least half of the participants learned about e-books from colleagues. E-books was the 3rd most used resource by the participants following e-articles and e-databases. In comparison to Appleton’s article, this research identifies an attitude by students who did not use e-books often preferred print version. However, in recent years, e-books are more available in related fields of study which may increase an interest for college students.
 * Poster**: Laureen

Rhodes and Milby teach at the Virginia Commonwealth University in Richmond, Virginia. Rhodes is also the co-author of //Handbook of Adolescent Literacy Research//. Her research focuses on literacy for children and digital literacy in the classroom. Milby is also the co-author of //Classroom Assessment in Action: A Sourcebook of examples and techniques,// which has a focus on utilizing assessment of action research to improve student learning. The purpose of this article is to present the benefits of e-books for students with disabilities and reading challenges. The use of e-books enhances the learning process with multimedia by adding sound, animation, and interactive activities. The authors’ state e-books support scaffold learners. The goal for this research is to increase reading accuracy and comprehension. I found the authors’ steps for creating electronic storybooks a resourceful way to have students directly interact with the literacy process in a personalized manner.
 * Citation**: Rhodes, J. A., & Milby, T. M. (2007). Teacher-created electronic books: Integrating technology to support readers with disabilities. //Reading Teacher, 61//(3), 255-259.
 * Location**: EBSCOhost
 * Notes**:
 * Poster**: Laureen

Review: Aloha Laureen, the purpose for the study as well as the goal for this research is clearly identified in your posting. The author's credentials are evident and this article is a great resource in support of literacy for children. Great work, Kehau


 * Citation**: Shepperd, J. A., Grace, J. L., & Koch, E. J. (2008). Evaluating the electronic textbook: Is it time to dispense with the paper text? //Teaching of Psychology, 35//(1), 2-5. doi: 10.1080/00986280701818532.
 * Location**: Academic Search Premier
 * Notes**: tbd
 * Poster**: Laureen


 * Citation**: Vernon, R. F. (2006). Teaching notes: Paper or pixels? An inquiry into how students adapt to online textbooks. //Journal of Social Work Education, 42//(2), 417-427//.//
 * Location**: Academic Search Premier
 * Notes**: tbd
 * Poster**: Laureen

Dr. Zucker is an Associate Professor at The University of Texas Health Science Center at Houston. Dr. Moody is an Associate Professor at The University of North Carolina Wilmington. Both have researched and written several articles regarding early childhood education. Dr. McKenna is an Associate Professor at The University of Virginia and has researched and written several articles regarding children’s’ reading attitudes. This article examines the implications and usefulness of e-books in literacy and comprehension for young children in pre-kindergarten through grade 5. The authors conducted a meta-analytic review of several experimental studies with the specific age group using e-books. The methods of study are identified. The data collected are presented in tables, text, and a mind map which support the use of e-books to augment the instructor’s pedagogy. Further research is recommended to address the potential challenges with distractions and how to optimize e-books for literacy and reading comprehension. The information regarding interactive elements of e-books as a distraction is a fascinating component to consider for young learners. Interactive elements effectively grab the attention of the learner. However, it may also deter from the intended purpose of developing literacy and comprehension for young learners.
 * Citation**: Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students' literacy and language outcomes: A research synthesis. //Journal of Educational Computing Research, 40//(1), 47-87.
 * Location**: EBSCOhost
 * Notes**:
 * Poster**: Laureen

** Filemoni Lauilefue **

 * Citation:** **Beetham, H and Bishop, P (1999). Using CCIT for learning and teaching. CTI Primers, Version 1.1.0.1, pp.3. **
 * Location:**
 * Notes:** The authors in this article talks about computers, communication and information technology skills need to master by the graduates once they join in the workforce. It is said that they are in a verge of a technological revolution in advancement on computer, communication and information technology. Students at the university are considering experience of computer literacy and it is expect to have more access in the internet and World Wide Web. In higher education learning and teaching CCIT promotes e-learning which is becoming an important component in the modern world of today’s we are living in.
 * Poster:** Filemoni


 * Citation:** **Alonso et al ****(2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. //Educational Psychologist//, //40//(4), 199–209. **
 * Location:**
 * Notes:** The researchers or authors in this article have presented a hypothetical models or frameworks for hypermedia learning environments and empirical data on student learning with their particular systems. They also discuss how their theories or models of learning with hypermedia were used to inform the design of scaffolding techniques in their systems and the ways in which these scaffolds were found to support student learner centered pedagogies. Their goal is to advance and stimulate the theoretical, design, and evaluative foundations for researchers and developers of learning technologies such as educational hypermedia, in particular for those systems that focus on helping student learn in conceptually challenging domains. We are able to enhance the different learning styles of our students by adapting hypermedia as a tool to practice the role of self-regulated learning.
 * Poster:** Filemoni


 * Citation:** **Dewhurst, DG, Macleod, HA and Norris, TAM (2000), Independent student learning aided by computers: an acceptable alternative to lectures. Computers and Education, 35(3), 5-17.**
 * Location:**
 * Notes:** The researchers in this article talks about many challenges of lecturer faces such as individual communication, assessment for the coursework and various different learning styles of a student and how student learning aided by computers as they work independently. It also mention the most difficult part is to provide or meet the learning style of every student. They really wanted a more flexible environment that promotes student-centered learning which really enhance the lecture and learning to the extent of exactly e-learning can do for the lecturer.
 * Poster:** Filemoni
 * Citation:** **Jackson, RH (2002). Web Learning Resources. **
 * Location:** [|**http://www.knowledgeability.biz/weblearning/**]
 * Notes:** The article talks about how teaching and learning process have change in the past years. It altered a variety of technological, instructional, and pedagogical developments in recent years. In particularly, web-based environment and content gave the readers a feeling to engage the reading material in real time. In addition, face to face interaction through the use of interactive programs will engage and entertain the readers and learn new things at the same time. The web based technologies and text have start an unstoppable revolution that students are capable of accessing information rapidly and visually. Educators who delivers instructions in technology will enhance the student motivation to learn and acting as catalyst towards the changes of attitude that comes along with learning.
 * Poster:** Filemoni
 * Poster:** Filemoni


 * Citation:** **Miller, P. (1999). The CTI and learning technology in the past decade: the “Director’s cut”. Active Learning 11, Institute of Learning and Teaching **
 * Location:**
 * Notes:** The author talks about computers in teaching initiative for the past decade use methods or pedagogy in active learning to deliver instructions in technology. The initiative was launched in 1989 and it was superseded in 2000 by the Learning and Teaching Support Network. These were one of the many terms use in E- education, web-based training and computer aided training.
 * Poster:** Filemoni


 * Citation:** **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Oliver, M. and Conole, G. (1998) Evaluating Communication and Information Technologies: A Toolkit for Practitioners. Active Learning 8, Institute of Learning and Teaching **
 * Location:**
 * Notes:** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The article is about evaluating and using learning materials that comes with toolkits. The resources for the evaluation toolkits provide a step-by-step guidance such as templates or wizards. In addition to another resource call theoretical framework, that will provide a context and scope for the work but leave the user to devise their own strategy for implementation. There are other resources that include checklists, guidelines and tutorials. This is clearly suited for users with different needs and varies from different levels of expertise. The conceptual framework in this article has mentioned multiple interpretations in terms that can be negotiated and agreed upon. This has made it possible to define and establish standards within the curriculum.
 * Poster:** Filemoni

**Rachel Kirkland**
<span style="display: inline !important; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Citation:** Doctorow, C. (2004, February). //Ebooks: Neither E, Nor Books.// Presented at the O'Reilly Emerging Technologies Conference, San Diego, CA. **Notes:** A presentation given in 2004 on the subject of e-books at the Emerging Technologies Conference. 2004 is a bit dated, but this is an interesting look at how people viewed e-books in their emergence, as well as a lot of interesting insight into the differences and similarities, pros and cons, and strengths and weaknesses of both e-books and paper books. The author mainly focuses on the copyright issues that many authors and publishers have with the then-emerging technology of e-books. He brings us through the history of new media technologies and the hysteria that has surrounded them. He touches on Napster, video and cassette tapes, records, xerox machines, and the printing press all the way back to the Luther Bible. When the Luther Bible was first released to the public, Bibles were no longer something that had to be hand-written by monks and possessed only by the church. They became something that everyone could have and read on their own. This is what mass-production does for any new media, and Doctorow is definitely in favor of adapting the way we think about our precious artistic creations. It is his stance that if artists protect their art too much, it's not going to be experienced by the majority of people. He believes that copyright laws should be loosened to prevent old works from disappearing into the mists because no one was allowed to experience them in modern forms.
 * Location:** <span style="font-family: Calibri,sans-serif; font-size: 10pt; line-height: 14px;">Retrieved from http://www.gutenberg.org/ebooks/11077.

Doctorow also discusses the pros of e-books as to their malleability. The advantage of being able to experience the work in whatever format is most convenient for you is that you're more likely to integrate that work into your lifestyle. He mentions being able to listen to the book in audio form, highlight and search for passages that interest you, or just being able to print out a couple of chapters to bring to the beach instead of worry about damaging the expensive original in book form. Another important factor with the accessibility and malleability of e-books is that they are easily shared in the way that modern people share things. While books can be passed around hand-to-hand in a reading circle (which is one of the greatest ways for a book to get exposure), Doctorow mentions that modern "geeks" don't often see their social circles face to face. In that same vein, sending a book to a long-distance friend or relative might not be worth the effort and postage with a traditional book, but with an e-book they can read what you're reading in seconds. All of these factors make Doctorow a strong proponent of the e-book revolution. **﻿Poster:** Rachel <span style="color: #800000; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Rachel - I really like this article! I agree with the author about working with whatever format is convenient for you. Often, I try new digital tools or gadgets and they don't fit into my lifestyle. I need to stick with what works for me!--Davilla

**Citation:** <span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; line-height: 18px;">Fialkoff, F., Hadro, J., Kuzyk, R., McCormack, H., Miller, R., & Rapp, D. (2010). Our Ebook Challenge. (Cover story). //<span style="background-color: transparent; font-size: 12px; margin: 0px; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">Library Journal //, //135//(18), 18-21. **Location:** <span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; line-height: 18px;">Retrieved from EBSCO//<span style="background-color: transparent; font-size: 12px; margin: 0px; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">host //. **Notes:** A short, very human magazine article summarizing a lot of thoughts and feelings from the LJ/SLJ Virtual Ebook Summit. It's not a bulky article, but is rather organized by topic and contains easy-to-digest images, thoughts, and tweets from real people. Could be nice for adding some human elements to an academic paper, offering quite current thoughts on this emerging topic. It focuses on librarians and how they are dealing/struggling with the emergence of e-book popularity. It is still difficult to access e-books from a library, and they have to compete with Amazon and Google Books for readers. There are trust issues with Google Books' ability to withhold content at their own discretion. The main concern is with the price of e-books and its potential to rise, leaving people who previously got their books at the library at odds. If e-books become the norm, pushing out the publication of paper books, then libraries will be harder pressed to provide paper books. If they provide less paper books, they want to still have something free to offer their patrons who have always chosen the library as an alternative to purchasing costly books. The library system of "checking out" e-books is a new and shaky one, but many voices are chiming in and working on solutions. **﻿Poster:** Rachel

Rachel - I think that this article is interesting. I never thought of the effect e-books could have on the library system. Who would have thought a library would have to compete for books. Julio

**Citation:** **<span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; font-weight: normal; line-height: 18px;">Larson, L. C. (2010). Digital Readers: The Next Chapter in E-Book Reading and Response. //<span style="background-color: transparent; font-size: 12px; margin: 0px; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">Reading Teacher //, //64//(1), 15-22. **  **Location:** <span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; font-weight: normal; line-height: 18px;">doi:10.1598/RT.64.1.2 **Notes:** This article details the action research of a 2nd grade teacher who implemented the use of Kindles and computer texts for her 17 students to read. She ultimately advocates the use and exploration of e-readers in the classroom to help in tailoring the reading experience to each students unique needs and reading experiences (voiceover, font size, dictionary, note taking, collaboration etc.) Her action research centered on two girls in her class, one of whom was a struggling new reader and one of whom was already a very advanced reader, but a shy ESL student. The first girl was able to use the Kindle to look up and work out difficult words on her own, to adjust the font size to ease her reading experience, and to take notes on personal reflections and connections as well as on things she wanted more clarification on later. The second girl was able to use the notes feature to express herself in a way she rarely did out loud, with her classmates. It showed a side of her to her teacher that helped the teacher make more appropriate reading choices for her in the future. Both girls expressed satisfaction with the Kindle experience, and the first girl's overall attitude toward reading changed significantly as a result of the experiment.

**﻿Poster:** Rachel

**Citation:** <span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; line-height: 18px;">Larson, L. C. (2009). Reader Response Meets New Literacies: Empowering Readers in Online Learning Communities. //<span style="background-color: transparent; font-size: 12px; margin: 0px; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">Reading Teacher //, //62//(8), 638-648. **Location:** <span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; font-weight: normal; line-height: 18px;">Retrieved from EBSCO//<span style="background-color: transparent; font-size: 12px; margin: 0px; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">host //. **Notes:** This article details the action research of a 5th grade teacher who integrated e-books and electronic response journals into her reading classroom. She talks about encouraging the use of these technologies as the students had such strong positive responses to them, and they promoted social learning. The students were more open with their thoughts and feelings about the books they were reading, and asked thought-provoking questions of one another. With their experience with online chatting during their personal time, the students were already comfortable in the online environment, and since the books were on the computer as well, they had no trouble switching back and forth between book and discussion. Since the excitement from the kids mainly brewed from the "cool" laptop use and comfortable online discussion setting, the integration of e-books rather than traditional text was only natural, and made the overall project more successful. Larson is overall very pro digital text and community after this experience, however, she brings up difficulties with district firewalls and stigmas slowing teachers' access to these technologies. **﻿Poster:** Rachel

**Citation:** **<span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; font-weight: normal; line-height: 18px;">Young, J. N. (2009). This Could Be the Year of e-Textbooks. (Cover story). //<span style="background-color: transparent; font-size: 12px; margin: 0px; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">Chronicle of Higher Education //, //56//(3), A1-A12. **  **Location:** <span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; font-weight: normal; line-height: 18px;">Retrieved from EBSCO//<span style="background-color: transparent; font-size: 12px; margin: 0px; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">host //. **Notes:** Arizona State University is one of 6 colleges participating in a study in which they implement Amazon Kindles into their classrooms for their texts. The study showed positive results, like the fact that the students could always have access to their 17 class texts without having to carry around cumbersome books. However, one major complaint with the Kindle is its lack of concrete page numbers. The Kindle uses "Location Numbers" which can be quite long in a long text, and can be difficult to navigate to when searching for a specific spot. They also take away certain citation options when referencing the text, if the Kindle version is the only version you have. This article discusses the pros and cons in the publishing realm for Coursesmart, the leading e-textbook publisher, and others, such as publishers who give them away for free. It also touches on the financial and environmental benefits of e-textbooks vs costly paper textbooks which become outdated each year and must be thrown away (or hopefully recycled) and reprinted. There is mention of concern for textbook piracy, but it is dismissed as only 6% of students in a survey admitted that they had even attempted to download a pirated textbook. The article stays pretty objective and doesn't come to much of a conclusion, but offers some definite food for thought on the subject. **﻿Poster:** Rachel <span style="color: #0f0fab; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Hi Rachel, <span style="color: #0f0fab; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Your summary of the article is concise. Is this article useful to your bibliography topic? It may be helpful to compare and contrast with similar articles. Also in your apa citation, I believe the 56 (after //Chronicle of Higher Education//) should also be italicized. <span style="color: #0f0fab; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Laureen

**Citation:** **<span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; font-weight: normal; line-height: 18px;">Williams, M. G., & Dittmer, A. (2009). Textbooks on Tap: Using Electronic Books Housed in Handheld Devices in Nursing Clinical Courses. //<span style="background-color: transparent; font-size: 12px; margin: 0px; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">Nursing Education Perspectives //, //30//(4), 220-225. **  **Location:** <span style="color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; font-weight: normal; line-height: 18px;">Retrieved from EBSCO//<span style="background-color: transparent; font-size: 12px; margin: 0px; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">host //. **Notes:** This article interested me because I know how bulky and costly nursing and other medical texts can be, and yet how essential they are for access to vital information. Medicine is such a fast-moving field, also, that these books have to be constantly updated. This study started in 2003 with giving nursing students access to many of these texts on a variety of personal digital assistants and readers. While not all of the students preferred the digital texts to paper versions, the majority agreed that the handheld versions provided fast access to needed information, and that they also gave a variety of ways to access the same necessary information. Although the article is a couple of years old, the study has been going on for several years. Over this time, many different technologies and devices have been released, and the study is not focused on the devices themselves, but rather the implications of the technology in general. **﻿Poster:** Rachel

**Davilla Riddle**

 * Citation**: Gall, J. E. (2005). Dispelling five myths about e-books. //Information Technology & Libraries//, //24//(1), 25-31.
 * Location**: Retrieved from EBSCO//host//.
 * Notes**: According to the author, the year 2000 was the 'unofficial year of the e-book' in the United States. However, the jury is still out as to whether the e-book has a place in publishing history. Most of the success of the e-book is directly related to readers' and their perspective and purchasing power. Gall reviews the role of this type of electronic technology in libraries as opposed to the general public. Generally, libraries collect and organize vast amounts of literature. Over time, they have moved from housing hard copies to providing networks for readers to search digital collections. Even though access to many books has increased enormously, some people are nostalgic for the yellow paper, dog-eared pages and smell of old books. Can these reminders of the past be replaced by new technology?

This article discusses five myths associated with e-books - new idea that has failed, easily defined, competing media with printed books, expensive, and passing fad. Following is a summary of the authors perspective on the five different myths. First, electronic books are not a new idea. Written words have been provided in electronic form for decades. Many libraries archive their documents by putting them on microfilm. Second, the term electronic book is not easily defined. The term can mean different things to different people. Third, e-books and printed books do not compete in the publishing world. If anything, libraries prefer having books in electronic form to help them preserve the quality of the work. Fourth, e-books do not cost more than hard copies. Last, electronic books are not a passing fad. They gain momentum each year in sales and usage. The authors dispel all these myths with evidence that favors the use of e-books in today's libraries. The target audience is librarians that work with digital media.
 * Poster**: Davilla


 * Citation**: Korat, O.O., & Shamir, A.A. (2007). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class. //Journal of Computer Assisted Learning//, //23//(3), 248-259.
 * Location**: doi:10.1111/j.1365-2729.2006.00213.x
 * Notes**: <span style="font-family: Arial,Helvetica,sans-serif;">Electronic books have created a new situation for young readers. Now, they have the option to read or listen to stories. Will this new technology affect their literacy skills? How do multimedia tools help or hinder children and the development of vocabulary recognition and reading comprehension skills? Can having a narrator assist students in developing their skills on their own, without assistance from adults? The authors wanted to answer these questions.

<span style="font-family: Arial,Helvetica,sans-serif;">This article details a study conducted about the the effects of children’s literacy based upon whether the children read an electronic storybook or were read a printed version of the same story. The sample consisted of 128 kindergarten-aged students. These students were broken into eight different groups. Out of each group, sixteen students were randomly selected and put into one of three groups - e-books, printed version and control. After each student ‘read’ their story, they were assessed on basic literacy skills. Pre- and post-literacy measurements were conducted on the study groups. No significant results were found between the two groups related to reading the story using an e-book versus a printed book. This confirms the authors’ initial statement about research of this type producing mixed results.
 * Poster**: Davilla


 * Citation**: Larson, L. C. (2009). E-reading and e-responding: New tools for the next generation of readers. //Journal of Adolescent & Adult Literacy//, //53//(3), 255-258.
 * Location**: Retrieved from EBSCO//host//.
 * Notes**: <span style="font-family: Arial,Helvetica,sans-serif;">How we define ‘text’ today has changed from just a few years ago. Plus, the definition may differ depending on the generation of people you ask, too. Educators are trying to incorporate this ‘new text’ form and media into their classrooms; however, total tech integration in classrooms is not there yet. There is a large discrepancy between printed texts, that some students still encounter, and the numerous multimedia tools available to them.

<span style="font-family: Arial,Helvetica,sans-serif;">This article discusses how teachers can use electronic books to educate students that use digital technologies in their everyday lives. Only recently has research been conducted to analyze the use, importance and affects of e-books as an alternative to printed texts. Electronic books have been around for a while, but only recently used in classrooms. Why is this? The author suggests for pre-service teachers to download and read e-books to see the potential for these tools in the classroom. He has seen in case studies the positive impact electronic books can have on literacy in schools. It will take time and teacher’s willingness to incorporate new technologies as part of their teaching strategies. Hey Davilla! I can definitely see the benefits of switching to digital texbooks. I tend to feel sorry for the kids when they have to lug around 4-5 different textbooks in their backpacks; however, it's something we all went through. I'm sure that many textbook companies are in favor of the cost effectiveness of e-texts but as an educator, I myself struggle with this new move. Great job Davilla!!! ~Gayle
 * Poster**: Davilla


 * Citation**: Ching, S. H., Poon, P. T., & Huang, K. L. (2003). Managing the effectiveness of the library consortium: A core values perspective on Taiwan e-book net. //Journal of Academic Librarianship//, //29//(5), 304-315.
 * Location**: Retrieved from EBSCO//host//.
 * Notes**: <span style="font-family: Arial,Helvetica,sans-serif;">A consortium brings together individuals for a variety of purposes. Often times, educators create a consortium to discuss education reform and the future of education in this country. In Taiwan, several libraries combined in a consortium to share electronic versions of their books. There were skeptics about the combination of the different libraries and the values they would bring to the group. The authors researched possible mitigating strategies for creating a successful consortium for libraries.

<span style="font-family: Arial,Helvetica,sans-serif;">The article details the effectiveness of the Taiwan e-Book Network (TEBNET) and discusses the importance of cooperative strategies when implementing a library network. The authors created a PATOP - philosophy, assumptions, theory of organizing and practices - as a framework for the assimilation of different libraries into TEBNET. Philosophy focuses on the model of the human at work behind their collaborative vision. Assumptions are the beliefs behind creating an alliance with other libraries. The theory of organizing covers the strategies for processes and structures within the e-book sharing library. Practices are the results and what will happen on a daily basis within the network. These certain core values are necessary for the success of patron usage of a e-book library according to the authors.
 * Poster**: Davilla


 * Citation**: Shamir, A. (2009). Processes and outcomes of joint activity with e-books for promoting kindergarteners' emergent literacy. //Educational Media International//, //46//(1), 81-96.
 * Location**: doi:10.1080/09523980902781295
 * Notes**: <span style="font-family: Arial,Helvetica,sans-serif;">Reading success begins before students enter formal education according to Shamir. That means that young children are exposed to multimedia tools that provide new opportunities for them to develop computer and literacy skills. These tools stimulate collaborative learning and overall educational development.

<span style="font-family: Arial,Helvetica,sans-serif;">This article focuses on the use of e-books in a group of lower socio-economic kindergartners and effects on their emergent literacy. The sample consisted of 96 kindergarten-aged children in low socioeconomic neighborhoods. These children were separated into two groups that received different instruction - e-books versus regular program. Literacy skills were assessed before and after three different e-book activities. The author found no connection between e-book use and emergent literacy; however, several students were able to make progress in developing some of their literacy skills. Hi Davilla , Your articles are interesting and could be helpful for a narrowed topic. Did the author’s clarify their method of research and if so, how was the research presented in the article? Expanding on the research with 2 or 3 more sentences would be helpful. Perhaps explaining the author’s credentials and how the article helps your bibliography topic would make the annotation more complete. Great job, Laureen
 * Poster**: Davilla