Online from: 1983
Subject Area: Library and Information Studies
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|Title:||Reading in 2110 – reading behavior and reading devices:a case study|
|Author(s):||Kathrin Grzeschik, (Berlin School of Library and Information Science, Humboldt Universität zu Berlin, Berlin, Germany), Yevgeniya Kruppa, (Berlin School of Library and Information Science, Humboldt Universität zu Berlin, Berlin, Germany), Diana Marti, (Berlin School of Library and Information Science, Humboldt Universität zu Berlin, Berlin, Germany), Paul Donner, (Berlin School of Library and Information Science, Humboldt Universität zu Berlin, Berlin, Germany)|
|Citation:||Kathrin Grzeschik, Yevgeniya Kruppa, Diana Marti, Paul Donner, (2011) "Reading in 2110 – reading behavior and reading devices:a case study", Electronic Library, The, Vol. 29 Iss: 3, pp.288 - 302|
|Keywords:||Electronic books, Germany, Individual behaviour, Reading|
|Article type:||Case study|
|DOI:||10.1108/02640471111141052 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Acknowledgements:||The authors would like to thank Professor Seadle and Ms Greifeneder for their continuous support, which encouraged them to try new ways in conducting their experiments.|
Purpose – The purpose of these experiments is to find out whether and how reading behavior might be influenced by reading devices.
Design/methodology/approach – In total, three experiments, the first one more independent from the second and third, investigate how European Library and Information Science students react to electronic reading devices, unfamiliar as they are with them. The second and third experiments explore implications such as reading rate, concentration and symptoms of fatigue in conjunction with electronic reading devices. Test objects were the Sony eBook Reader, the IREX iLiad, LCD computer screens, Laptops and the Smart Phone HTC Touch HD in comparison with printed documents and books.
Findings – Contrary to common opinion, the results indicate a trend that concentration and/or reading rates do not suffer from reading on electronic reading devices. Further, it was found that influences on reading rate and concentration are posed rather by the individual reading behavior of a person, as well as by the nature of a text (scholarly or novelistic), than by the reading devices used.
Research limitations/implications – Problems included the limited means to acquire technical support. The first experiment, in particular, suffered from inadequate equipment such as audio recordings that were too quiet. The value of the statistics is limited by the small number of test subjects and test runs. Additionally, the test persons had differing experience in reading with an electronic device. Two had used an electronic reading device before, whilst the others never had.
Originality/value – Based on the findings in recent literature, experiments such as this have rarely been conducted. Research in this particular field, i.e. print vs screen reading performance in adults, is sparse in recent history and more often done through examining personal preferences. To the knowledge of the authors, the research has never been done from the perspective of Library and Information Science (LIS). The preliminary results question common assumptions and theses.
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