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Reading in the digital age: what do students think and do?

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

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Reading in the digital age: what do students think and do? / Hargreaves, Helen; Caldwell, Elizabeth; Robin, Sarah.
2021. Paper presented at Academic Libraries North Conference 2021.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Harvard

Hargreaves, H, Caldwell, E & Robin, S 2021, 'Reading in the digital age: what do students think and do?', Paper presented at Academic Libraries North Conference 2021, 8/09/21 - 9/09/21.

APA

Hargreaves, H., Caldwell, E., & Robin, S. (2021). Reading in the digital age: what do students think and do?. Paper presented at Academic Libraries North Conference 2021.

Vancouver

Hargreaves H, Caldwell E, Robin S. Reading in the digital age: what do students think and do?. 2021. Paper presented at Academic Libraries North Conference 2021.

Author

Hargreaves, Helen ; Caldwell, Elizabeth ; Robin, Sarah. / Reading in the digital age: what do students think and do?. Paper presented at Academic Libraries North Conference 2021.

Bibtex

@conference{4557aae4fcc646bbb7c348a9c31b3ebb,
title = "Reading in the digital age: what do students think and do?",
abstract = "An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts in digital format. Whilst the literature suggests that students prefer reading print texts (Mizrachi 2015, Foasberg 2014), and often have a deeper level of engagement with texts in this format (Mangen et al. 2013; Delgado et al. 2018) the reality is that for most students digital texts have become the norm. In this paper, we present findings from an externally-funded study exploring students{\textquoteright} perspectives and practices in relation to digital reading. Analysis reveals that reading in digital format does indeed form the bulk of students{\textquoteright} reading activity, with ease and speed of accessibility, cost and environmental considerations influencing this choice, and in some cases precluding reading in print. Students{\textquoteright} approaches to reading digital texts varied depending on reading purpose, but in general, students had developed a range of techniques to help them navigate digital reading. The students also highlighted frustrations and challenges in online reading that may have implications for future purchasing in libraries. This paper will discuss these findings and their potential to inform the production of resources for reading development relevant to the digital age.",
author = "Helen Hargreaves and Elizabeth Caldwell and Sarah Robin",
year = "2021",
month = sep,
day = "9",
language = "English",
note = "Academic Libraries North Conference 2021 : New beginnings: aspirations and optimism for the future ; Conference date: 08-09-2021 Through 09-09-2021",

}

RIS

TY - CONF

T1 - Reading in the digital age: what do students think and do?

AU - Hargreaves, Helen

AU - Caldwell, Elizabeth

AU - Robin, Sarah

PY - 2021/9/9

Y1 - 2021/9/9

N2 - An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts in digital format. Whilst the literature suggests that students prefer reading print texts (Mizrachi 2015, Foasberg 2014), and often have a deeper level of engagement with texts in this format (Mangen et al. 2013; Delgado et al. 2018) the reality is that for most students digital texts have become the norm. In this paper, we present findings from an externally-funded study exploring students’ perspectives and practices in relation to digital reading. Analysis reveals that reading in digital format does indeed form the bulk of students’ reading activity, with ease and speed of accessibility, cost and environmental considerations influencing this choice, and in some cases precluding reading in print. Students’ approaches to reading digital texts varied depending on reading purpose, but in general, students had developed a range of techniques to help them navigate digital reading. The students also highlighted frustrations and challenges in online reading that may have implications for future purchasing in libraries. This paper will discuss these findings and their potential to inform the production of resources for reading development relevant to the digital age.

AB - An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts in digital format. Whilst the literature suggests that students prefer reading print texts (Mizrachi 2015, Foasberg 2014), and often have a deeper level of engagement with texts in this format (Mangen et al. 2013; Delgado et al. 2018) the reality is that for most students digital texts have become the norm. In this paper, we present findings from an externally-funded study exploring students’ perspectives and practices in relation to digital reading. Analysis reveals that reading in digital format does indeed form the bulk of students’ reading activity, with ease and speed of accessibility, cost and environmental considerations influencing this choice, and in some cases precluding reading in print. Students’ approaches to reading digital texts varied depending on reading purpose, but in general, students had developed a range of techniques to help them navigate digital reading. The students also highlighted frustrations and challenges in online reading that may have implications for future purchasing in libraries. This paper will discuss these findings and their potential to inform the production of resources for reading development relevant to the digital age.

M3 - Conference paper

T2 - Academic Libraries North Conference 2021

Y2 - 8 September 2021 through 9 September 2021

ER -