Reading Habits Among Black College Students
CHAPTER ONE
IMPACT OF MEDIA ON READING AMONG BLACK COLLEGE STUDENTS
Ronder Patrice Scott
Texas Southern University
Thesis
Introduction
The uses of digital devices that are installed with e-readers have been of greater significance in learning and academic field in general. The devices have become pervasive among black college students. Students use electronic devices such as iPhones, IPad, tablets, Kindle, Barnes and Noble Nook e.t.c. to download and read e-books, access learning materials online, and even to connect with other students around the globe. The devices use a technology that is user-friendly and that offer paper like reading experience.
In this ever changing world, black students are not left behind to enjoying what the advanced technology have to offer to the rest of the world. In fact, e-readers came …show more content…
into the picture more than three decades ago but their use among black students have never been that much like in recent years. Today, digital devices play an increasing role in education and research and also offer unique benefits for both the students and their teachers. Students can access e-books and information from the internet using e-readers and can also save documents that they can retrieve later from their devices. These digital devices are portable and, therefore, students can carry them to wherever they go compared to books that are bulky. Therefore, with e-readers students can read and write anytime and anywhere regardless of time and environment. For example, black countries have been faced with the issues of electrification and, therefore, with digital devices, a student can still study provided the device was fully charged and regardless of the darkness.
However, the digitalization of information has resulted in new patterns of information usage that resemble that of written textbooks. In fact, e-readers among most college level students have been an option to reading due to its information adequacy. Shedding more light in learning from screens, e-readers addresses traditional concepts of print and much paperwork while embracing other major ways to receive, process, and create information. Also, digital devices with e-readers deepen the relationship between the audience and ability to obtain learning resources and information. Along with this discussion, the use of e-readers has tremendously empowered students to creating their learning styles that challenge ideological texts and conceptual traditional learning styles. Consequently, in the contemporary era of standardized high-stakes testing and corporate solicitations in college education, black students have more to brag about regarding the manner in which e-readers have impacted their learning techniques and performances.
Therefore, it is of greater significance to considering how e-readers influence styles of learning and its implications in a learning environment. However, as the pendulum swings to the right, institutions have developed e-centered programs that are accessible from digital devices and other electronic mediums. These programs facilitate greater accountability in learning outside the classroom as well as promoting students to share with other students around the globe. For example, through digital devices and availability of internet, black students can access education curriculum offered outside their realms i.e. in other countries such as Australia, U.K, and Canada among others. Availability of internet among black people made it possible for the media to offer a pocket of wonderful ways of accessing work and tasks. Black students can access and participate in academic activities occurring all over the world. Internet and digital devices offer an effective way of collaboration between educational institutions which are based on different demographic environments.
Now that electronic education has become pervasive, it is significant to inspect how students process, comprehend, and use digital text in contrast with the text on the rational mediums which include textbooks and handouts. Since so much reading and studies happen in environments that incorporate and allow internet access, multitasking might come into play. In this regards, this paper will also explore the rate of distractions while reading using e-readers with internet connectivity.
On the other hand, the relevance and use of e-readers and other electronic devices are not limited to subtle differences between languages. Today, media devices can translate information into a language that a student can understand. For example, most black students are not English natives and, therefore, some might encounter reading problems. Digital devices can be installed with language translator programs which translate English to any other language a student can understand or vice versa. To a greater extent, digital devices not only determine how students perform but also how (and what) they can read, and even how to solve challenging problems in class work.
Today, most college students are certainly digital natives, and they have grown up with digital media and, therefore, it becomes even easier to understand and use. For those who did not grow up with it, using the new media is like using the first language. Therefore, it must not be astonishing to acknowledging how media has transformed student’s cognitive development. Research has shown that a variety of media types has indeed helped to promote and grow different cognitive skills (Bandura, 2004). For example, while students use interfaces and other programs installed in their devices, they interact with features that add to their cognitive skills and attention.
It is important to mind about black students with disabilities. Digital devices have resolved the dilemma that faced students with disabilities. Many e-reading devices come equipped with standard features useful to students with disabilities. For example, learners with visual disabilities can use text-to-speech on many personal e-reader devices, a feature that dictates text aloud. Other accessibility features commonly available on e-reader devices include the ability to adjust the font-size on the screen. These and other features vary considerably based on the device, but they all have crucial importance to the student.
There is still a concern; however, in challenges that students face when using e-reader devices. These challenges range from battery life and difficulty recharging the machines. Although these features have been improved with time, students using e-reader devices in the classroom might not be able to charge when the battery goes down in the middle of a lesson. These challenges amongst other challenges will be discussed along this paper.
This paper survey shows that students also wished that the e-reader devices should not be a single-function device. Perhaps the students could have recommended the adding of wireless connectivity, read-along texts, and multi-media functionality to improve functionality of e-reader devices such as Nook, Sony e-reader, and kindle. This study survey results indicated that only less than 1% of the students owned Nook, Sony e-readers ranked at 4.7% and 34.7% owned an iPad while students owning laptop computers scored the highest at 46.0%. Interestingly, the e-readers adopt the same size as a paperback; they keep page layouts simple like a straightforward book, and of course, the e-ink make the device read as much as paper. The full-color high-resolution screens that tablets have are much more suited to illustrated books for all sorts of reading. The ability to download books and interact with them is a compelling additional feature of the iPad. From the results, a distinction should be drawn between single-use devices such as Kindles in comparison to computers and other digital devices that have a multitude of uses.
In terms of page design, e-readers offer an easy way to read, clear and flexible layouts. The pages are reproducible and can reproduce highly visual material where needed. On the other hand, computers are backlit, so reading on screen could be tiring in comparison to reading on an e-reader. E-readers are designed with e-ink that comes with added benefits of reducing the amount of power the devices consumes when in use. To make an inroad into the significance of digital devices, they should all match the benefits of all black students and should have minimal negative effects. Although computers matched these benefits, more alternatives were put in place. There are recent developments in hardware to innovating dedicated handheld devices that could be used specifically for reading books. These devices are developed with certain key features to increase their functionality.
However, this study survey indicated that there was an existing discrepancy between the use of some e-readers such as Kindle and Smartphones e-readers compared to the use of computers. Therefore, will confirm whether or not there need for greater interaction with the text, presented by a greater ability to highlight, make annotations, bookmark, and even easily return to passages.
As mentioned above, using e-readers among black students might also be faced with some challenges. For example, sometimes a student can forget to charge his or her e-reader device this could result in the need for alternate assignments that require time for the teachers to arrange. Therefore, the issue of battery charging can be a pervasive issue that will also be examined along this paper. Other issues include distractions from other installed programs such as games. Students might engage in playing games while lectures are going on, and this should be a matter of consideration.
Theoretical Framework
This study introduces theoretical ideas that underpin the approach to the use of e-reader devices in learning among black college students. The paper focuses upon the use of digital devices as a tool that complements and extends the existing set of tools within the college level curriculum and upon integration of IT in classrooms. The study employs a facilitation framework that expounds on how e-reader devices take complex or new learning materials and organize it in a simple way for readers so they can easily understand and apply the new information and skills. The framework will help in understanding why the use of e-readers devices is important and putting it in context makes the learning easier. However, this must be unbiased with their point of reference to learning and how it affects learning.
Some college students can approach college level learning locale with nervousness and feelings of elevated or low self-efficacy. Their advances to new learning framework can be influenced by how they value or appraise the new experience. In connection to the facilitation theory which was advocated by Rogers, C. (1902), all students have a natural desire to learn. Rogers defined two categories of learning: meaningless or cognitive learning (e.g., memorizing text) and noteworthy or pragmatic applied comprehension which addresses the needs and wants of the learner. Therefore, the role of digital devices in learning is to facilitate both experiential learnings by setting a positive climate for learning, organizing and making available, reliable learning resources (Naik, 2007). Digital devices enhance significant learning by addressing personal interest of the learner.
In a nutshell, the current study seeks to examine the effect that electronic reading on various devices has had on a specific group of readers: black college students. As the literature review indicates, research on the effects of electronic devices on the reading habits of college students has been somewhat limited to this point; research considering the impact on students of particular demographics is to date quite inadequate. Therefore, this study will use a survey to attempt to redress the current situation.
Research Questions and Transfer Theory
The present study will attempt to answer the following questions as they relate to the evolution of the scholarly reading habits of black college students:
1. How does the battery lifespan on electronic devices effect reading habits of black college students?
2. How do we adapt to change from traditional reading to electronic reading?
3. How do we start to measure the effects of technology on reading?
4. How can we use Transfer Theory to explain people’s interaction with electronic devices and reading?
Perkins (1992) found that “transfer learning” occurs when learning in one context enhances (positive transfer) or undermines (negative transfer) a related performance in another context. For example, this could be used to determine any differences in our ability to retain information read in an eBook as opposed to an electronic device.
Because formatting is a known problem affecting readers ' ability to retain information, the maker of electronic devices are attempting to improve it, making-reading screens look like the pages of a book. The transfer theory also applies here where an older person may have difficulties and preconceived notions about learning on a new device; these are problems that a child would not encounter.
More In-depth Research Questions
1. How has the appearance and subsequent popularity of new media (for example, e-readers and tablet computers) affected the scholarly reading habits of black college students in the United States?
2. What is the relationship between numbers of hours that black college students spend reading for class and their perceived understanding of course material?
3. How has the availability of online search through book materials affected black college students’ perception of the ease of finding information quickly?
4. How do black college students perceive the connection between being able to carry a large amount of material with them to class through a lightweight device and their success in learning?
Definition of terms
New Media- means of mass communication using digital technologies such as the internet.
References
Bandura, A. (2004). Social cognitive theory for personal and social change by enabling media. Entertainment-education and social change: History, research, and practice, 75-96.
Running head: IMPACT OF MEDIA ON READING AMONG BLACK COLLEGE STUDENTS
CHAPTER TWO
IMPACT OF MEDIA ON READING AMONG BLACK COLLEGE STUDENTS
Ronder Patrice Scott
Texas Southern University
Thesis
Literature Review
Literature Review
The shifting ways in which we read have implications for us intellectually, socially and ethically. It is too early in society’s transition to digital content to determine whether an “immersion in digitally dominated forms of reading” will change our “capacity to think deeply, reflectively and in an intellectually autonomous manner” when we read (Wolf, 2010); it is, however, clear that the amount of available information has grown enormously through the digital revolution in reading. In turn, it is necessary to help readers navigate the ever-larger amounts of available data.
Tools such as eBooks, tablets, and mobile devices help readers to find information as sources grow (Rainie, 2012). In the coming years, printed books will still account for the majority of sales: despite the rapidity with which technology change, people’s habits lead they continue filling their shelves with books, giving books as gifts, and placing books at their bedside. Clearly, though, devices such as the Kindle and iPad mark a digital transformation, and the market has taken irreversible steps into new territory (Ballhaus, 2010, p. 32). A literature review makes it clear that there exists a need for a universal formatting system.
It is logical to believe that many black students know how to study. Without proper learning styles, a student can hardly succeed well enough in exams and more pragmatically in future endeavors. According to Felder & Solomon, n.d., One outcome appears to be clear that the estimated number of students are likely to be placed in a probation when, they listen to a lecture and intuit what is important. For example, in the event they are asked to tell what they learnt they could hardly remember three-quarters of what was taught in class. It is with this reason that Felder & Solomon put it clear that learner 's effective learning model determine student 's academic results.
Research Questions
How has the appearance and subsequent popularity of new media (for example, e-readers and tablet computers) affected the scholarly reading habits of college students in the United States?
What is the relationship between numbers of hours that college students spend reading for class and their perceived understanding of course material?
How has the availability of online search through book materials affected college students’ perception of the ease of finding information quickly?
How do college students perceive the connection between being able to carry a large amount of material with them to class, on a single, lightweight device and their success in learning?
EBooks, tablets and mobile devices vs. traditional print books: Reading among college students
Much of the literature on eBook readers consists of user studies, which provide useful information about how readers might interact with reading devices once they have them in hand but provide no information about whether students are likely to use them of their own volition. Nevertheless, these studies hint at reasons that students may or may not find e-readers useful, and those reasons are important predictors of the future of eBooks (Foasberg, 2011, p. 109).
Popularity of eBooks: Changing Technology
Electronic reading began with the work of electronic publisher Michael Hart. In 1971, his Gutenberg Project succeeded in reformatting written academic material electronically and offering it free of charge (Hart, 2004);Hart’s mission statement was to “encourage the creation and distribution of eBooks,” “help break down the bars of ignorance and illiteracy,” and “give as many eBooks to as many people as possible.”
Rainie, Zickuhr, Madden and Brenner (2012) found that 21% of Americans have read an eBook. The increasing availability of e-content is prompting some to read more than in the past and to prefer buying books to borrowing them. Using a broader definition of e-content in a survey ending in December 2011, some 43% of Americans age 16 and older say they have either read an eBook in the past year or have read other long-form content such as magazines, journals and news articles in digital format on an eBook reader, tablet computer, regular computer or cell phone.
Advantages of Electronic eReaders and eBooks Multimedia technology has the potential and functionality to hold greater enjoyment for users than does a standard textbook. Teaching and learning should be associated with feelings of pleasure and enjoyment, not boredom or fear (Gertner, 2012, p. 14). Students spend hours using technology at home so to engage them in learning by using their favorite devices is key to encourage students to learn through new media mediums. According to Edutopia (2013), these new sources engage the four key components to learning. Active engagement, participation in groups, frequent interactions and feedback and connection to real world experts.
The special capabilities of eBooks benefits students in particular in three additional major ways: convenience, interactivity, and search ability. EBooks, for instance, enable students to type in a word or a phrase and find every single instance of that word in the book. EBooks are also generally less expensive than print books. Another advantage of e-readers is that they allow students to quickly navigate text, indexes, and tables of contents (Lincoln, 2013, p. 44).
Disadvantages of electronic eReaders and eBooks
EBooks, however, do have downsides like lack of compatibility. If one version of an eBook is bought it cannot be read on a different device. Also, sometimes the page numbers between a book and an eBook don’t correspond, making it harder to follow along in class if a professor is reading from the book and the student is reading from an electronic device such as a Kindle. Additionally, the download of certain eBooks constitutes only a limited license that expires after a certain amount of time or a certain number of uses.
A significant correlation exits between the frequency of reading books and literacy levels (Grenier et al., 2008);in addition, studies suggest that online research skills are often poorly developed (Hargittai, 2002), implying that the use of traditional print books continues to be a strong indicator of academic performance.
According to Currie et al., university students, particularly beginning undergraduates, are typically content to make do with simplistic, “good enough” information search strategies: ease of access to information is often more important than the accuracy of the information (Currie et al., 2010; De Rosa, et al., 2006; Nicholas, et al., 2009; Weiler, 2005). There is a relationship between this low level of information literacy skill and academic performance: according to Cull (2011), “low-performing students typically have low information literacy skills”.
Unsurprisingly, the habits of online readers support the research. The average amount of time that users spend on e-book and e-journal sites are very short: typically four and eight minutes, respectively. Users, then, are not reading online in the traditional sense; rather, these new ways of “reading” are in fact nothing more than browsing through titles, tables of contents, and abstracts (Cull, 2011). Typical “screen-based reading behavior” is characterized by more time spent on “browsing and scanning, keyword spotting, one–time reading, non–linear reading, and reading more selectively” (Cull, 2011), while less time is spent on in-depth, concentrated reading.
When online, people generally engage in two poor kinds of reading: “tunnel vision” reading, or reading a small amount of text without a sense of the context, and “marginal distraction”, which happens, for example, when a person reads the text that commonly appears on sidebars on, for instance, blog sites (Liu et al., 2009). Another disadvantage of e-reading is that looking at computer displays causes eye fatigue. It is too difficult to read books on smaller devices such as PSAs and mobile phones. Hillesund and Noring (2006) found that most current formats and reading software are rooted in print technology; they are usually not optimized for intentional screen reading on a wide range of display types and sizes.
Finally, most electronic publishing still represents a mere digitization of the print process; it still fails to meet the special needs of digital readers. That said, however, the usability and display technology of e-readers has improved in the past 3-5 years (Mitchell, 2013). Easier reading has increased the popularity of e-readers.
Researchers have considered the problem that the average reader entails more carbon emissions than a print book. In a 2012 study, Moran found e-readers to be more hazardous than print books, stating: “I calculated the average rate of consumption for the average reader. I found average reading speed, average book length, and average number of books consumed, and then I calculated the carbon emissions caused by one year of reading”. The e-reader accounts for an initial carbon footprint that is 200-250% greater than the typical library. These devices are typically upgraded for newer models with great frequency, making the 5-year warranty cycle obsolete and endangering our ecosystem.
How New Media (eBooks) Result to Effective Learning Some research has been conducted on the reading habits and attitudes of college students. Blackwood et al. (1991) studied the reading habits of 333 college seniors enrolled at a small, public liberal arts university in the United States. The findings indicated that the majority of students were reading for pleasure and spent more time reading during vacations than when classes were in session. Both male and female students reported reading for pleasure about 2.5 hours each week while classes were in session and slightly more during vacations. In another study, Sheorey and Mokhtari (1994) examined the reading habits of 85 college students enrolled in an elective development reading course at a large university in the Midwestern U.S. They reported that students read an average of 4.75 hours per week. Students who scored higher on a test of reading comprehension reported spending slightly more time on nonacademic reading. Some members of the population are referred to as “reluctant readers”. This group includes students who read only to pass exams. Studies have shown that some students are reluctant to read either for information or for pleasure. Pandian (2000), who found that only 20% of Malaysians read regularly, stated: “if this phenomenon is left unattended, the future of Malaysia will eventually be directed by reluctant readers, that is, by people who are ‘retarded’ in terms of knowledge, intelligence and maturity.”
The rationale for using new media among black students who are pursuing college education lies from both personal and career progression. In the aspect of personal purposes, students use their personal digital devices while studying at home or after classes. Research indicate that there is increased the use of digital devices in learning among Black Students for example 28.9% of the total students were reported to own iPhones, 13.2% owns kindle whereas 2.6% own Nook and Sony E-readers. From these results, it is certain that students use digital devices more over textbooks to acquire intellectual knowledge while in college.
Perhaps, students prefer using digital devices because they are fast in processing data and can store multitudes of files provided there is enough storage space. The aspect of data processing brings about added advantages of increased student’s concentration. Some prefer recording lectures while in class and retrieve them later at their own time as audio files. Recording files tend to save students from confusion and missed information in case of distractions. When used together with textbooks, a student can well understand the context the lecturer was talking about when in class hence increasing student’s comprehension (Hogan, 2005). With the current lecture trends in colleges, lecturers tend to be fast enough not allowing students to have time for processing information being taught. A recent study noted that the aim is to cover the curriculum and, therefore, they feel that if they do not cover it within the required time, their students might not learn it. Though the intention of this discussion is not to undermine college teachers, many students felt that they did not acquire enough intellectual knowledge. Therefore, with digital devices, they can capture even the slightest joke that the teacher/lecturer make in the classroom. There are numerous advantages of having a digital device that an individual can use to study or access educational data from the school database.
It would not sound right if this paper suggests that new media does not really help students to improve their learning styles. In fact, learning styles are inherent in that; they develop and are influenced by the surrounding, individual ability, and willingness to adapt with the ever-changing technological world. In this perspective, an estimated percentage of college students are dynamic and visual learners their scores and participation in class balances well with those of an active and reflective learner. E-readers provide additional information that includes illustrations that help students to understand more than they would have understood when reading from a textbook (Dyson, Litchfield, Lawrence, Raban & Leijdekkers, 2009). Visualization of things improves student 's ability to comprehend things when learning.
Additionally, it is being realized now that learning that results in increased self-awareness changed learning styles, and the acquirement of innovative skills must actively engage the student in the learning process. In particular, students have been found to learn more effectively by doing or experiencing rather than concentrating on paper work that does not provide adequate real life experiences. David Kolb (1984), described this learning process as a four-phase cycle in which the students (a) does something actual or has precise experience which provides a basis for (b) the student’s observation and reflection on the experiences and their own response to it. These observations are then (c) assimilated into a theoretical framework or related to other ideas in the real world situations, and (d) tested and applied in different situations (Boud, Keogh & Walker, 2013).
E-reader devices help by serving as tangible forms of the mental picture that good readers create in their heads as they read. High-resolution screens display clear images that are attractive to the eyes of the students, allowing them to make a real connection with what teachers/lecturers mean when they say "create this picture in your head." Recalling such images and graphics presented on screens tend to help students in bringing texts to life. On the other hand, visualization of images is easier than remembering text read from a textbook. Therefore, e-reader devices developed with full-color high-resolution screens help in true visualization that allows the mood of the text to permeate the screen (Moreno, 2006). Students remember such digitalized information than just plain text written on a textbook. To provide conceptualized details, e-readers, and other digital devices used in learning improve student 's cognitive skills in learning. Also, they help students to process, comprehend, and utilize digital text compared to that of traditional mediums such as textbooks.
How do college students perceive the connection between being able to carry a large amount of material with them to class, on a single, lightweight device and their success in learning?
Much learning takes place within the milieu of a large quantity of information. For example, problem-based learning (PBL) necessitates reviewing evidence in order to interpret events. However, the volume of information can obstruct learning, and in practice, teachers normally present students with only a small selection of information, thereby considerably reducing the authenticity of the task (Lippincott, 2010). E-reader devices provide a range of information-handling tools that can help to alleviate this problem. At the elementary tool level, a relational database may be viewed as representing records in the manner of a library archive. Digital devices allow students to browse and select data from their school databases regardless of whether or not they are on vacations. Consequently, digital devices allow students to carry with them their learning materials or rather digitized information in just a small space available in their digital devices. These devices reduce the hassle of carrying many books and other learning materials which are somewhat bulky (Lippincott, 2010).
How Multitasking with E-Readers While Reading Impact Learning?
Jackson, M. (2008) argued that advanced technology, multitasking, and the dependence on the internet for data and public contacts has worn the ability of people to focus on important priorities and connected with others on a personal level. Students have vast of information at their disposal, yet increasingly they seek knowledge with shallow glimpses using search engines while juggling other tasks such as watching movies, reading blogs, chatting on facebook and tweeter (Sharples, 2002). There is an existing correlation between the number of hours that college students spend reading for class and the amount of time they spend for leisure. For example, with the increased rate of social media, students might find themselves spending more time chatting with their fellow students rather than discussing a course material. If a student happens to shift his/her concentration to such distracters at the middle of the lesson, her perceived comprehension of what he had learnt just a few minutes ago might evaporate from her mind. Students require engaging in silent modes after lesson in order to absorb and have time to reflect on what they learnt. This way, the student improves his cognitive skills of remembering things learnt.
Multitasking with e-reader devices has more to blame when it comes to occurrence of distractions when learning or rather when a student needs to concentrate on an ongoing lesson or problem-solving (Sharples, 2002). Despite their wonderful features of and advanced technologies, they tend to diffuse the level of student concentration in a learning environment. With advanced technological world and the field of education at large, the aspect of attention/concentration is faced with increasing challenges that come along with digital devices. Today, programmers have indulged into programming software and programs that erode the hard way of solving problems. For example, in mathematics, there is available software that learners can utilize to resolve math problems saving them the hassle of doing it the hard way. These programs can make a student not to obtain enough intellectual he/she can apply in real life situation. On the other hand, e-readers make students become lazy.
Students no longer write notes on their exercise books because their teachers provide them with soft copies of the notes (Margaryan, Littlejohn & Vojt, 2011). There are plenty of questions and available answers online. Because learning is a continuous process, students find themselves copying information direct from the internet without even researching for the answers they provide (Sharples, 2002).
On the other hand, owning an e-reader device partly contributes to college student 's better online experiences, but also research shows that they are not a prerequisite for students ' better learning experience. A recent study found that 80% of students owned digital devices which help in e-reading participated in e-reading than those without digital devices (Hutchison, Kanade, Mitchell, Rangan, Nierstrasz, Kleinberg & Weikum, 2008). The study also found out that the length of time spent on digital devices as well as the internet has an important impact on one-third of college students ' online activities. The longer a student uses these devices, the higher the chances of experiencing distractions during the learning process.
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Rainie, L., &Zickuhr, K. (2012). Libraries, patrons, and eBooks. Pew Research Center’s
Internet & American Life Project, 48. Retrieved from http://files.eric.ed.gov/fulltext/ED533082.pdf
Shahriza, N., & Karim, A. (2007). Reading habits and attitude in the digital age. Analysis of gender and academic program differences in Malaysia, 25(3), 128. Retrieved from http://umpir.ump.edu.my/5/1/Reading_habits_and_attitude_at_digital_age_- _amelia_2.pdf
Sharples, M. (2002). Disruptive devices: mobile technology for conversational learning. International Journal of Continuing Engineering Education and Life-Long Learning, 12(5), 504-520.
Wolf, M. (2010). Our ‘Deep Reading’ Brain: Its Digital Evolution Poses Questions. Retrieved from http://www.nieman.harvard.edu/reports/article/102396/Our-Deep-Reading- Brain-Its-Digital-Evolution--Poses-Questions.aspx
CHAPTER THREE
METHOD
This chapter discusses sample selection, instrumentation, & plans for data collection and analysis.
1. Sample Selection
A total of 150 students at Texas Southern University participated in this survey. The E-book reading survey conducted took about 20 minutes to complete. I contacted college students at Texas Southern University enrolled in classes, such as; Kinesiology Foundation 127, Biomechanics 233 and Radio/Television/Film 130. These classes were of Physical Education and Communication classes. These students were administered a survey that used qualitative research methods also using a hybrid method of quantitative research as well. They were asked a series of competent questions that evaluated the time they spent reading on the device for academic purposes. The students were also asked if they believed that digital textbooks are cheaper to purchase than standard textbooks. The college students at Texas Southern were asked if they believed these new media devices are a distraction to the learning environment of the classroom.
87 % of the students were 24 years of age or younger.
94% of the students surveyed were 29 years of age or younger. The age range went all the way to 42 years of age. The average age of the sample was 21 years of age.
The students surveyed at 97 % for Humanities/ Social Sciences in the academic majors section. As listed above the students mainly came from Physical Education and Communication classes.
As far as marital status 68 % of the students surveyed were single, not in a relationship. And 28% are just single of the 150 students sampled.
I formulated the survey for undergraduate students of this digital revolution so that they can articulate how the appearance of new media devices affected their study habits. How they have seen e-book readers and tablets, laptops change students study habits. Ushering in a different way of learning, that, competes with traditional study habits. Leisure reading is included to determine the effects on both; leisure reading and academic studies.
Below you will find a three part survey dedicated to new media
research.
2. Instrumentation
2013-2014 E-BOOK READING SURVEY
Do you own one of these E-reader devices? From this survey question 12% actually owned a Kindle about 5% owned a Sony reader also less than 1% owned a Nook reader. More than 53% owned an IPad but more of the sample owned a laptop computer by 46%.
The percentage that actually brought the devices to class with them was 33% while more than 67% said they do not even bring the devices with them inside the classroom. Mostly all the sample answered yes to whether or not they use their mobile phones to read class material at 68%. That is an alarming number of students who use their mobile phones as devices for academic study. Another major question was how many hours spent weekly studying or academic reading. The results showed that 35% spent 1-3 hours studying on the device and also 35% spent 4-6 hours reading on their devices. 14.7% spent 7-9 hours studying on the device and about 11% spent 10-12 hours actually reading or studying from their reading devices. As for leisure reading on the device 27% spent no time at all on the device but at close range about 29% said they did use the device for leisure reading and they spent 1-3 hours doing just that. 16.7% spent 4-6 hours reading leisurely on the device and 10.7% spent 10-12 hours reading for leisure on the device. I asked the students to read a passage and then answer the questions 1-4 given in multiple choice. The questions are as follows.
Reading Comprehension:
THE FOLLOWING ARE DETAILED STRATEGIES FOR ANSWERING MULTIPLE CHOICE QUESTIONS WITH PRACTICE QUESTIONS FOR EACH STRATEGY.
Directions: Read the passage below and answer the questions using this strategy. Free range is a method of farming husbandry where the animals are allowed to roam freely instead of being enclosed in a pen. The term is used in two senses that do not overlap completely: as a farmer-centric description of husbandry methods, and as a consumer-eccentric description of them. Farmers practice free range to achieve free-range or humane certification (and thus capture high prices), to reduce feed costs, to improve the happiness and liveliness of their animals, to produce a higher-quality product, and as a method of raising multiple crops on the same land. 15
1. The free-range method of farming
a. Uses a minimum amount of fencing to give animals more room
b. Can refer to two different things
c. Is always a very humane method
d. Only allows for one crop at a time
2. Free range farming is practiced
a. To obtain free-range certification
b. To lower the cost of feeding animals
c. To produce higher quality product
d. All of the above
3. Free range farming husbandry:
a. Can mean either farmer described or consumer described methods
b. Is becoming much more popular in many areas
c. Has many limits and causes prices to go down
d. Is only done to make the animals happier and healthier
4. Free range certification is most important to farmers because:
a. Free-range livestock are less expensive to feed
b. The price of the product is higher
c. Both 1 and 2
d. The animals are kept in smaller enclosures, so more can be produced
For reading passage #1 64% of the sample got the question right while while 36% scored a 0. For reading passage #2 44% got the question right while 56% scored a score of 0. For the reading passage #3 64% got the question right while 36% scored 0 on the comprehension test. For reading passage #4 only 49% scored the right answer on the written comprehension while more at 51% scored a 0 on the written passage multiple choice answers.
Data Collection and Analysis
All statistical analyses were done using the IBM SPSS program.
IMPACT OF MEDIA ON READING AMONG BLACK COLLEGE STUDENTS
Ronder Patrice Scott
Texas Southern University
Thesis
Introduction
The uses of digital devices that are installed with e-readers have been of greater significance in learning and academic field in general. The devices have become pervasive among black college students. Students use electronic devices such as iPhones, IPad, tablets, Kindle, Barnes and Noble Nook e.t.c. to download and read e-books, access learning materials online, and even to connect with other students around the globe. The devices use a technology that is user-friendly and that offer paper like reading experience.
In this ever changing world, black students are not left behind to enjoying what the advanced technology have to offer to the rest of the world. In fact, e-readers came …show more content…
into the picture more than three decades ago but their use among black students have never been that much like in recent years. Today, digital devices play an increasing role in education and research and also offer unique benefits for both the students and their teachers. Students can access e-books and information from the internet using e-readers and can also save documents that they can retrieve later from their devices. These digital devices are portable and, therefore, students can carry them to wherever they go compared to books that are bulky. Therefore, with e-readers students can read and write anytime and anywhere regardless of time and environment. For example, black countries have been faced with the issues of electrification and, therefore, with digital devices, a student can still study provided the device was fully charged and regardless of the darkness.
However, the digitalization of information has resulted in new patterns of information usage that resemble that of written textbooks. In fact, e-readers among most college level students have been an option to reading due to its information adequacy. Shedding more light in learning from screens, e-readers addresses traditional concepts of print and much paperwork while embracing other major ways to receive, process, and create information. Also, digital devices with e-readers deepen the relationship between the audience and ability to obtain learning resources and information. Along with this discussion, the use of e-readers has tremendously empowered students to creating their learning styles that challenge ideological texts and conceptual traditional learning styles. Consequently, in the contemporary era of standardized high-stakes testing and corporate solicitations in college education, black students have more to brag about regarding the manner in which e-readers have impacted their learning techniques and performances.
Therefore, it is of greater significance to considering how e-readers influence styles of learning and its implications in a learning environment. However, as the pendulum swings to the right, institutions have developed e-centered programs that are accessible from digital devices and other electronic mediums. These programs facilitate greater accountability in learning outside the classroom as well as promoting students to share with other students around the globe. For example, through digital devices and availability of internet, black students can access education curriculum offered outside their realms i.e. in other countries such as Australia, U.K, and Canada among others. Availability of internet among black people made it possible for the media to offer a pocket of wonderful ways of accessing work and tasks. Black students can access and participate in academic activities occurring all over the world. Internet and digital devices offer an effective way of collaboration between educational institutions which are based on different demographic environments.
Now that electronic education has become pervasive, it is significant to inspect how students process, comprehend, and use digital text in contrast with the text on the rational mediums which include textbooks and handouts. Since so much reading and studies happen in environments that incorporate and allow internet access, multitasking might come into play. In this regards, this paper will also explore the rate of distractions while reading using e-readers with internet connectivity.
On the other hand, the relevance and use of e-readers and other electronic devices are not limited to subtle differences between languages. Today, media devices can translate information into a language that a student can understand. For example, most black students are not English natives and, therefore, some might encounter reading problems. Digital devices can be installed with language translator programs which translate English to any other language a student can understand or vice versa. To a greater extent, digital devices not only determine how students perform but also how (and what) they can read, and even how to solve challenging problems in class work.
Today, most college students are certainly digital natives, and they have grown up with digital media and, therefore, it becomes even easier to understand and use. For those who did not grow up with it, using the new media is like using the first language. Therefore, it must not be astonishing to acknowledging how media has transformed student’s cognitive development. Research has shown that a variety of media types has indeed helped to promote and grow different cognitive skills (Bandura, 2004). For example, while students use interfaces and other programs installed in their devices, they interact with features that add to their cognitive skills and attention.
It is important to mind about black students with disabilities. Digital devices have resolved the dilemma that faced students with disabilities. Many e-reading devices come equipped with standard features useful to students with disabilities. For example, learners with visual disabilities can use text-to-speech on many personal e-reader devices, a feature that dictates text aloud. Other accessibility features commonly available on e-reader devices include the ability to adjust the font-size on the screen. These and other features vary considerably based on the device, but they all have crucial importance to the student.
There is still a concern; however, in challenges that students face when using e-reader devices. These challenges range from battery life and difficulty recharging the machines. Although these features have been improved with time, students using e-reader devices in the classroom might not be able to charge when the battery goes down in the middle of a lesson. These challenges amongst other challenges will be discussed along this paper.
This paper survey shows that students also wished that the e-reader devices should not be a single-function device. Perhaps the students could have recommended the adding of wireless connectivity, read-along texts, and multi-media functionality to improve functionality of e-reader devices such as Nook, Sony e-reader, and kindle. This study survey results indicated that only less than 1% of the students owned Nook, Sony e-readers ranked at 4.7% and 34.7% owned an iPad while students owning laptop computers scored the highest at 46.0%. Interestingly, the e-readers adopt the same size as a paperback; they keep page layouts simple like a straightforward book, and of course, the e-ink make the device read as much as paper. The full-color high-resolution screens that tablets have are much more suited to illustrated books for all sorts of reading. The ability to download books and interact with them is a compelling additional feature of the iPad. From the results, a distinction should be drawn between single-use devices such as Kindles in comparison to computers and other digital devices that have a multitude of uses.
In terms of page design, e-readers offer an easy way to read, clear and flexible layouts. The pages are reproducible and can reproduce highly visual material where needed. On the other hand, computers are backlit, so reading on screen could be tiring in comparison to reading on an e-reader. E-readers are designed with e-ink that comes with added benefits of reducing the amount of power the devices consumes when in use. To make an inroad into the significance of digital devices, they should all match the benefits of all black students and should have minimal negative effects. Although computers matched these benefits, more alternatives were put in place. There are recent developments in hardware to innovating dedicated handheld devices that could be used specifically for reading books. These devices are developed with certain key features to increase their functionality.
However, this study survey indicated that there was an existing discrepancy between the use of some e-readers such as Kindle and Smartphones e-readers compared to the use of computers. Therefore, will confirm whether or not there need for greater interaction with the text, presented by a greater ability to highlight, make annotations, bookmark, and even easily return to passages.
As mentioned above, using e-readers among black students might also be faced with some challenges. For example, sometimes a student can forget to charge his or her e-reader device this could result in the need for alternate assignments that require time for the teachers to arrange. Therefore, the issue of battery charging can be a pervasive issue that will also be examined along this paper. Other issues include distractions from other installed programs such as games. Students might engage in playing games while lectures are going on, and this should be a matter of consideration.
Theoretical Framework
This study introduces theoretical ideas that underpin the approach to the use of e-reader devices in learning among black college students. The paper focuses upon the use of digital devices as a tool that complements and extends the existing set of tools within the college level curriculum and upon integration of IT in classrooms. The study employs a facilitation framework that expounds on how e-reader devices take complex or new learning materials and organize it in a simple way for readers so they can easily understand and apply the new information and skills. The framework will help in understanding why the use of e-readers devices is important and putting it in context makes the learning easier. However, this must be unbiased with their point of reference to learning and how it affects learning.
Some college students can approach college level learning locale with nervousness and feelings of elevated or low self-efficacy. Their advances to new learning framework can be influenced by how they value or appraise the new experience. In connection to the facilitation theory which was advocated by Rogers, C. (1902), all students have a natural desire to learn. Rogers defined two categories of learning: meaningless or cognitive learning (e.g., memorizing text) and noteworthy or pragmatic applied comprehension which addresses the needs and wants of the learner. Therefore, the role of digital devices in learning is to facilitate both experiential learnings by setting a positive climate for learning, organizing and making available, reliable learning resources (Naik, 2007). Digital devices enhance significant learning by addressing personal interest of the learner.
In a nutshell, the current study seeks to examine the effect that electronic reading on various devices has had on a specific group of readers: black college students. As the literature review indicates, research on the effects of electronic devices on the reading habits of college students has been somewhat limited to this point; research considering the impact on students of particular demographics is to date quite inadequate. Therefore, this study will use a survey to attempt to redress the current situation.
Research Questions and Transfer Theory
The present study will attempt to answer the following questions as they relate to the evolution of the scholarly reading habits of black college students:
1. How does the battery lifespan on electronic devices effect reading habits of black college students?
2. How do we adapt to change from traditional reading to electronic reading?
3. How do we start to measure the effects of technology on reading?
4. How can we use Transfer Theory to explain people’s interaction with electronic devices and reading?
Perkins (1992) found that “transfer learning” occurs when learning in one context enhances (positive transfer) or undermines (negative transfer) a related performance in another context. For example, this could be used to determine any differences in our ability to retain information read in an eBook as opposed to an electronic device.
Because formatting is a known problem affecting readers ' ability to retain information, the maker of electronic devices are attempting to improve it, making-reading screens look like the pages of a book. The transfer theory also applies here where an older person may have difficulties and preconceived notions about learning on a new device; these are problems that a child would not encounter.
More In-depth Research Questions
1. How has the appearance and subsequent popularity of new media (for example, e-readers and tablet computers) affected the scholarly reading habits of black college students in the United States?
2. What is the relationship between numbers of hours that black college students spend reading for class and their perceived understanding of course material?
3. How has the availability of online search through book materials affected black college students’ perception of the ease of finding information quickly?
4. How do black college students perceive the connection between being able to carry a large amount of material with them to class through a lightweight device and their success in learning?
Definition of terms
New Media- means of mass communication using digital technologies such as the internet.
References
Bandura, A. (2004). Social cognitive theory for personal and social change by enabling media. Entertainment-education and social change: History, research, and practice, 75-96.
Running head: IMPACT OF MEDIA ON READING AMONG BLACK COLLEGE STUDENTS
CHAPTER TWO
IMPACT OF MEDIA ON READING AMONG BLACK COLLEGE STUDENTS
Ronder Patrice Scott
Texas Southern University
Thesis
Literature Review
Literature Review
The shifting ways in which we read have implications for us intellectually, socially and ethically. It is too early in society’s transition to digital content to determine whether an “immersion in digitally dominated forms of reading” will change our “capacity to think deeply, reflectively and in an intellectually autonomous manner” when we read (Wolf, 2010); it is, however, clear that the amount of available information has grown enormously through the digital revolution in reading. In turn, it is necessary to help readers navigate the ever-larger amounts of available data.
Tools such as eBooks, tablets, and mobile devices help readers to find information as sources grow (Rainie, 2012). In the coming years, printed books will still account for the majority of sales: despite the rapidity with which technology change, people’s habits lead they continue filling their shelves with books, giving books as gifts, and placing books at their bedside. Clearly, though, devices such as the Kindle and iPad mark a digital transformation, and the market has taken irreversible steps into new territory (Ballhaus, 2010, p. 32). A literature review makes it clear that there exists a need for a universal formatting system.
It is logical to believe that many black students know how to study. Without proper learning styles, a student can hardly succeed well enough in exams and more pragmatically in future endeavors. According to Felder & Solomon, n.d., One outcome appears to be clear that the estimated number of students are likely to be placed in a probation when, they listen to a lecture and intuit what is important. For example, in the event they are asked to tell what they learnt they could hardly remember three-quarters of what was taught in class. It is with this reason that Felder & Solomon put it clear that learner 's effective learning model determine student 's academic results.
Research Questions
How has the appearance and subsequent popularity of new media (for example, e-readers and tablet computers) affected the scholarly reading habits of college students in the United States?
What is the relationship between numbers of hours that college students spend reading for class and their perceived understanding of course material?
How has the availability of online search through book materials affected college students’ perception of the ease of finding information quickly?
How do college students perceive the connection between being able to carry a large amount of material with them to class, on a single, lightweight device and their success in learning?
EBooks, tablets and mobile devices vs. traditional print books: Reading among college students
Much of the literature on eBook readers consists of user studies, which provide useful information about how readers might interact with reading devices once they have them in hand but provide no information about whether students are likely to use them of their own volition. Nevertheless, these studies hint at reasons that students may or may not find e-readers useful, and those reasons are important predictors of the future of eBooks (Foasberg, 2011, p. 109).
Popularity of eBooks: Changing Technology
Electronic reading began with the work of electronic publisher Michael Hart. In 1971, his Gutenberg Project succeeded in reformatting written academic material electronically and offering it free of charge (Hart, 2004);Hart’s mission statement was to “encourage the creation and distribution of eBooks,” “help break down the bars of ignorance and illiteracy,” and “give as many eBooks to as many people as possible.”
Rainie, Zickuhr, Madden and Brenner (2012) found that 21% of Americans have read an eBook. The increasing availability of e-content is prompting some to read more than in the past and to prefer buying books to borrowing them. Using a broader definition of e-content in a survey ending in December 2011, some 43% of Americans age 16 and older say they have either read an eBook in the past year or have read other long-form content such as magazines, journals and news articles in digital format on an eBook reader, tablet computer, regular computer or cell phone.
Advantages of Electronic eReaders and eBooks Multimedia technology has the potential and functionality to hold greater enjoyment for users than does a standard textbook. Teaching and learning should be associated with feelings of pleasure and enjoyment, not boredom or fear (Gertner, 2012, p. 14). Students spend hours using technology at home so to engage them in learning by using their favorite devices is key to encourage students to learn through new media mediums. According to Edutopia (2013), these new sources engage the four key components to learning. Active engagement, participation in groups, frequent interactions and feedback and connection to real world experts.
The special capabilities of eBooks benefits students in particular in three additional major ways: convenience, interactivity, and search ability. EBooks, for instance, enable students to type in a word or a phrase and find every single instance of that word in the book. EBooks are also generally less expensive than print books. Another advantage of e-readers is that they allow students to quickly navigate text, indexes, and tables of contents (Lincoln, 2013, p. 44).
Disadvantages of electronic eReaders and eBooks
EBooks, however, do have downsides like lack of compatibility. If one version of an eBook is bought it cannot be read on a different device. Also, sometimes the page numbers between a book and an eBook don’t correspond, making it harder to follow along in class if a professor is reading from the book and the student is reading from an electronic device such as a Kindle. Additionally, the download of certain eBooks constitutes only a limited license that expires after a certain amount of time or a certain number of uses.
A significant correlation exits between the frequency of reading books and literacy levels (Grenier et al., 2008);in addition, studies suggest that online research skills are often poorly developed (Hargittai, 2002), implying that the use of traditional print books continues to be a strong indicator of academic performance.
According to Currie et al., university students, particularly beginning undergraduates, are typically content to make do with simplistic, “good enough” information search strategies: ease of access to information is often more important than the accuracy of the information (Currie et al., 2010; De Rosa, et al., 2006; Nicholas, et al., 2009; Weiler, 2005). There is a relationship between this low level of information literacy skill and academic performance: according to Cull (2011), “low-performing students typically have low information literacy skills”.
Unsurprisingly, the habits of online readers support the research. The average amount of time that users spend on e-book and e-journal sites are very short: typically four and eight minutes, respectively. Users, then, are not reading online in the traditional sense; rather, these new ways of “reading” are in fact nothing more than browsing through titles, tables of contents, and abstracts (Cull, 2011). Typical “screen-based reading behavior” is characterized by more time spent on “browsing and scanning, keyword spotting, one–time reading, non–linear reading, and reading more selectively” (Cull, 2011), while less time is spent on in-depth, concentrated reading.
When online, people generally engage in two poor kinds of reading: “tunnel vision” reading, or reading a small amount of text without a sense of the context, and “marginal distraction”, which happens, for example, when a person reads the text that commonly appears on sidebars on, for instance, blog sites (Liu et al., 2009). Another disadvantage of e-reading is that looking at computer displays causes eye fatigue. It is too difficult to read books on smaller devices such as PSAs and mobile phones. Hillesund and Noring (2006) found that most current formats and reading software are rooted in print technology; they are usually not optimized for intentional screen reading on a wide range of display types and sizes.
Finally, most electronic publishing still represents a mere digitization of the print process; it still fails to meet the special needs of digital readers. That said, however, the usability and display technology of e-readers has improved in the past 3-5 years (Mitchell, 2013). Easier reading has increased the popularity of e-readers.
Researchers have considered the problem that the average reader entails more carbon emissions than a print book. In a 2012 study, Moran found e-readers to be more hazardous than print books, stating: “I calculated the average rate of consumption for the average reader. I found average reading speed, average book length, and average number of books consumed, and then I calculated the carbon emissions caused by one year of reading”. The e-reader accounts for an initial carbon footprint that is 200-250% greater than the typical library. These devices are typically upgraded for newer models with great frequency, making the 5-year warranty cycle obsolete and endangering our ecosystem.
How New Media (eBooks) Result to Effective Learning Some research has been conducted on the reading habits and attitudes of college students. Blackwood et al. (1991) studied the reading habits of 333 college seniors enrolled at a small, public liberal arts university in the United States. The findings indicated that the majority of students were reading for pleasure and spent more time reading during vacations than when classes were in session. Both male and female students reported reading for pleasure about 2.5 hours each week while classes were in session and slightly more during vacations. In another study, Sheorey and Mokhtari (1994) examined the reading habits of 85 college students enrolled in an elective development reading course at a large university in the Midwestern U.S. They reported that students read an average of 4.75 hours per week. Students who scored higher on a test of reading comprehension reported spending slightly more time on nonacademic reading. Some members of the population are referred to as “reluctant readers”. This group includes students who read only to pass exams. Studies have shown that some students are reluctant to read either for information or for pleasure. Pandian (2000), who found that only 20% of Malaysians read regularly, stated: “if this phenomenon is left unattended, the future of Malaysia will eventually be directed by reluctant readers, that is, by people who are ‘retarded’ in terms of knowledge, intelligence and maturity.”
The rationale for using new media among black students who are pursuing college education lies from both personal and career progression. In the aspect of personal purposes, students use their personal digital devices while studying at home or after classes. Research indicate that there is increased the use of digital devices in learning among Black Students for example 28.9% of the total students were reported to own iPhones, 13.2% owns kindle whereas 2.6% own Nook and Sony E-readers. From these results, it is certain that students use digital devices more over textbooks to acquire intellectual knowledge while in college.
Perhaps, students prefer using digital devices because they are fast in processing data and can store multitudes of files provided there is enough storage space. The aspect of data processing brings about added advantages of increased student’s concentration. Some prefer recording lectures while in class and retrieve them later at their own time as audio files. Recording files tend to save students from confusion and missed information in case of distractions. When used together with textbooks, a student can well understand the context the lecturer was talking about when in class hence increasing student’s comprehension (Hogan, 2005). With the current lecture trends in colleges, lecturers tend to be fast enough not allowing students to have time for processing information being taught. A recent study noted that the aim is to cover the curriculum and, therefore, they feel that if they do not cover it within the required time, their students might not learn it. Though the intention of this discussion is not to undermine college teachers, many students felt that they did not acquire enough intellectual knowledge. Therefore, with digital devices, they can capture even the slightest joke that the teacher/lecturer make in the classroom. There are numerous advantages of having a digital device that an individual can use to study or access educational data from the school database.
It would not sound right if this paper suggests that new media does not really help students to improve their learning styles. In fact, learning styles are inherent in that; they develop and are influenced by the surrounding, individual ability, and willingness to adapt with the ever-changing technological world. In this perspective, an estimated percentage of college students are dynamic and visual learners their scores and participation in class balances well with those of an active and reflective learner. E-readers provide additional information that includes illustrations that help students to understand more than they would have understood when reading from a textbook (Dyson, Litchfield, Lawrence, Raban & Leijdekkers, 2009). Visualization of things improves student 's ability to comprehend things when learning.
Additionally, it is being realized now that learning that results in increased self-awareness changed learning styles, and the acquirement of innovative skills must actively engage the student in the learning process. In particular, students have been found to learn more effectively by doing or experiencing rather than concentrating on paper work that does not provide adequate real life experiences. David Kolb (1984), described this learning process as a four-phase cycle in which the students (a) does something actual or has precise experience which provides a basis for (b) the student’s observation and reflection on the experiences and their own response to it. These observations are then (c) assimilated into a theoretical framework or related to other ideas in the real world situations, and (d) tested and applied in different situations (Boud, Keogh & Walker, 2013).
E-reader devices help by serving as tangible forms of the mental picture that good readers create in their heads as they read. High-resolution screens display clear images that are attractive to the eyes of the students, allowing them to make a real connection with what teachers/lecturers mean when they say "create this picture in your head." Recalling such images and graphics presented on screens tend to help students in bringing texts to life. On the other hand, visualization of images is easier than remembering text read from a textbook. Therefore, e-reader devices developed with full-color high-resolution screens help in true visualization that allows the mood of the text to permeate the screen (Moreno, 2006). Students remember such digitalized information than just plain text written on a textbook. To provide conceptualized details, e-readers, and other digital devices used in learning improve student 's cognitive skills in learning. Also, they help students to process, comprehend, and utilize digital text compared to that of traditional mediums such as textbooks.
How do college students perceive the connection between being able to carry a large amount of material with them to class, on a single, lightweight device and their success in learning?
Much learning takes place within the milieu of a large quantity of information. For example, problem-based learning (PBL) necessitates reviewing evidence in order to interpret events. However, the volume of information can obstruct learning, and in practice, teachers normally present students with only a small selection of information, thereby considerably reducing the authenticity of the task (Lippincott, 2010). E-reader devices provide a range of information-handling tools that can help to alleviate this problem. At the elementary tool level, a relational database may be viewed as representing records in the manner of a library archive. Digital devices allow students to browse and select data from their school databases regardless of whether or not they are on vacations. Consequently, digital devices allow students to carry with them their learning materials or rather digitized information in just a small space available in their digital devices. These devices reduce the hassle of carrying many books and other learning materials which are somewhat bulky (Lippincott, 2010).
How Multitasking with E-Readers While Reading Impact Learning?
Jackson, M. (2008) argued that advanced technology, multitasking, and the dependence on the internet for data and public contacts has worn the ability of people to focus on important priorities and connected with others on a personal level. Students have vast of information at their disposal, yet increasingly they seek knowledge with shallow glimpses using search engines while juggling other tasks such as watching movies, reading blogs, chatting on facebook and tweeter (Sharples, 2002). There is an existing correlation between the number of hours that college students spend reading for class and the amount of time they spend for leisure. For example, with the increased rate of social media, students might find themselves spending more time chatting with their fellow students rather than discussing a course material. If a student happens to shift his/her concentration to such distracters at the middle of the lesson, her perceived comprehension of what he had learnt just a few minutes ago might evaporate from her mind. Students require engaging in silent modes after lesson in order to absorb and have time to reflect on what they learnt. This way, the student improves his cognitive skills of remembering things learnt.
Multitasking with e-reader devices has more to blame when it comes to occurrence of distractions when learning or rather when a student needs to concentrate on an ongoing lesson or problem-solving (Sharples, 2002). Despite their wonderful features of and advanced technologies, they tend to diffuse the level of student concentration in a learning environment. With advanced technological world and the field of education at large, the aspect of attention/concentration is faced with increasing challenges that come along with digital devices. Today, programmers have indulged into programming software and programs that erode the hard way of solving problems. For example, in mathematics, there is available software that learners can utilize to resolve math problems saving them the hassle of doing it the hard way. These programs can make a student not to obtain enough intellectual he/she can apply in real life situation. On the other hand, e-readers make students become lazy.
Students no longer write notes on their exercise books because their teachers provide them with soft copies of the notes (Margaryan, Littlejohn & Vojt, 2011). There are plenty of questions and available answers online. Because learning is a continuous process, students find themselves copying information direct from the internet without even researching for the answers they provide (Sharples, 2002).
On the other hand, owning an e-reader device partly contributes to college student 's better online experiences, but also research shows that they are not a prerequisite for students ' better learning experience. A recent study found that 80% of students owned digital devices which help in e-reading participated in e-reading than those without digital devices (Hutchison, Kanade, Mitchell, Rangan, Nierstrasz, Kleinberg & Weikum, 2008). The study also found out that the length of time spent on digital devices as well as the internet has an important impact on one-third of college students ' online activities. The longer a student uses these devices, the higher the chances of experiencing distractions during the learning process.
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CHAPTER THREE
METHOD
This chapter discusses sample selection, instrumentation, & plans for data collection and analysis.
1. Sample Selection
A total of 150 students at Texas Southern University participated in this survey. The E-book reading survey conducted took about 20 minutes to complete. I contacted college students at Texas Southern University enrolled in classes, such as; Kinesiology Foundation 127, Biomechanics 233 and Radio/Television/Film 130. These classes were of Physical Education and Communication classes. These students were administered a survey that used qualitative research methods also using a hybrid method of quantitative research as well. They were asked a series of competent questions that evaluated the time they spent reading on the device for academic purposes. The students were also asked if they believed that digital textbooks are cheaper to purchase than standard textbooks. The college students at Texas Southern were asked if they believed these new media devices are a distraction to the learning environment of the classroom.
87 % of the students were 24 years of age or younger.
94% of the students surveyed were 29 years of age or younger. The age range went all the way to 42 years of age. The average age of the sample was 21 years of age.
The students surveyed at 97 % for Humanities/ Social Sciences in the academic majors section. As listed above the students mainly came from Physical Education and Communication classes.
As far as marital status 68 % of the students surveyed were single, not in a relationship. And 28% are just single of the 150 students sampled.
I formulated the survey for undergraduate students of this digital revolution so that they can articulate how the appearance of new media devices affected their study habits. How they have seen e-book readers and tablets, laptops change students study habits. Ushering in a different way of learning, that, competes with traditional study habits. Leisure reading is included to determine the effects on both; leisure reading and academic studies.
Below you will find a three part survey dedicated to new media
research.
2. Instrumentation
2013-2014 E-BOOK READING SURVEY
Do you own one of these E-reader devices? From this survey question 12% actually owned a Kindle about 5% owned a Sony reader also less than 1% owned a Nook reader. More than 53% owned an IPad but more of the sample owned a laptop computer by 46%.
The percentage that actually brought the devices to class with them was 33% while more than 67% said they do not even bring the devices with them inside the classroom. Mostly all the sample answered yes to whether or not they use their mobile phones to read class material at 68%. That is an alarming number of students who use their mobile phones as devices for academic study. Another major question was how many hours spent weekly studying or academic reading. The results showed that 35% spent 1-3 hours studying on the device and also 35% spent 4-6 hours reading on their devices. 14.7% spent 7-9 hours studying on the device and about 11% spent 10-12 hours actually reading or studying from their reading devices. As for leisure reading on the device 27% spent no time at all on the device but at close range about 29% said they did use the device for leisure reading and they spent 1-3 hours doing just that. 16.7% spent 4-6 hours reading leisurely on the device and 10.7% spent 10-12 hours reading for leisure on the device. I asked the students to read a passage and then answer the questions 1-4 given in multiple choice. The questions are as follows.
Reading Comprehension:
THE FOLLOWING ARE DETAILED STRATEGIES FOR ANSWERING MULTIPLE CHOICE QUESTIONS WITH PRACTICE QUESTIONS FOR EACH STRATEGY.
Directions: Read the passage below and answer the questions using this strategy. Free range is a method of farming husbandry where the animals are allowed to roam freely instead of being enclosed in a pen. The term is used in two senses that do not overlap completely: as a farmer-centric description of husbandry methods, and as a consumer-eccentric description of them. Farmers practice free range to achieve free-range or humane certification (and thus capture high prices), to reduce feed costs, to improve the happiness and liveliness of their animals, to produce a higher-quality product, and as a method of raising multiple crops on the same land. 15
1. The free-range method of farming
a. Uses a minimum amount of fencing to give animals more room
b. Can refer to two different things
c. Is always a very humane method
d. Only allows for one crop at a time
2. Free range farming is practiced
a. To obtain free-range certification
b. To lower the cost of feeding animals
c. To produce higher quality product
d. All of the above
3. Free range farming husbandry:
a. Can mean either farmer described or consumer described methods
b. Is becoming much more popular in many areas
c. Has many limits and causes prices to go down
d. Is only done to make the animals happier and healthier
4. Free range certification is most important to farmers because:
a. Free-range livestock are less expensive to feed
b. The price of the product is higher
c. Both 1 and 2
d. The animals are kept in smaller enclosures, so more can be produced
For reading passage #1 64% of the sample got the question right while while 36% scored a 0. For reading passage #2 44% got the question right while 56% scored a score of 0. For the reading passage #3 64% got the question right while 36% scored 0 on the comprehension test. For reading passage #4 only 49% scored the right answer on the written comprehension while more at 51% scored a 0 on the written passage multiple choice answers.
Data Collection and Analysis
All statistical analyses were done using the IBM SPSS program.