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Log in through your institution journal article "But I Want a Real Book": An Investigation of Undergraduates' Usage and Attitudes toward Electronic BooksReference & User Services Quarterly Vol. 47, No. 3 (Spring 2008) , pp. 266-273 (8 pages) Published By: American Library Association https://www.jstor.org/stable/20864892 Read and download Log in through your school or library Alternate access options For independent researchers Read Online Read 100 articles/month free Subscribe to JPASS Unlimited reading + 10 downloads Abstract During the fall of 2004, the Head of Electronic Resources at the College of Mount St. Joseph's Archbishop Alter Library conducted a survey using a paper-based questionnaire and administered it to several randomly chosen undergraduate courses. The goal of the study was to investigate the college's undergraduates' usage and attitudes toward electronic books. The study grew from the college librarians' informal observations of students' reactions, many times negative, to e-books over a four-year period. Results ran counter to what one might expect of undergraduates belonging to the Millennial or "net" generation. The findings show that students have mixed feelings about using e-books; students will use e-books but prefer using traditional print books. The study gives insight into where electronic and print media are in the current academic realm. Journal Information Reference & User Services Quarterly (RUSQ) is the official journal of the Reference and User Services Association of the American Library Association. The purpose of RUSQ is to disseminate information of interest to reference librarians, information specialists, and other professionals involved in user-oriented library services. The scope of the journal includes all aspects of library service to adults, and reference service and collection development at every level and for all types of libraries. Publisher Information The American Library Association (ALA) is the oldest and largest library association in the world. Founded on October 6, 1876 during the Centennial Exposition in Philadelphia, the mission of ALA is “to provide leadership for the development, promotion and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all.” Rights & Usage This item is part of a JSTOR Collection. Videotape of Telecourse SCENARIO 19: Institution A creates a telecourse. The course contains copyrighted text, video, audio, and photographs relevant to the class. If Institution A did not obtain permission to use the copyrighted materials, can Institution A show the videotape of the telecourse to students who have signed up for a telecourse at Institution A? FAIR USE? Yes. Most experts believe that showing the videotape to students enrolled in the telecourse is a fair use. Videotape of Telecourse Shown at Other Institutions Assume same facts as in SCENARIO 19. If Institution A did not obtain permission to use the copyrighted materials, can students at Institution B enroll and receive credit for the course at Institution B? FAIR USE? Yes. Most experts believe that showing the videotape to students enrolled in the telecourse is a fair use. Telecourse via the Internet Assume same facts as in SCENARIO 19. What if the telecourse is transmitted via the Internet? FAIR USE? If the telecourse is broadcast and there is open access, the audience is no longer clearly defined. A rebroadcast over the Internet to a global audience is probably not a fair use. A restricted broadcast of the telecourse is a fair use. Remote Access of Searchable Database via the Internet SCENARIO 20: A faculty member at Institution C creates a searchable database of copyrighted materials. The database is used as a part of a distance learning course and is available on the institution's webserver. Students enrolled in the course access the course materials from home, work, and other areas that are not traditional classrooms. Access to the database is controlled and available only to students enrolled in the class. The faculty member did not obtain permission to use the copyrighted materials. FAIR USE? Yes. So long as the materials are being accessed for educational instruction and access remains controlled. Student Project for Distribution on the Internet SCENARIO 21: A student is taking a distance learning class in which the instructor has required that a particular assignment be created for unlimited distribution on the web. A student includes an audio segment of copyrighted music (video, news broadcast, non-dramatic literary work). FAIR USE? No. Since the teacher specifically stated that the project is being created for distribution over the web, this is not a fair use of any of the listed copyrighted materials and permission should be obtained. Student Project on the Internet with Restricted Access Same facts as SCENARIO 21, however, access to each student's Web page will be restricted to other students in the class. FAIR USE? Yes. Use of Commercial Videotape SCENARIO 22: An instructor is teaching a class delivered on cable television or via two-way interactive video (GSAMS), and she uses a commercial videotape (either in its entirely or a portion), which is sold for instructional purposes, during a class to illustrate a concept covered in the discussion. FAIR USE? Yes. She is using a commercial video for its intended purpose. Moreover, it is being used to illustrate a concept connected with the class discussion. Same facts as SCENARIO 22, but the class is distributed over the Internet. FAIR USE? This is a fair use only if access over the Internet is restricted. Same facts as SCENARIO 22, but the videotape is not "educational" in orientation. FAIR USE? Distribution over two-way interactive video or cable television controlled by the institution would be fair use, as would restricted distribution over the Internet. Unrestricted distribution over the Internet is not a fair use. Taping On-Air Programming SCENARIO 23: A faculty member records a segment from a television program. The segment will be shown in a GSAMS class the following day. The remote sites will record the class in the event of technical difficulties. FAIR USE? Yes. Retention of Tape of On-Air Programming Assume there are technical difficulties in SCENARIO 23 and the remote sites replay the tape containing the program segment. FAIR USE? Yes. The use is for instructional purposes. Retention of Videotape of Copyrighted Material SCENARIO 24: Institution E records a two-way interactive video (GSAMS) class that contains copyrighted works. The tapes are kept for the entire quarter to serve as review for students who may have missed a class or as backup in the event of technical difficulties. At the end of the term, the tapes are erased. FAIR USE? Yes. Use of a Videotape of a GSAMS Class Containing Copyrighted Material What if the professor who conducted the class in SCENARIO 24 decides to show the tape to her continuing education class (or to a community group)? FAIR USE? Yes, showing the tapes to her continuing education class is fair use if she is using the material for educational purposes and no admission fee is charged. Showing the tape to a community group may or may not be a fair use. The fact that the user of the tapes is a professor does not make the showing of the tape to a community group an educational use. One would need to conduct a fair use analysis. Rebroadcast of a Videotape of a Two-Way Interactive Video (GSAMS) Class Containing Copyrighted Material SCENARIO 25: Institution E records a two-way interactive video class that contains copyrighted text, video, audio, and photographs that are relevant to the class. Institution E rebroadcasts the videotape to a class at Institution F. FAIR USE? Yes. It is fair use since instruction is occurring. back to top How are eBooks used in the classroom?Here we suggest 8 smart ways to use interactive eBooks in the classrooms:. Discoverable learning content in textbooks: ... . Explore videos related to eBook chapters and bring concepts to life: ... . Expand and enlarge diagrams and images in eBooks: ... . Familiarize the students to eBooks navigation: ... . Build a digital library:. What ways can you use e books in your classrooms that might be similar to or different from your current approaches?Here are five simple ways that teachers are using ebooks to enhance classroom learning and development.. Entice with pre-reading teasers. ... . Enrich with multimedia. ... . Engage with Interactive Content. ... . Provide Countless Resources. ... . Open Doorways to Elearning.. Why is it important to use digital technology in the classroom?The effective use of digital learning tools in classrooms can increase student engagement, help teachers improve their lesson plans, and facilitate personalized learning. It also helps students build essential 21st-century skills.
What are the limitations of digital devices in the classroom?Here are 5 disadvantages of technology in the classroom and how to get past them for your students.. Distracting Students. ... . Requires Management and Training. ... . Leads to Tech Disparity. ... . Cost Money. ... . Less Face Time. ... . Final Thoughts.. |
Which is most likely when students are allowed to use e-books in the digital classroom?
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