Reading strategy and the need of e‐book features

ChanLin, Lih‐Juan

doi:10.1108/el-08-2011-0127

Cited by 14 publications

(10 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This indicated that adolescents conducted digital social reading mainly to kill time and to seek self-improvement, which is exactly the same as people do in traditional reading. In this sense, the current digital social reading carries the same fundamental function of reading: enjoyment and utility (ChanLin, 2013;Greanye and Neuman, 1990).…”

Section: Relationship Between Social Reading Motivation and Behaviourmentioning

confidence: 99%

Adolescents’ social reading: motivation, behaviour, and their relationship

2017

View full text Add to dashboard Cite

Purpose Using the case of social reading via WeChat in China, this paper aims to explore adolescents’ social reading motivation and behaviour. It also examines how the specific dimensions of reading motivation contribute to the different aspects of social reading behaviour. Design/methodology/approach This study used survey approach, which gathered 1,039 valid responses from a cluster sampling in 14 middle and high schools in Shanghai, China. Findings The results indicated that social reading motivation was a multidimensional construct, which included the dimensions of social interaction, self-development, peer recognition, information acquisition, personal interests and time killing. The research also found that different motivational dimensions exerted different influences on adolescents’ social reading activities. Specifically, the motivations of time killing and self-development are significant predictors of both the reading act and socializing act. However, information acquisition and personal interests were significant predictors only of the reading act, while social interaction and peer recognition significantly predicted the socializing act. Research limitations/implications The findings would be valuable for those who develop reading programs or administer adolescents’ reading practice. This study can help them understand the complexity of adolescents’ social reading motivation and distinguish between its different dimensions. Originality/value The study provides important insights into the nature of adolescents’ social reading motivation and how it relates to their social reading behaviour. It not only confirmed the multidimensionality of social reading motivation as a construct but also expanded the exploration of reading motivation and behaviour to the social media arena.

show abstract

Section: Relationship Between Social Reading Motivation and Behaviourmentioning

confidence: 99%

Adolescents’ social reading: motivation, behaviour, and their relationship

2017

View full text Add to dashboard Cite

show abstract

“… The experiment is confined to academic use only. In addition to evaluating the use case within the academic social environment, this design aspect acknowledges the studies by ChanLin (2013) , Brook et al. (2010), Delgado et al.…”

Section: Methodsmentioning

confidence: 99%

“…Foertsch (1998) describes reading as follows: “The process involves intellectual and complex tasks that may encompass the use of several cognitive strategies for achieving specific objectives”. In a student study by ChanLin (2013) titled “Reading strategy and the need of e-book features”, interviews were used to structure hypotheses that were then tested through think-aloud protocols, surveys and statistical analysis. The findings confirmed that students read in different patterns to a leisure reader when using e-books, and study participants demonstrated pre-reading text subconsciously and focusing on selections of interest when performing academic reading.…”

Section: Introductionmentioning

confidence: 99%

An application of activity theory to the “problem of e-books”

Kirby¹,

Anwar²

2020

Heliyon

View full text Add to dashboard Cite

The “problem of e-books” is defined as the difficulty improving the adoption rates of e-books by students. The adoption rates of e-books for academic use remain low, and research into the reasons for this have resulted in inconclusive findings. Factors such as student perception, and variations in experimental methodology and technology, contribute to difficulties in generalising findings and establishing conclusive causes for this problem. To better understand the causal factors for low adoption rates and the student's experience with ereaders and digital text, an investigation was conducted by the lead researcher as a student enrolled in a postgraduate course. The experiment was designed using e-book and digital text documents on an ereader for academic study and the results analysed with the framework of Activity Theory. This methodology allowed exploration of the problem within the authentic experience of a student to examine the effects of this social environment on ereader and e-book use. Analysis of the work domain was conducted and a comparative assessment of the observed effect of using the digital documents on an ereader compared with the paper book. Findings show that attempts to apply self-regulation and metacognitive learning techniques within the activity using the ereader were abandoned due to breakdowns in operations, and that this resulted in a perceived lower quality of achievement. The effect on the processes used by the student were extreme and were observed to be highly dependent on the student's use of specific learning strategies. The experimental methodology employed in this investigation enabled identification of the role of the social environment in the use of course documents on an ereader for academic study. The functionality of the ereader was such an extremely poor fit with the observed academic processes that a redesign approach for ereader and e-book technology is proposed as a solution to the low adoption rates of e-books.

show abstract

“…As a type of interactive reading activity, readers are required to have a complex process of comprehension, a great variety of reading skills, and a high level of cognitive engagement. Organizations or tools that possess the characteristics of social reading include: offline reading clubs, library reading salons, online reading community, interactive e-books, collaborative annotation systems, reading activities based on social network software, and so on (Chen, 2013;Chanlin, 2013;Kelly, Brian, Gary, & Eric, 2018;Trott & Naik, 2012). Different from traditional paper-based reading, the rapid development of social reading has a great impact on readers' consumption of texts (Wu & Wu, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development and Explanation of a Framework for Social Reading: Social Reading Based on Shared Regulation (SRBSR)

Guo¹,

Chen²

2021

jher

View full text Add to dashboard Cite

With the development of technologies for reading and the rise of social reading which considers readers the core in learning and emphasizes sharing and interaction, traditional theoretical reading models are facing challenges. Social reading is a type of interactive reading activity that can activate readers’ reading and discussions, promote expressions of multiple ideas, and facilitate collaborative inquiry and knowledge building. While previous researchers proposed theories or frameworks in reading or literacy research, no specific model has been developed especially for social reading and socially shared regulation. Integrating the socially shared regulation theory into social reading and expanding the theoretical perspective of problem-solving on reading can be beneficial for constructing a new social reading model. In this study, we propose a theoretical framework, Social Reading Based on Shared Regulation (SRBSR), which can account for the details and procedures of readers’ collaborative learning and shared regulatory behaviors during social reading activities. This framework can help improve the theory of purposeful reading in the new media environment and provide future instructors and researchers an operable model for designing and developing social reading courses.

show abstract

Reading strategy and the need of e‐book features

Cited by 14 publications

References 18 publications

Adolescents’ social reading: motivation, behaviour, and their relationship

Adolescents’ social reading: motivation, behaviour, and their relationship

An application of activity theory to the “problem of e-books”

Development and Explanation of a Framework for Social Reading: Social Reading Based on Shared Regulation (SRBSR)

Contact Info

Product

Resources

About