1. Abram, S.
(2010). P-book vs. e-books: Are there educational issues?. Multimedia & Internet @ Schools, 17(6), 13-16.
The author
explores the pros and cons of printed books (p-books) and electronic books
(e-books) and compares the classroom with the out-of-classroom library use of
books. The author states that the pros for printed books are its look and feel,
its ability to be shared, safety, and little to no maintenance. Furthermore,
the author also states the pros of electronic books are customizable displays,
ADA compliance, its GREEN, making and taking notes, support, and having a wider
range of choice and access. Also stated are cons of both book types, one is on
printed books, though print books can be more beautiful through its layout some
eBooks have the advantage of being able to add sound and motion into the book.
The author provides a strong statement and says that research show that an
increase in reading across all generations is seen holistically; there is an
increase in book sales in all formats. In particular, this will assist in
strengthening my claims that eBooks have many pros that address many issues
seen in a classroom environment.
2. Baird, C. &
Henninger, M. (2011). Serious play, serious problems: Issues with eBook
applications. Cosmopolitan Civil
Societies Journal, 3(2), 1-17.
The author
explores the extent to which a digital technology (Apple i-Pad) supports the
development of literacy skills. The author’s research focuses on the capacity
to understand and even create multimedia, multi-modal texts of digital
technologies. Furthermore, multi-modal technologies, many supported by
applications designed by third party developers, were seen, therefore, to offer
significant opportunities for helping people, especially children to develop
literacy skills. The studies results found that a set of heuristic principles
needs to be adopted by the developers of applications for digital technologies,
so that the digital playground is accessible to all. In particular, this
article will assist in understanding the accessibility and usefulness of
digital technology for students with disabilities.
3. Springen, K.
(2013). It’s complicated. School Library
Journal, 59(9), n.p.
The author
explores how two high-performing Illinois high schools: New Trier Township High
School and Adlai E. Stevenson High School are navigating the transition to
eBooks. The author seeks to answer big questions: What type of device do
schools prefer? Which are the best eBook providers? How many student iPads get damaged per year?
Do students read more in eBook or print format? The authors
4. Boone,
R. & Higgins, K. (2003). Reading, writing, and publishing digital text. Remedial and Special Education, 24(3)
132-140.
The
author explores the current state-of-the-art technologies available for
reading, writing, and publishing. The author speaks of ebooks, electronic
libraries, and electronic journals. Additionally, the author mentioned that
considerable data suggest that supportive digital text can help students who
are experiencing difficulty in reading. In the case of electronic libraries
they are still being examined for differences than the brick-and-mortar
library. The researcher mentions the power of digital information is not in the
amount of information that can be included but is in the context in which the
information is obtained. In particular, this article can assist in
understanding that the way of reading, writing, and publishing is changing due
to advancements in technology and the way we learn.
5. 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.
The
author explores teacher and researchers awareness to address the discrepancy
between the types of literacy experiences students encounter at school and
those they practice in their daily lives outside the school environment. In the
article the author speaks of the features of e-books, it mentions that it
employs multimodal features such as video, audio, and hyperlinks, as well as
interactive tools. The author observed 10 fifth-grade students reading using an
ebook for the first time. The students were using all the features available
such as the highlighter and sticky notes. The results showed that all 10
fifth-graders reported that they preferred reading e-books to traditional books
because of the tools associated with the e-book encourages readers to actively
engage with the text. In particular, this article assists in me understanding
the benefits for improving student literacy because of the effecting tools
associated with e-books. Ebooks offer new opportunities and extent
possibilities for personal interpretation and engagement with text.
6. Grant,
S. (2002). Ebooks: Friend or foe? The
Book Report, 21(1), 50-53.
The
author explores what are ebooks, the advantages, the disadvantages, and how
ebooks are read. A disadvantage is that you need relatively expensive devices
to read them, such as a computer or handheld device. Another issue deals with
having different formats that are compatible with all devices. The advantages
of ebooks are it poseslower financial risk for publishers, availability is
greater and faster, and there is no reason to shelve and reshelve an ebook. An
issue brought up in the article is the disadvantage of E-books reading devices
and how it will be overcome by even more powerful technology that will provide
better screens, more memory, longer battery life, and wireless high-speed
connectivity. The results in the article state that technology will continue to
improve, the future will not be exactly as I’ve imagined, and “Change is
inevitable”. In particular, this article assists my research because just as
other articles mentioned change in technology and reading is unavoidable so we
as teachers must just accept the change and learn to accept its advantages.
7. Foote,
C. (2013). For ebooks, the future is now…maybe. Internet@Schools, 20(3), 26-27.
The
author explores whether ebooks will replace libraries and if students are using
them. Libraries ebook vendors take time to make books available for download in
the system but most needs of students in K-12 are immediate. Furthermore, the
author speaks of the ease of use of an ebook in the school, such issue is the
purchase versus checkout model. She also states that we need to make it as easy
as possible for students to access the library's ebook collection so that the
library's shared collection is meeting students' needs. In particular, this
article assists my research because it shows the struggles of school libraries
and how ebook vendors have an inability to change and have been paibfully slow
to embrace the variety of ways schools use ebooks.
8. Larson, L. (2015). The learning potential of e-Books. Educational Leadership, 72(8), 42-46.
The author explores the incorporation of e-book reading into schools
curriculums. She states that effective e-book implementation can enhance
student’s literacy experiences. Furthermore, the author saw that struggling
readers were the strongest advocates of e-books, suggesting that e-books helped
them gain confidence in their reading abilities. The author also provides tips
for successful e-book implementation in the schools. The results of the article
states that electronic books are not meant to replace traditional book, but it
is crucial for students to become proficient readers of many different forms of
text. In particular, this article assists my research by providing specific
tips for success of e-book implementation; it also states e-books benefits, and
its variety of tools that help students learn.
9. Rivera, V. (2013). Digital textbooks: Show me the future! Internet@Schools, 12-16.
The author explores etextbooks, ebooks, e-readers, other e-tools, and
more. The article states that in 2010, digital textbooks accounted for just 1%
of the U.S. textbook market. Furthermore, the author states that over the next
few years, textbooks should be obsolete. No results are stated in the article
but the author a list of content providers and supplementary service providers
who contribute greatly to the direction in which digital textbooks could be
headed.
10.
Schugar, H.R., Smith, C.A., Schugar, J.T. (2013). Interactive picture e-books
in grades K-6. The Reading Teacher, 66(8),
615-624.
The
author outlines four considerations for using e-books with young readers
because tablets computers, like the iPad, may alter the ways students consume,
comprehend, and interact with text. Interactive ebooks include multimodal
features such as sounds, animations, videos, and narrations. The author also
states that e-books have the potential to change the way our students red and
consume text because of their interactivity and convenience. Also, several
factors should be considered: a. Will the e-reader allow access to content that
is different or better suited to the task, b. What type of support will your
students need to read e-books, c. What will be the ratio of devices to
students, d. What financial constraints exist for incorporating these devices
into your classroom? The results state that teachers need to model strategies
for e-reading, assist students in transferring traditional reading behavior to
electronic texts, and select high quality interactive e-books that will
scaffold students reading.
