10 eBook Annotated Bibliography

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.