Learning to read online: the effect of instruction on e-textbook use

Date17 June 2019
DOIhttps://doi.org/10.1108/LHT-01-2018-0011
Pages293-311
Published date17 June 2019
AuthorAmy Ragan,Jenna Kammer,Charlene Atkins,Rene Burress
Subject MatterLibrary & information science
Learning to read online: the effect
of instruction on e-textbook use
Amy Ragan
American International School of Budapest, Budapest, Hungary
Jenna Kammer
School of Professional Education and Leadership, University of Central Missouri,
Warrensburg, Missouri, USA
Charlene Atkins
School of Teaching and Learning, University of Central Missouri,
Warrensburg, Missouri, USA, and
Rene Burress
School of Professional Education and Leadership, University of Central Missouri,
Warrensburg, Missouri, USA
Abstract
Purpose The purpose of this paper is to examine the effect of library instruction on the use of e-textbook
features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library
instruction was designed to show students how the e-textbook features would improve their study habits.
Design/methodology/approach Using a time-series, withi n-subject design, the researchers examined
the studentsuse of e-textbooks befor e receiving library instruction, and the n again after receiving library
instruction. Data wer e collected from student survey respo nses, focus group interviews, and di gital library
usage. A repeated-mea sures t-test was used to co mpare data collected prior to and following t he
instructional sessions.
Findings The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes,
highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this
did not translate to other types of e-books: the use of the digital library did not increase.
Research limitations/implications This paper has implications for research on the use of e-textbooks in
academic settings. Baseline findings support the existing literature that shows that students do not use all of
the features of an e-textbook. The research in this study adds that direct instruction on those features will
increase use.
Practical implications Librarians and teachers may want to consider direct instruction on e-textbooks.
While it may not increase digital library usage, it may benefit the student learning experience.
Originality/value This study builds on the work related to the student experience of using e-textbook.
It highlights the value of library instruction in improving the student experience and use of e-textbooks.
Keywords Students, Schools, Library instruction, Electronicbooks, Learning methods, Skills development
Paper type Case study
Introduction
E-textbooks have become an integral part of the learning experience for students at all
levels. Students are often required to use e-textbooks by their teachers or are required to use
them as a part of the district curriculum. E-textbooks have many features that their print
counterparts do not have they are delivered on platforms that include features like
searching, annotating, speech-to-text, highlighting, and multimedia (Collier and Berg, 2011).
The design of e-textbook platforms, and their effect on learning, has been studied by many
researchers and indicate that the use of these features can increase learning (Chiu and
Churchill, 2015; Dennis et al., 2015; Junco and Clem, 2015; Fouh et al., 2014). E-textbooks also Library Hi Tech
Vol. 37 No. 2, 2019
pp. 293-311
© Emerald PublishingLimited
0737-8831
DOI 10.1108/LHT-01-2018-0011
Received 21 January 2018
Revised 5 September 2018
2 November 2018
Accepted 12 November 2018
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
The authors would like to give a special thanks to Dr Jenny Robins, retired Professor from the
University of Central Missouri, for her support while working on this study.
293
The effect of
instruction on
e-textbook use
have supplemental resources and tools that provide teachers with different ways to present
information, give immediate feedback to students, and guide instruction. In addition, they
often have adaptive learning technology to monitor student progress and personalize
learning (Rivero, 2016). The problem is that students (and sometimes teachers) who
use e-textbooks, often do not take advantage of these features (Hao and Jackson, 2014;
Johnston et al., 2015).
Literature suggests that students who are trained on using technology for learning will
be more likely to take advantage of the features it offers ( Johnston et al., 2015; Marston et al.,
2014; Sun et al., 2012). This idea is based on the value and expectancy theory where students
are more inclined to learn new concepts when they are given reasons why it
benefits them (Parsons and Brown, 2002). As a result, students who use advanced
e-textbook features also report higher rates of satisfaction and confidence in the learning
process ( Johnston et al., 2015).
In schools, the school librarian is strategically positioned to support teachers and
students in effective use of teaching and learning with e-textbooks. School librarians can
collaborate with teachers to play an essential role when integrating e-textbooks into the
classroom. A school librarians role is to teach students the skills needed to initiate and
elevate motivational reading initiativesand empower learners to persist in inquiry,
advanced study, enriching professional work [](American Association of School
Librarians, 2017, p. 3). Because e-textbooks are being adopted at the district and
classroom level, school librarians and teachers have more responsibility to integrate the
textbook and its features into the learning process. This study examines the problem of
students not taking advantage of e-textbook features and uncovers action steps that the
school librarian can take to help students effectively use these features when reading in a
digital format.
Literature review
E-books and e-textbooks are digital formats of print books, which are accessed on a variety
of different platforms and devices. For the purpose of this study, e-textbooks include any
textbook or similarly structured text made available in a digital format including digital
textbooks and enhanced e-textbooks, and an e-book is any fiction or nonfiction book that is
accessed in a digital format. This literature review examines research on the impact of the
e-book and e-textbook in learning environments.
E-books and e-textbooks in libraries
E-books are electronic books that are to be read on a smartphone, computer, tablet, or an
e-reader (Church, 2005). Libraries were quick to learn about how they could adopt e-books
into their collections. Publishers feared early on that libraries would buy one e-book and
circulate it forever without buying additional copies of the book (Acedo and Leverkus, 2014).
Therefore, many libraries purchase a software license to access the content of e-books
(Vinjamuri, 2012). To do this, libraries usually have to go through a vendor that offers a
platform for e-books to the library patrons (Pawlowski, 2011). Some current vendors include
OverDrive, Baker & Taylor Axis 360, or 3 M Cloud Library (Acedo and Leverkus, 2014).
Other vendors worth mentioning are NetLibrary, which was acquired by EBSCO Publishing
in 2010 and Ingram Digital, which all share a common vision for library patrons to have
access to books whenever they want (Pawlowski, 2011). There are many vendors to choose
from, but as Pawlowski (2011) states, OverDrive seems to have won the confidence of both
public libraries and publishers(p. 58). OverDrive is currently working with publishers and
with 8,500 public libraries in North America to deliver over 100,000 titles (Ashcroft, 2011).
OverDrive also has recently allowed libraries to add e-books from Project Gutenberg to their
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