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KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/anniempaul"},"hollykorbey":{"type":"authors","id":"4445","meta":{"index":"authors_1591205172","id":"4445","found":true},"name":"Holly Korbey","firstName":"Holly","lastName":"Korbey","slug":"hollykorbey","email":"holly@hollykorbey.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_37219":{"type":"posts","id":"mindshift_37219","meta":{"index":"posts_1591205157","site":"mindshift","id":"37219","score":null,"sort":[1410271221000]},"guestAuthors":[],"slug":"can-students-go-deep-with-digital-reading","title":"Can Students 'Go Deep' With Digital Reading?","publishDate":1410271221,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32159\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/kid-using-iPad.jpg\" alt=\"kid using iPad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Mark Pennington's students often read on their laptops. Pennington, who's a reading specialist in Elk Grove near Sacramento, Calif., sees a need to teach kids how to read digitally and stay engaged, and thinks that digital reading will eventually catch up to what kids can do reading print. When asked if his seventh-graders are more engaged when reading from digital readers or in print, he said it depends -- motivation and environment play a big role.\u003c/p>\n\u003cp>\"Most of the digital reading that students 'practice' is at home on Instagram, chat lines, Facebook and texting,\" he said. \"Since students are choosing to read and respond in these mediums, and since students have considerable prior knowledge and expertise in the subject matter, their engagement/comprehension is high.\"\u003c/p>\n\u003cp>The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by \u003ca href=\"http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/training/higher_ed/tch_students_generate_questions_review.pdf\" target=\"_blank\">research\u003c/a>. \"It's pretty clear that good readers are active readers engaged with the text,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/aside>\n\u003cp>One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There are real advantages to print,\" he said. \"You can write on the text right there,\" noting that if students aren't allowed to write in textbooks, they can use small sticky notes that come off easily. \"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/p>\n\u003cp>Making those annotations in digital readers, like iPads and Chromebooks, can be more challenging than grabbing a pencil and sticky note.\u003c/p>\n\u003cp>When Pennington's seventh graders took the Smarter Balanced Assessment in English Language Arts on new Chromebooks last April, Pennington didn't teach them how to use the test's annotation feature. Students would have been able to highlight reading passages and take notes on the text to help them answer test questions. He thought it was too complicated for them to learn how to use well in time for the test.\u003c/p>\n\u003cp>\"It was so cumbersome,\" he said. Students had to turn on the annotation feature, move back and forth between screens, remember the location of the notes, and then return to the questions they were trying to answer. He said for most of his students, it would have been tricky to \"walk and chew gum at the same time,\" so he shelved it.\u003c/p>\n\u003ch3>\u003cstrong>DRAWBACKS OF DEVICES...FOR NOW\u003c/strong>\u003c/h3>\n\u003cp>While ever more schools adopt textbooks and student reading materials to digital readers like iPads and Chromebooks, some recent research suggests students may comprehend more from reading print. Middle school students who read from both print and e-books showed they understood more of what they read from the ink-and-paper books, according to one \u003ca href=\"http://convention2.allacademic.com/one/aera/aera14/index.php?program_focus=view_paper&selected_paper_id=687447&cmd=online_program_direct_link&sub_action=online_program\">preliminary study presented\u003c/a> by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.\u003c/p>\n\u003cp>Although tablets and touch devices allow readers to interact in innovative ways, the researchers wrote, \"Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"3bzHMryqkRtBsdeniPMHvUafoqJSahXc\"]\u003c/p>\n\u003cp>The Schugars have conducted two additional studies in which grade school students better understood material when not distracted by the bells and whistles of an interactive digital book. Annie Murphy Paul, in writing about the Schugars' work for the New York Times, \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/10/students-reading-e-books-are-losing-out-study-suggests/\">wrote\u003c/a>, \"It seems that the very 'richness' of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children's limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\"\u003c/p>\n\u003cp>For older students, the ability to take notes easily appears to be a big reason for choosing print textbooks over digital. In a Hewlett Packard online \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html#path/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html\">survey of 527 college students\u003c/a> at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited \"note-taking ability\" as a reason for preferring print vs. six percent of those who favored e-books.\u003c/p>\n\u003cp>Yet those who study reading seem to understand that comprehending in the new medium may require some new training and practice to receive the full benefits. In a recent New Yorker article, \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">Being a Better Online Reader\u003c/a>, Maryanne Wolf, author of a history of reading called \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\" target=\"_blank\">Proust and the Squid\u003c/a>, said she's developing digital apps to help train students to deep read digitally. She \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\">cites a new study\u003c/a> that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.\u003c/p>\n\u003cp>\"The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, allows us to learn how to duplicate deep reading in a new environment,\" Wolf said in the article.\u003c/p>\n\u003cp>\u003cstrong>TEACHING NEW SKILLS\u003c/strong>\u003c/p>\n\u003cp>Maybe new note-taking skills require nothing more than a shift in perspective. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">recent MindShift article about a one-to-one iPad program\u003c/a>, Hillview Middle Principal Erik Burmeister, said that annotating digital books gives his students a sense of freedom – a place to \"dirty up\" their materials with thoughts and ideas.\u003c/p>\n\u003cp>\"In a traditional school environment, you're given a textbook and told not to write in it at all. And this is really counter-intuitive to what we want kids to be able to do in the real world,\" he said. \"We want them to write all over the things that they're reading.\" Since allowing every kid to write on paper books would mean throwing away those books at the end of every year, the devices give kids the chance to annotate inside the document.\u003c/p>\n\u003cp>\"It\"s being able to engaged with the material in a really kinesthetic way,\" Burmeister said. \"The material is so sacred that it's not sacred, you can really dirty it up.\"\u003c/p>\n\u003cp>So if engaged readers annotate, and students may or may not prefer taking notes in print books, what's next for the e-book? Where does it fit into school? What's the best use of an e-book for learning? More research will need to be done, especially on how students use the annotation features of e-books, to get a clearer picture of how well students can take notes and be able to find them on digital readers. Perhaps technology will improve, and annotation features will become more intuitive in the next generation of devices. And maybe parents and teachers will need to distinguish reading for fun on tablets, with the distracting bells and whistles, from reading for school, where material is less interactive but more straightforward for better absorption.\u003c/p>\n\u003cp>Mark Pennington believes that there will always be room for both print and digital reading in school. In the mean time, he will continue teaching kids how to annotate, because giving students the \"ability to talk to the text, to create an internal dialogue with the text,\" is the best way to help students understand what they're reading. Whether that ends up being most effective tapped on a tablet or scribbled in the margins remains to be seen.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Textbooks and other student reading material are increasingly going digital, but can students still interact with the text in ways that promote deep reading?","status":"publish","parent":0,"modified":1410279662,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1236},"headData":{"title":"Can Students 'Go Deep' With Digital Reading? | KQED","description":"Textbooks and other student reading material are increasingly going digital, but can students still interact with the text in ways that promote deep reading?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Students 'Go Deep' With Digital Reading?","datePublished":"2014-09-09T14:00:21.000Z","dateModified":"2014-09-09T16:21:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37219 http://blogs.kqed.org/mindshift/?p=37219","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/09/can-students-go-deep-with-digital-reading/","disqusTitle":"Can Students 'Go Deep' With Digital Reading?","path":"/mindshift/37219/can-students-go-deep-with-digital-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32159\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/kid-using-iPad.jpg\" alt=\"kid using iPad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Mark Pennington's students often read on their laptops. Pennington, who's a reading specialist in Elk Grove near Sacramento, Calif., sees a need to teach kids how to read digitally and stay engaged, and thinks that digital reading will eventually catch up to what kids can do reading print. When asked if his seventh-graders are more engaged when reading from digital readers or in print, he said it depends -- motivation and environment play a big role.\u003c/p>\n\u003cp>\"Most of the digital reading that students 'practice' is at home on Instagram, chat lines, Facebook and texting,\" he said. \"Since students are choosing to read and respond in these mediums, and since students have considerable prior knowledge and expertise in the subject matter, their engagement/comprehension is high.\"\u003c/p>\n\u003cp>The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by \u003ca href=\"http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/training/higher_ed/tch_students_generate_questions_review.pdf\" target=\"_blank\">research\u003c/a>. \"It's pretty clear that good readers are active readers engaged with the text,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/aside>\n\u003cp>One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There are real advantages to print,\" he said. \"You can write on the text right there,\" noting that if students aren't allowed to write in textbooks, they can use small sticky notes that come off easily. \"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/p>\n\u003cp>Making those annotations in digital readers, like iPads and Chromebooks, can be more challenging than grabbing a pencil and sticky note.\u003c/p>\n\u003cp>When Pennington's seventh graders took the Smarter Balanced Assessment in English Language Arts on new Chromebooks last April, Pennington didn't teach them how to use the test's annotation feature. Students would have been able to highlight reading passages and take notes on the text to help them answer test questions. He thought it was too complicated for them to learn how to use well in time for the test.\u003c/p>\n\u003cp>\"It was so cumbersome,\" he said. Students had to turn on the annotation feature, move back and forth between screens, remember the location of the notes, and then return to the questions they were trying to answer. He said for most of his students, it would have been tricky to \"walk and chew gum at the same time,\" so he shelved it.\u003c/p>\n\u003ch3>\u003cstrong>DRAWBACKS OF DEVICES...FOR NOW\u003c/strong>\u003c/h3>\n\u003cp>While ever more schools adopt textbooks and student reading materials to digital readers like iPads and Chromebooks, some recent research suggests students may comprehend more from reading print. Middle school students who read from both print and e-books showed they understood more of what they read from the ink-and-paper books, according to one \u003ca href=\"http://convention2.allacademic.com/one/aera/aera14/index.php?program_focus=view_paper&selected_paper_id=687447&cmd=online_program_direct_link&sub_action=online_program\">preliminary study presented\u003c/a> by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.\u003c/p>\n\u003cp>Although tablets and touch devices allow readers to interact in innovative ways, the researchers wrote, \"Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Schugars have conducted two additional studies in which grade school students better understood material when not distracted by the bells and whistles of an interactive digital book. Annie Murphy Paul, in writing about the Schugars' work for the New York Times, \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/10/students-reading-e-books-are-losing-out-study-suggests/\">wrote\u003c/a>, \"It seems that the very 'richness' of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children's limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\"\u003c/p>\n\u003cp>For older students, the ability to take notes easily appears to be a big reason for choosing print textbooks over digital. In a Hewlett Packard online \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html#path/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html\">survey of 527 college students\u003c/a> at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited \"note-taking ability\" as a reason for preferring print vs. six percent of those who favored e-books.\u003c/p>\n\u003cp>Yet those who study reading seem to understand that comprehending in the new medium may require some new training and practice to receive the full benefits. In a recent New Yorker article, \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">Being a Better Online Reader\u003c/a>, Maryanne Wolf, author of a history of reading called \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\" target=\"_blank\">Proust and the Squid\u003c/a>, said she's developing digital apps to help train students to deep read digitally. She \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\">cites a new study\u003c/a> that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.\u003c/p>\n\u003cp>\"The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, allows us to learn how to duplicate deep reading in a new environment,\" Wolf said in the article.\u003c/p>\n\u003cp>\u003cstrong>TEACHING NEW SKILLS\u003c/strong>\u003c/p>\n\u003cp>Maybe new note-taking skills require nothing more than a shift in perspective. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">recent MindShift article about a one-to-one iPad program\u003c/a>, Hillview Middle Principal Erik Burmeister, said that annotating digital books gives his students a sense of freedom – a place to \"dirty up\" their materials with thoughts and ideas.\u003c/p>\n\u003cp>\"In a traditional school environment, you're given a textbook and told not to write in it at all. And this is really counter-intuitive to what we want kids to be able to do in the real world,\" he said. \"We want them to write all over the things that they're reading.\" Since allowing every kid to write on paper books would mean throwing away those books at the end of every year, the devices give kids the chance to annotate inside the document.\u003c/p>\n\u003cp>\"It\"s being able to engaged with the material in a really kinesthetic way,\" Burmeister said. \"The material is so sacred that it's not sacred, you can really dirty it up.\"\u003c/p>\n\u003cp>So if engaged readers annotate, and students may or may not prefer taking notes in print books, what's next for the e-book? Where does it fit into school? What's the best use of an e-book for learning? More research will need to be done, especially on how students use the annotation features of e-books, to get a clearer picture of how well students can take notes and be able to find them on digital readers. Perhaps technology will improve, and annotation features will become more intuitive in the next generation of devices. And maybe parents and teachers will need to distinguish reading for fun on tablets, with the distracting bells and whistles, from reading for school, where material is less interactive but more straightforward for better absorption.\u003c/p>\n\u003cp>Mark Pennington believes that there will always be room for both print and digital reading in school. In the mean time, he will continue teaching kids how to annotate, because giving students the \"ability to talk to the text, to create an internal dialogue with the text,\" is the best way to help students understand what they're reading. Whether that ends up being most effective tapped on a tablet or scribbled in the margins remains to be seen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37219/can-students-go-deep-with-digital-reading","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_33","mindshift_198","mindshift_1040","mindshift_550"],"featImg":"mindshift_31689","label":"mindshift"},"mindshift_24494":{"type":"posts","id":"mindshift_24494","meta":{"index":"posts_1591205157","site":"mindshift","id":"24494","score":null,"sort":[1351026027000]},"guestAuthors":[],"slug":"beyond-texts-and-tweets-young-people-still-love-to-read-books","title":"Beyond Texts and Tweets, Young People Still Love to Read Books","publishDate":1351026027,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_24499\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-24499\" title=\"istock_000019839192small\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/istock_000019839192small_custom-1e1d57caaa5163a5cb7066ff75885ce77db747a0-s51-300x380.jpg\" alt=\"\" width=\"300\" height=\"380\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By NPR Staff\u003c/h5>\n\u003cp>[audio:http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20121023_me_02.mp3|titles=20121023_me_02]\u003c/p>\n\u003cp class=\"dropcap-serif\">In what may come as a pleasant surprise to people who fear the Facebook generation has given up on reading — or, at least, reading anything longer than 140 characters — a new report from the Pew Research Center's Internet and American Life Project reveals the prominent role of books, libraries and technology in the lives of young readers, ages 16 to 29. Kathryn Zickuhr, the study's main author, joins NPR's David Greene to discuss the results.\u003c/p>\n\u003cp>\u003cstrong>ON THE READING HABITS OF YOUNG AMERICANS\u003c/strong>\u003c/p>\n\u003cp>\"We found that about 8 in 10 Americans under the age of 30 have read a book in the past year. And that's compared to about 7 in 10 adults in general, American adults. So, they're reading — they're more likely to read, and they're also a little more likely to be using their library.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE USE OF E-BOOKS AMONG YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We heard from e-book readers in general [that] they don't want e-books to replace print books. They see them as part of the same general ecosystem; e-books supplement their general reading habits. And we heard from a lot of younger e-book readers about how e-books just fit into their lives — how they can read when they're waiting in line for class, or waiting in line for lunch. One reader in particular told us that when he has a book that he loves, he wants to be able to access it in any format. So with the Harry Potter series and the [Song of Ice and Fire] series, he's actually bought all of those books as print books and as e-books, just because they matter that much to him ...\u003c/p>\n\u003cp>\"We haven't seen for younger readers that e-books are massively replacing print books. That might happen in the future, but right now we're just seeing them sort of as a more convenient \u003c!--more-->supplement.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE CHANGING ROLE OF LIBRARIES FOR YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>\"We found that [younger people are] very interested in the idea of preloaded e-readers — being able to check out an e-reader at a library that already has some popular titles on it. And a lot of libraries are really looking at how they can engage with this younger age group, especially with Americans in their teens and early 20s. And so a lot of libraries are looking at ways to sort of give them their own space in the libraries, have activities just for them. Some libraries even have diner-style booths for the teens where they can just socialize and hang out, and so that they can think of the library as a space of their own.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the \u003ca href=\"http://www.npr.org/2012/10/23/163414069/americas-facebook-generation-is-reading-strong?utm_source=npr&utm_medium=facebook&utm_campaign=20121023\">entire story here\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1351018301,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":489},"headData":{"title":"Beyond Texts and Tweets, Young People Still Love to Read Books | KQED","description":"By NPR Staff In what may come as a pleasant surprise to people who fear the Facebook generation has given up on reading — or, at least, reading anything longer than 140 characters — a new report from the Pew Research Center's Internet and American Life Project reveals the prominent role of books, libraries","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond Texts and Tweets, Young People Still Love to Read Books","datePublished":"2012-10-23T21:00:27.000Z","dateModified":"2012-10-23T18:51:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24494 http://blogs.kqed.org/mindshift/?p=24494","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/23/beyond-texts-and-tweets-young-people-still-love-to-read-books/","disqusTitle":"Beyond Texts and Tweets, Young People Still Love to Read Books","path":"/mindshift/24494/beyond-texts-and-tweets-young-people-still-love-to-read-books","audioUrl":"http://blogs.kqed.org/mindshift/files/2012/10/20121023_me_02.mp3","audioDuration":null,"audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24499\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-24499\" title=\"istock_000019839192small\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/istock_000019839192small_custom-1e1d57caaa5163a5cb7066ff75885ce77db747a0-s51-300x380.jpg\" alt=\"\" width=\"300\" height=\"380\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By NPR Staff\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"audio","attributes":{"named":{"label":":http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20121023_me_02.mp3|titles=20121023_me_02"},"numeric":[":http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20121023_me_02.mp3|titles=20121023_me_02"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"dropcap-serif\">In what may come as a pleasant surprise to people who fear the Facebook generation has given up on reading — or, at least, reading anything longer than 140 characters — a new report from the Pew Research Center's Internet and American Life Project reveals the prominent role of books, libraries and technology in the lives of young readers, ages 16 to 29. Kathryn Zickuhr, the study's main author, joins NPR's David Greene to discuss the results.\u003c/p>\n\u003cp>\u003cstrong>ON THE READING HABITS OF YOUNG AMERICANS\u003c/strong>\u003c/p>\n\u003cp>\"We found that about 8 in 10 Americans under the age of 30 have read a book in the past year. And that's compared to about 7 in 10 adults in general, American adults. So, they're reading — they're more likely to read, and they're also a little more likely to be using their library.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE USE OF E-BOOKS AMONG YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We heard from e-book readers in general [that] they don't want e-books to replace print books. They see them as part of the same general ecosystem; e-books supplement their general reading habits. And we heard from a lot of younger e-book readers about how e-books just fit into their lives — how they can read when they're waiting in line for class, or waiting in line for lunch. One reader in particular told us that when he has a book that he loves, he wants to be able to access it in any format. So with the Harry Potter series and the [Song of Ice and Fire] series, he's actually bought all of those books as print books and as e-books, just because they matter that much to him ...\u003c/p>\n\u003cp>\"We haven't seen for younger readers that e-books are massively replacing print books. That might happen in the future, but right now we're just seeing them sort of as a more convenient \u003c!--more-->supplement.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE CHANGING ROLE OF LIBRARIES FOR YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>\"We found that [younger people are] very interested in the idea of preloaded e-readers — being able to check out an e-reader at a library that already has some popular titles on it. And a lot of libraries are really looking at how they can engage with this younger age group, especially with Americans in their teens and early 20s. And so a lot of libraries are looking at ways to sort of give them their own space in the libraries, have activities just for them. Some libraries even have diner-style booths for the teens where they can just socialize and hang out, and so that they can think of the library as a space of their own.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the \u003ca href=\"http://www.npr.org/2012/10/23/163414069/americas-facebook-generation-is-reading-strong?utm_source=npr&utm_medium=facebook&utm_campaign=20121023\">entire story here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24494/beyond-texts-and-tweets-young-people-still-love-to-read-books","authors":["4354"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_941","mindshift_198","mindshift_895","mindshift_821"],"featImg":"mindshift_24499","label":"mindshift"},"mindshift_23837":{"type":"posts","id":"mindshift_23837","meta":{"index":"posts_1591205157","site":"mindshift","id":"23837","score":null,"sort":[1347649096000]},"guestAuthors":[],"slug":"why-college-students-still-prefer-print-over-e-books","title":"Why College Students Still Prefer Print Over E-Books","publishDate":1347649096,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23847\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/13511355@N06/1375685165/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23847\" title=\"1375685165_0026af5223_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1375685165_0026af5223_z-620x389.jpg\" alt=\"\" width=\"620\" height=\"389\">\u003c/a>Flickr: wohnai\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books.\u003c/p>\n\u003cp>These were the results of a pilot program created to understand why students have been slow to adopt digital texts and what would have to change in order to make them the preference. The pilot was developed by the University of Wisconsin, Cornell, University of Minnesota, University of Virginia and Indiana University, which decided to jointly investigate how e-textbooks could be used on their campuses with an e-text pilot during the spring semester of 2012.\u003c/p>\n\u003cp>What they found, produced in a report called Internet2 [\u003ca href=\"http://www.internet2.edu/netplus/etext/docs/eText-Spring-2012-Pilot-Report.pdf\">PDF\u003c/a>], was that, for purposes of study, at least, e-books were not quite there yet in terms of usability, visual presentation and navigation tools. The pilot program pointed out some glaring flaws in the e-reader model: Students reported problems with readability, complained of eyestrain, and said the e-books were not fully compatible with all mobile devices. They also noted that the navigation features meant to enhance learning like zoom, highlighting and annotation don’t function well.\u003c/p>\n\u003cp>What's more, the functions that make e-books more attractive to students than print books weren't being fully maximized by faculty. Features like annotating texts, collaboration tools and the ability to share notes with other students weren't being used or modeled by the professors. And if \u003c!--more-->educators used the e-books like a print textbook, that’s what students did as well. Faculty agreed that they did not often use the extra features available to them and wanted further training. But even for those who did use shared annotation features, some actually found it to be more distracting, especially when those annotations were from other students, not the professor.\u003c/p>\n\u003cp>\u003cstrong>WHAT THEY LIKED\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students said the biggest reason they'd choose e-books is because they cost significantly less than a used or new textbook. The College Board reports that the average student spends over a thousand dollars per school year on textbooks.\u003c/p>\n\u003cp>Aside from money saving aspect, students also liked the portability and ease of accessing textbooks on a tablet, e-reader or computer instead of carting around heavy books. \u003cem>\u003c/em>Students also said they’d be more likely to choose the e-book if it didn’t require access to the Internet, and if it was available to them for the duration of their college education, not just for the semester, which is how many e-books are offered.\u003c/p>\n\u003cp>But there’s hope for the e-readers. Students whose teachers used the shared annotation and highlighting features reported that they got more out of the class. And those same students were more likely to annotate as well, resulting in better performance.\u003c/p>\n\u003cp>The universities involved in the pilot are now discussing next steps – hoping to improve usage. One big thing they’re discussing is how to make e-readers widely available and not linked to one publisher or one platform.\u003c/p>\n\u003cp>Two big lessons learned from the pilot were that students have high expectations for their texts, whether print or electronic; and that successfully using e-readers means not just learning to use the service, but also learning how to teach and learn from a new platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">A similar study\u003c/a> last year, conducted by \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> reported similar findings: In its 2011 Global Student E-Book Survey, students’ e-book usage has not increased significantly in the past three years.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1347649096,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":605},"headData":{"title":"Why College Students Still Prefer Print Over E-Books | KQED","description":"Flickr: wohnai By Katrina Schwartz College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books. These were the results of a pilot program created to understand why students have been slow to adopt digital","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why College Students Still Prefer Print Over E-Books","datePublished":"2012-09-14T18:58:16.000Z","dateModified":"2012-09-14T18:58:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23837 http://blogs.kqed.org/mindshift/?p=23837","disqusUrl":"https://ww2.kqed.org/mindshift/2012/09/14/why-college-students-still-prefer-print-over-e-books/","disqusTitle":"Why College Students Still Prefer Print Over E-Books","path":"/mindshift/23837/why-college-students-still-prefer-print-over-e-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23847\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/13511355@N06/1375685165/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23847\" title=\"1375685165_0026af5223_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1375685165_0026af5223_z-620x389.jpg\" alt=\"\" width=\"620\" height=\"389\">\u003c/a>Flickr: wohnai\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books.\u003c/p>\n\u003cp>These were the results of a pilot program created to understand why students have been slow to adopt digital texts and what would have to change in order to make them the preference. The pilot was developed by the University of Wisconsin, Cornell, University of Minnesota, University of Virginia and Indiana University, which decided to jointly investigate how e-textbooks could be used on their campuses with an e-text pilot during the spring semester of 2012.\u003c/p>\n\u003cp>What they found, produced in a report called Internet2 [\u003ca href=\"http://www.internet2.edu/netplus/etext/docs/eText-Spring-2012-Pilot-Report.pdf\">PDF\u003c/a>], was that, for purposes of study, at least, e-books were not quite there yet in terms of usability, visual presentation and navigation tools. The pilot program pointed out some glaring flaws in the e-reader model: Students reported problems with readability, complained of eyestrain, and said the e-books were not fully compatible with all mobile devices. They also noted that the navigation features meant to enhance learning like zoom, highlighting and annotation don’t function well.\u003c/p>\n\u003cp>What's more, the functions that make e-books more attractive to students than print books weren't being fully maximized by faculty. Features like annotating texts, collaboration tools and the ability to share notes with other students weren't being used or modeled by the professors. And if \u003c!--more-->educators used the e-books like a print textbook, that’s what students did as well. Faculty agreed that they did not often use the extra features available to them and wanted further training. But even for those who did use shared annotation features, some actually found it to be more distracting, especially when those annotations were from other students, not the professor.\u003c/p>\n\u003cp>\u003cstrong>WHAT THEY LIKED\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students said the biggest reason they'd choose e-books is because they cost significantly less than a used or new textbook. The College Board reports that the average student spends over a thousand dollars per school year on textbooks.\u003c/p>\n\u003cp>Aside from money saving aspect, students also liked the portability and ease of accessing textbooks on a tablet, e-reader or computer instead of carting around heavy books. \u003cem>\u003c/em>Students also said they’d be more likely to choose the e-book if it didn’t require access to the Internet, and if it was available to them for the duration of their college education, not just for the semester, which is how many e-books are offered.\u003c/p>\n\u003cp>But there’s hope for the e-readers. Students whose teachers used the shared annotation and highlighting features reported that they got more out of the class. And those same students were more likely to annotate as well, resulting in better performance.\u003c/p>\n\u003cp>The universities involved in the pilot are now discussing next steps – hoping to improve usage. One big thing they’re discussing is how to make e-readers widely available and not linked to one publisher or one platform.\u003c/p>\n\u003cp>Two big lessons learned from the pilot were that students have high expectations for their texts, whether print or electronic; and that successfully using e-readers means not just learning to use the service, but also learning how to teach and learn from a new platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">A similar study\u003c/a> last year, conducted by \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> reported similar findings: In its 2011 Global Student E-Book Survey, students’ e-book usage has not increased significantly in the past three years.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23837/why-college-students-still-prefer-print-over-e-books","authors":["4354"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_33","mindshift_198","mindshift_68"],"featImg":"mindshift_23847","label":"mindshift"},"mindshift_22243":{"type":"posts","id":"mindshift_22243","meta":{"index":"posts_1591205157","site":"mindshift","id":"22243","score":null,"sort":[1340988208000]},"guestAuthors":[],"slug":"can-e-readers-ease-reading-for-dyslexics","title":"Can E-Readers Ease Reading for Dyslexics?","publishDate":1340988208,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_22508\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/libookperson/5737043257/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22508\" title=\"5737043257_88071c81f3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/5737043257_88071c81f3_z1-620x394.jpg\" alt=\"\" width=\"620\" height=\"394\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: libookperson\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The causes of dyslexia—the disorder that makes reading excruciatingly difficult for about one in twenty school-aged children—have remained frustratingly elusive, as has anything resembling a cure. Training programs for dyslexics have proven effective at improving certain parts of the reading process, such as phonological awareness and auditory perception.\u003c/p>\n\u003cp>Once these skills have been brought up to speed, however, there still remains what one group of researchers calls a “vicious circle”: the most effective way to get better at reading is to read more. So scientists have turned their attention to a new question: Are there ways to make reading easier for dyslexics?\u003c/p>\n\u003cp>Surprisingly, the answer appears to be yes, and the methods experts are using to ease the act of reading are remarkably simple and concrete. With changes in the spacing, the size, and the appearance of text, studies are showing, children with dyslexia can read more quickly and accurately, allowing them to get the reading practice they need to improve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.pnas.org/content/early/2012/05/29/1205566109\">study released this month by the \u003cem>Proceedings of the National Academies of Science\u003c/em>\u003c/a>, for example, a team of researchers from the University of Padova in Italy reported that extra-large spacing between letters allowed a group of dyslexic children to read text significantly faster and with fewer than half as many errors as when they read passages with standard spacing. Extra-large\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>When each letter is given breathing room, dyslexic readers are less apt to get confused.\u003c/p>\n\u003c/aside>\n\u003cp>spacing helps dyslexic children, explains lead author Marco Zorzi, because they are especially affected by a perceptual phenomenon known as “crowding”: the interference with the recognition of a letter by the presence of the letters on either side. When each letter is given breathing room, dyslexic readers are less apt to get confused. (Interestingly, research suggests that the standard spacing between letters is ideal for normal readers: they read more slowly and haltingly when spacing is increased.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not only the spacing between letters, but the size of the letters themselves affects how quickly and easily dyslexics read. In a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1427019/\">study led by psychologist Beth O’Brien of Tufts University\u003c/a> and published in the \u003cem>Journal of Research on Reading\u003c/em> in 2005, the authors presented passages printed in \u003c!--more-->progressively bigger letters to groups of dyslexic and normal readers, timing how long it took the participants to read each one. The children with dyslexia reached their maximum reading speed at a letter size bigger than that required by children who did not have the disorder.\u003c/p>\n\u003cp>Even the font in which a text is printed may influence how readily a dyslexic is able to read. Last year, Christian Boer, a graphic designer from the Netherlands who is himself dyslexic, introduced a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=new-font-helps-dyslexics-read\">font he created to\u003c/a> reduce dyslexic readers’ tendency to misconstrue letters like “d” and “b.” Boer accentuated certain features of the letters in his font, called Dyslexie, to make them harder to confuse with each other, and he inserted generous amounts of space between letters and words.\u003c/p>\n\u003cp>Once, such innovations would have required the laborious printing of special texts for dyslexics. But with the advent of e-readers, creating a dyslexia-friendly document is as simple as changing the settings on a digital device. Indeed, some dyslexics are already doing so—such as the prominent economist \u003ca href=\"http://www.psychologytoday.com/articles/201101/cognitive-outlaws?page=2\">Diane Swonk\u003c/a>, who has spoken about how she uses her Kindle to adjust the font and limit the number of words she sees when she reads onscreen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Playing around with the size and spacing and look of letters isn’t a cure for dyslexia. But until science finds one, such manipulations can help dyslexic children read with more ease, and even pleasure.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1340992887,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":626},"headData":{"title":"Can E-Readers Ease Reading for Dyslexics? | KQED","description":"Flickr: libookperson The causes of dyslexia—the disorder that makes reading excruciatingly difficult for about one in twenty school-aged children—have remained frustratingly elusive, as has anything resembling a cure. Training programs for dyslexics have proven effective at improving certain parts of the reading process, such as phonological awareness and auditory perception. Once these skills have been","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can E-Readers Ease Reading for Dyslexics?","datePublished":"2012-06-29T16:43:28.000Z","dateModified":"2012-06-29T18:01:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22243 http://blogs.kqed.org/mindshift/?p=22243","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/29/can-e-readers-ease-reading-for-dyslexics/","disqusTitle":"Can E-Readers Ease Reading for Dyslexics?","path":"/mindshift/22243/can-e-readers-ease-reading-for-dyslexics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22508\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/libookperson/5737043257/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22508\" title=\"5737043257_88071c81f3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/5737043257_88071c81f3_z1-620x394.jpg\" alt=\"\" width=\"620\" height=\"394\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: libookperson\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The causes of dyslexia—the disorder that makes reading excruciatingly difficult for about one in twenty school-aged children—have remained frustratingly elusive, as has anything resembling a cure. Training programs for dyslexics have proven effective at improving certain parts of the reading process, such as phonological awareness and auditory perception.\u003c/p>\n\u003cp>Once these skills have been brought up to speed, however, there still remains what one group of researchers calls a “vicious circle”: the most effective way to get better at reading is to read more. So scientists have turned their attention to a new question: Are there ways to make reading easier for dyslexics?\u003c/p>\n\u003cp>Surprisingly, the answer appears to be yes, and the methods experts are using to ease the act of reading are remarkably simple and concrete. With changes in the spacing, the size, and the appearance of text, studies are showing, children with dyslexia can read more quickly and accurately, allowing them to get the reading practice they need to improve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.pnas.org/content/early/2012/05/29/1205566109\">study released this month by the \u003cem>Proceedings of the National Academies of Science\u003c/em>\u003c/a>, for example, a team of researchers from the University of Padova in Italy reported that extra-large spacing between letters allowed a group of dyslexic children to read text significantly faster and with fewer than half as many errors as when they read passages with standard spacing. Extra-large\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>When each letter is given breathing room, dyslexic readers are less apt to get confused.\u003c/p>\n\u003c/aside>\n\u003cp>spacing helps dyslexic children, explains lead author Marco Zorzi, because they are especially affected by a perceptual phenomenon known as “crowding”: the interference with the recognition of a letter by the presence of the letters on either side. When each letter is given breathing room, dyslexic readers are less apt to get confused. (Interestingly, research suggests that the standard spacing between letters is ideal for normal readers: they read more slowly and haltingly when spacing is increased.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not only the spacing between letters, but the size of the letters themselves affects how quickly and easily dyslexics read. In a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1427019/\">study led by psychologist Beth O’Brien of Tufts University\u003c/a> and published in the \u003cem>Journal of Research on Reading\u003c/em> in 2005, the authors presented passages printed in \u003c!--more-->progressively bigger letters to groups of dyslexic and normal readers, timing how long it took the participants to read each one. The children with dyslexia reached their maximum reading speed at a letter size bigger than that required by children who did not have the disorder.\u003c/p>\n\u003cp>Even the font in which a text is printed may influence how readily a dyslexic is able to read. Last year, Christian Boer, a graphic designer from the Netherlands who is himself dyslexic, introduced a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=new-font-helps-dyslexics-read\">font he created to\u003c/a> reduce dyslexic readers’ tendency to misconstrue letters like “d” and “b.” Boer accentuated certain features of the letters in his font, called Dyslexie, to make them harder to confuse with each other, and he inserted generous amounts of space between letters and words.\u003c/p>\n\u003cp>Once, such innovations would have required the laborious printing of special texts for dyslexics. But with the advent of e-readers, creating a dyslexia-friendly document is as simple as changing the settings on a digital device. Indeed, some dyslexics are already doing so—such as the prominent economist \u003ca href=\"http://www.psychologytoday.com/articles/201101/cognitive-outlaws?page=2\">Diane Swonk\u003c/a>, who has spoken about how she uses her Kindle to adjust the font and limit the number of words she sees when she reads onscreen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Playing around with the size and spacing and look of letters isn’t a cure for dyslexia. But until science finds one, such manipulations can help dyslexic children read with more ease, and even pleasure.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22243/can-e-readers-ease-reading-for-dyslexics","authors":["4355"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_160","mindshift_198"],"featImg":"mindshift_22508","label":"mindshift"},"mindshift_21666":{"type":"posts","id":"mindshift_21666","meta":{"index":"posts_1591205157","site":"mindshift","id":"21666","score":null,"sort":[1338296453000]},"guestAuthors":[],"slug":"for-young-readers-print-or-digital-books","title":"For Young Readers, Print or Digital Books?","publishDate":1338296453,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_21768\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/133743769-2/\" rel=\"attachment wp-att-21768\">\u003cimg class=\"size-large wp-image-21768\" title=\"133743769\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1337437691-620x398.jpg\" alt=\"\" width=\"620\" height=\"398\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Print or digital? Adults grapple with which is the best way to read -- not only for themselves, but especially when it comes to their kids. Whether or not \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">parents prefer print books\u003c/a> over interactive e-books for their kids, the question is, what's actually better for them?\u003c/p>\n\u003cp>Depends on what you're trying to achieve. According to a \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-35.html\">study of a small group\u003c/a> of parents released today by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a>, kids age 3 to 6 remembered more narrative details -- \"What happened in the story?\" -- from print books than from enhanced e-books with multimedia features.\u003c/p>\n\u003cp>But when kids were asked one plot question for each story, (i.e., \"Why did x do y?\"), there was \u003cem>no\u003c/em> difference between the print book readers and the enhanced e-book readers.\u003c/p>\n\u003cp>\"I would definitely make the distinction that the platform affected recall instead of comprehension,\" said Cynthia Chiong, the lead author of the survey conducted at New York Hall of Science's Preschool Place.\u003c/p>\n\u003cp>The study, the first of its kind to qualify the difference between basic and enhanced e-readers versus print books, examined 32 pairs of parents and their 3–6-year-old children as they read a print book and an e-book together. Half of the pairs read a basic e-book and the other half read an enhanced e-book.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book.\"\u003c/p>\n\u003c/aside>\n\u003cp>Researchers found that while the multimedia features of enhanced e-books grabbed children's attention, those same features also distracted young readers and led more to \"non-content related interactions.\" Features like animation, sound effects, videos, and games made it more difficult for some parents to keep kids focused on reading and diminished kids' recall of the text. Parents continually had to tell kids not to turn the page or not to touch the tablets, according to Chiong.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The implication? Parents and teachers should choose basic e-books like the Kindle or Nook over enhanced e-books, such as the iPad, if they want a more literacy-focused co-reading experience with children. Prompting kids with questions that relate to the text, labeling and naming objects, and encouraging kids to talk about the book's content from their own perspective all elicit \u003c!--more-->kids to be more verbal, and can lead to improved vocabulary and language development, the study states.\u003c/p>\n\u003cp>But if \"engagement\" is the objective, the issue gets murkier. When it came time to measuring \"child-book\" engagement, based on the child's direct attention and touch, more kids showed higher levels of engagement for the e-books than the print books, though a majority were equally engaged by both book types. Children also physically interacted with the enhanced e-book more than when reading either the print or basic e-book.\u003c/p>\n\u003cdiv>\n\u003cp>On the other hand, when measuring \"overall engagement\" —a composite of parent-child interaction, child-book interaction, parent-book interaction, and signs of enjoyment -- an interesting trend emerged: 63% of the parent-child pairs were as engaged reading the print book as they were when reading the e-book (both types); 6% of the pairs were more engaged with the e-book than the print book, compared to the 31% of pairs that were more engaged with the print book than the e-book.\u003c/p>\n\u003c/div>\n\u003cp>\"Kids loved the enhanced e-books,\" Chiong said. \"It was great to see the level of engagement, how much they were enjoying it -- and that's one of our goals as parents, is engaging kids. If this can do that, especially in kids who might not otherwise be interested, it’s perfect.\"\u003c/p>\n\u003cp>Chiong added that this study focused on younger kids -- questions and priorities will be different for measuring the differences for older readers.\u003c/p>\n\u003cp>\u003cstrong>PARENTS' EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Parents' comments showed a wide range of reactions. Some parents appreciated the iPad's effect on their young readers.\u003c/p>\n\u003cp>\"They're able to hear the words...It came alive. I don't have to do the reading,\" said the mother of a three-year old. \"Not only that, they pay more attention to the iPad. Sound effects were an excellent idea -- they like the books with sound effects.\"\u003c/p>\n\u003cp>Another parent appreciated the e-books' prompts. \"Actually.. [I liked the e-book] because I don't know what questions to ask sometimes and the iPad showed what to repeat and say,\" said a mother of a five-year old boy.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>For this \"quick study,\" which researchers recognize is limited by the small number of those surveyed, the intent is to help guide more comprehensive research in the future.\u003c/p>\n\u003cp>\"This whole explosion of e-books has been great, and we love seeing what’s happening with the innovation, but now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book,\" Chiong said.\u003c/p>\n\u003cp>Researchers advise that e-book designers be discriminating about the types of features they add to enhanced e-books, \"especially when those features do not directly relate to the story,\" the study states. Parents should also be able to have more control over settings to features so they can tailor the reading experience to their own needs.\u003c/p>\n\u003cp>Researchers believe a similar study should be done with a larger and more representative sample of participants and books, and should examine what types, combinations, and placement of e-book features help or hinder learning and conversation, and should explore how different populations (e.g., lower income families, non-native English speaking families) use them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1338309602,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":943},"headData":{"title":"For Young Readers, Print or Digital Books? | KQED","description":"Thinkstock Print or digital? Adults grapple with which is the best way to read -- not only for themselves, but especially when it comes to their kids. Whether or not parents prefer print books over interactive e-books for their kids, the question is, what's actually better for them? Depends on what you're trying to achieve.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Young Readers, Print or Digital Books?","datePublished":"2012-05-29T13:00:53.000Z","dateModified":"2012-05-29T16:40:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21666 http://blogs.kqed.org/mindshift/?p=21666","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/29/for-young-readers-print-or-digital-books/","disqusTitle":"For Young Readers, Print or Digital Books?","path":"/mindshift/21666/for-young-readers-print-or-digital-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_21768\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/133743769-2/\" rel=\"attachment wp-att-21768\">\u003cimg class=\"size-large wp-image-21768\" title=\"133743769\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1337437691-620x398.jpg\" alt=\"\" width=\"620\" height=\"398\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Print or digital? Adults grapple with which is the best way to read -- not only for themselves, but especially when it comes to their kids. Whether or not \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">parents prefer print books\u003c/a> over interactive e-books for their kids, the question is, what's actually better for them?\u003c/p>\n\u003cp>Depends on what you're trying to achieve. According to a \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-35.html\">study of a small group\u003c/a> of parents released today by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a>, kids age 3 to 6 remembered more narrative details -- \"What happened in the story?\" -- from print books than from enhanced e-books with multimedia features.\u003c/p>\n\u003cp>But when kids were asked one plot question for each story, (i.e., \"Why did x do y?\"), there was \u003cem>no\u003c/em> difference between the print book readers and the enhanced e-book readers.\u003c/p>\n\u003cp>\"I would definitely make the distinction that the platform affected recall instead of comprehension,\" said Cynthia Chiong, the lead author of the survey conducted at New York Hall of Science's Preschool Place.\u003c/p>\n\u003cp>The study, the first of its kind to qualify the difference between basic and enhanced e-readers versus print books, examined 32 pairs of parents and their 3–6-year-old children as they read a print book and an e-book together. Half of the pairs read a basic e-book and the other half read an enhanced e-book.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book.\"\u003c/p>\n\u003c/aside>\n\u003cp>Researchers found that while the multimedia features of enhanced e-books grabbed children's attention, those same features also distracted young readers and led more to \"non-content related interactions.\" Features like animation, sound effects, videos, and games made it more difficult for some parents to keep kids focused on reading and diminished kids' recall of the text. Parents continually had to tell kids not to turn the page or not to touch the tablets, according to Chiong.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The implication? Parents and teachers should choose basic e-books like the Kindle or Nook over enhanced e-books, such as the iPad, if they want a more literacy-focused co-reading experience with children. Prompting kids with questions that relate to the text, labeling and naming objects, and encouraging kids to talk about the book's content from their own perspective all elicit \u003c!--more-->kids to be more verbal, and can lead to improved vocabulary and language development, the study states.\u003c/p>\n\u003cp>But if \"engagement\" is the objective, the issue gets murkier. When it came time to measuring \"child-book\" engagement, based on the child's direct attention and touch, more kids showed higher levels of engagement for the e-books than the print books, though a majority were equally engaged by both book types. Children also physically interacted with the enhanced e-book more than when reading either the print or basic e-book.\u003c/p>\n\u003cdiv>\n\u003cp>On the other hand, when measuring \"overall engagement\" —a composite of parent-child interaction, child-book interaction, parent-book interaction, and signs of enjoyment -- an interesting trend emerged: 63% of the parent-child pairs were as engaged reading the print book as they were when reading the e-book (both types); 6% of the pairs were more engaged with the e-book than the print book, compared to the 31% of pairs that were more engaged with the print book than the e-book.\u003c/p>\n\u003c/div>\n\u003cp>\"Kids loved the enhanced e-books,\" Chiong said. \"It was great to see the level of engagement, how much they were enjoying it -- and that's one of our goals as parents, is engaging kids. If this can do that, especially in kids who might not otherwise be interested, it’s perfect.\"\u003c/p>\n\u003cp>Chiong added that this study focused on younger kids -- questions and priorities will be different for measuring the differences for older readers.\u003c/p>\n\u003cp>\u003cstrong>PARENTS' EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Parents' comments showed a wide range of reactions. Some parents appreciated the iPad's effect on their young readers.\u003c/p>\n\u003cp>\"They're able to hear the words...It came alive. I don't have to do the reading,\" said the mother of a three-year old. \"Not only that, they pay more attention to the iPad. Sound effects were an excellent idea -- they like the books with sound effects.\"\u003c/p>\n\u003cp>Another parent appreciated the e-books' prompts. \"Actually.. [I liked the e-book] because I don't know what questions to ask sometimes and the iPad showed what to repeat and say,\" said a mother of a five-year old boy.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>For this \"quick study,\" which researchers recognize is limited by the small number of those surveyed, the intent is to help guide more comprehensive research in the future.\u003c/p>\n\u003cp>\"This whole explosion of e-books has been great, and we love seeing what’s happening with the innovation, but now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book,\" Chiong said.\u003c/p>\n\u003cp>Researchers advise that e-book designers be discriminating about the types of features they add to enhanced e-books, \"especially when those features do not directly relate to the story,\" the study states. Parents should also be able to have more control over settings to features so they can tailor the reading experience to their own needs.\u003c/p>\n\u003cp>Researchers believe a similar study should be done with a larger and more representative sample of participants and books, and should examine what types, combinations, and placement of e-book features help or hinder learning and conversation, and should explore how different populations (e.g., lower income families, non-native English speaking families) use them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21666/for-young-readers-print-or-digital-books","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_360","mindshift_198","mindshift_81","mindshift_200","mindshift_131","mindshift_879"],"featImg":"mindshift_21768","label":"mindshift"},"mindshift_21205":{"type":"posts","id":"mindshift_21205","meta":{"index":"posts_1591205157","site":"mindshift","id":"21205","score":null,"sort":[1336499389000]},"guestAuthors":[],"slug":"which-device-will-win-the-tablet-battle","title":"Which Device Will Win the Tablet Battle?","publishDate":1336499389,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_21213\" class=\"wp-caption left\" style=\"max-width: 285px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\">\u003cimg class=\"size-full wp-image-21213\" title=\"800px-XO-3_Photo10\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\" alt=\"\" width=\"285\" height=\"181\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\">\u003cimg class=\"alignright size-full wp-image-21220\" title=\"Aakash35\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\" alt=\"\" width=\"290\" height=\"178\">\u003c/a>\u003c/p>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">The future of tablets in our schools may not be coming from Cupertino. Or even the U.S.\u003c/p>\n\u003cp>Despite the craze around\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\"> Apple’s iPad\u003c/a>, it's only been two years since the device was introduced, and that may not be enough time to separate fad from trend over the long term in education. And while the iPad’s presence – and promotion by the Apple faithful since its launch in 2010 – is hard to ignore, a winning tablet trend hasn’t been clearly established on a global basis.\u003c/p>\n\u003cp>It’s certainly true that tablets are on the upswing in K-12 schools and higher education. There’s no shortage of U.S. numbers to cite. Going beyond statistics of tablet penetration (in one case, most recently, 25% of college students and 17% of college seniors), it’s in the composition of purchases where the data can get interesting. For example, a \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">Harris Interactive/Pearson Foundation survey \u003c/a>released in March gave iPads the largest share among college students (at 63%), followed by the Kindle Fire (26%) and the Samsung Galaxy Tab (15%).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>As U.S. education appears to be moving toward tablets in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003c/aside>\n\u003cp>Another way to read those figures: It’s roughly a 60/40 split between Apple’s iOS operating system and all flavors of Android devices (“flavors” might be the right word, as Android has named its more recent OS versions Ice Cream Sandwich and Gingerbread). These \u003ca href=\"http://www.geekwire.com/2012/kindle-fire-captures-majority-android-tablet-market/\">relative rankings\u003c/a> among popular Android tablets in education mirror the broader U.S. consumer market.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the scope of some big decisions made by international government agencies – and the price of non-U.S. devices – could upset the apple cart.\u003c/p>\n\u003cp>Consider India. Last fall saw the launch of the highly touted US$50 Aakash Android tablet for education (subsidized to US$35). That initiative \u003ca href=\"http://timesofindia.indiatimes.com/tech/news/hardware/Whats-troubling-Indian-govts-35-tablet/articleshow/11990312.cms\">subsequently stumbled\u003c/a> following reports the first models built by the UK firm \u003ca href=\"http://aakashtablet.com/\">DataWind\u003c/a> were sluggish and fragile. The government has since decided to \u003ca href=\"http://www.firstpost.com/tech/aakash-controversy-datawind-blames-iit-rajasthan-for-failure-267080.html\">press ahead \u003c/a>with a new version with improved specifications.\u003c/p>\n\u003cp>Yet the overwhelming interest in what was supposed to be a first run of 100,000 tablets has spurred the growth of a handful of new education-focused competitors. They’ve developed tablets that are more expensive, but apparently more capable: the US$100 \u003ca href=\"http://www.telecomtiger.com/Corporate_fullstory.aspx?passfrom=breakingnews&storyid=13565§ion=S162\">ATab\u003c/a>, US$150 \u003ca href=\"http://businesstoday.intoday.in/story/micromax-funbook-india-price-features-hcl-metab-u1/1/23825.html\">HCL MeTab,\u003c/a> \u003c!--more-->and, perhaps most interesting, the US$125 \u003ca href=\"http://m.ibnlive.com/news/micromax-launches-rs-65k-funbook-android-tablet/245430-11.html\">Funbook\u003c/a> – interesting in that manufacturer Micromax’s education content partner for the Funbook is the international educational publishing giant Pearson. All of these relatively inexpensive devices run on Android.\u003c/p>\n\u003cp>Another international initiative of note: One Laptop Per Child’s XO-3, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/\">a projected $100 tablet\u003c/a>, due this year, with prototypes shown at January’s Consumer Electronics Show. Designed for students in developing countries, it has OLPC’s now-signature hand crank (for when regular power isn’t available) and it, too, runs on Android (or OLPC’s own Sugar OS).\u003c/p>\n\u003cp>\u003cstrong>INTERNATIONAL GROWTH\u003c/strong>\u003c/p>\n\u003cp>No matter how cheap, having hardware isn’t enough if there isn’t a market. Yet as rapidly as U.S. education appears to be moving toward tablets in a decentralized manner, in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003cp>Thailand’s Ministry of Education has announced \u003ca href=\"http://www.nationmultimedia.com/national/Tablets-are-Coming-Tablets-are-Coming-30175708.html\">plans to provide tablets\u003c/a> for all of its first-grade students – 900,000 of them. As part of its Digital Education Revolution program, Australia has provided every 9th-through-12th grade student with either a laptop or a tablet this year – and due to purchases of lower-cost tablets, the number of devices actually \u003ca href=\"http://www.theaustralian.com.au/national-affairs/education/school-computers-soon-to-outnumber-students/story-fn59nlz9-1226272169466\">outnumber students\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://www.washingtonpost.com/world/asia_pacific/in-south-korean-classrooms-digital-textbook-revolution-meets-some-resistance/2012/03/21/gIQAxiNGYS_story.html\">doubts have been expressed \u003c/a>about providing tablets for the youngest grades, South Korea is still moving ahead with plans to replace K-12 textbooks with tablets starting in 2014.\u003c/p>\n\u003cp>Regardless of where in the world they're deployed, tablets present key issues that must be dealt with: Settling on appropriate educational content for a full curriculum, whether to attach a keyboard, and the ideal tablet screen size. While many inexpensive tablets are 7 inches, more expensive models such as the iPad are 10 inches – and that’s the minimum size required, for example, for using tablets for the forthcoming \u003ca href=\"http://www.parcconline.org/technology\">Common Core assessments\u003c/a>. Plus, of course, there are the traditional concerns that apply to any technology in education, such as teacher training, using the tech effectively for learning, and cost.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Considering the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\">speed of tech adoption and growth\u003c/a> in the past few years, it's clear that tablets will pervade the education landscape. But it's too early to foretell which devices, or even operating systems, will last or turn out to be fads.\u003c/p>\n\u003ch5>\u003cem> Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets\u003ca href=\"http://twitter.com/frankcatalano\"> @FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>, and writes the regular \u003ca href=\"http://practicalnerd.com/\">Practical Nerd\u003c/a> column for GeekWire.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1336514998,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":847},"headData":{"title":"Which Device Will Win the Tablet Battle? | KQED","description":"By Frank Catalano The future of tablets in our schools may not be coming from Cupertino. Or even the U.S. Despite the craze around Apple’s iPad, it's only been two years since the device was introduced, and that may not be enough time to separate fad from trend over the long term in education. And","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Which Device Will Win the Tablet Battle?","datePublished":"2012-05-08T17:49:49.000Z","dateModified":"2012-05-08T22:09:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21205 http://blogs.kqed.org/mindshift/?p=21205","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/08/which-device-will-win-the-tablet-battle/","disqusTitle":"Which Device Will Win the Tablet Battle?","path":"/mindshift/21205/which-device-will-win-the-tablet-battle","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21213\" class=\"wp-caption left\" style=\"max-width: 285px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\">\u003cimg class=\"size-full wp-image-21213\" title=\"800px-XO-3_Photo10\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\" alt=\"\" width=\"285\" height=\"181\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\">\u003cimg class=\"alignright size-full wp-image-21220\" title=\"Aakash35\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\" alt=\"\" width=\"290\" height=\"178\">\u003c/a>\u003c/p>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">The future of tablets in our schools may not be coming from Cupertino. Or even the U.S.\u003c/p>\n\u003cp>Despite the craze around\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\"> Apple’s iPad\u003c/a>, it's only been two years since the device was introduced, and that may not be enough time to separate fad from trend over the long term in education. And while the iPad’s presence – and promotion by the Apple faithful since its launch in 2010 – is hard to ignore, a winning tablet trend hasn’t been clearly established on a global basis.\u003c/p>\n\u003cp>It’s certainly true that tablets are on the upswing in K-12 schools and higher education. There’s no shortage of U.S. numbers to cite. Going beyond statistics of tablet penetration (in one case, most recently, 25% of college students and 17% of college seniors), it’s in the composition of purchases where the data can get interesting. For example, a \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">Harris Interactive/Pearson Foundation survey \u003c/a>released in March gave iPads the largest share among college students (at 63%), followed by the Kindle Fire (26%) and the Samsung Galaxy Tab (15%).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>As U.S. education appears to be moving toward tablets in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003c/aside>\n\u003cp>Another way to read those figures: It’s roughly a 60/40 split between Apple’s iOS operating system and all flavors of Android devices (“flavors” might be the right word, as Android has named its more recent OS versions Ice Cream Sandwich and Gingerbread). These \u003ca href=\"http://www.geekwire.com/2012/kindle-fire-captures-majority-android-tablet-market/\">relative rankings\u003c/a> among popular Android tablets in education mirror the broader U.S. consumer market.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the scope of some big decisions made by international government agencies – and the price of non-U.S. devices – could upset the apple cart.\u003c/p>\n\u003cp>Consider India. Last fall saw the launch of the highly touted US$50 Aakash Android tablet for education (subsidized to US$35). That initiative \u003ca href=\"http://timesofindia.indiatimes.com/tech/news/hardware/Whats-troubling-Indian-govts-35-tablet/articleshow/11990312.cms\">subsequently stumbled\u003c/a> following reports the first models built by the UK firm \u003ca href=\"http://aakashtablet.com/\">DataWind\u003c/a> were sluggish and fragile. The government has since decided to \u003ca href=\"http://www.firstpost.com/tech/aakash-controversy-datawind-blames-iit-rajasthan-for-failure-267080.html\">press ahead \u003c/a>with a new version with improved specifications.\u003c/p>\n\u003cp>Yet the overwhelming interest in what was supposed to be a first run of 100,000 tablets has spurred the growth of a handful of new education-focused competitors. They’ve developed tablets that are more expensive, but apparently more capable: the US$100 \u003ca href=\"http://www.telecomtiger.com/Corporate_fullstory.aspx?passfrom=breakingnews&storyid=13565§ion=S162\">ATab\u003c/a>, US$150 \u003ca href=\"http://businesstoday.intoday.in/story/micromax-funbook-india-price-features-hcl-metab-u1/1/23825.html\">HCL MeTab,\u003c/a> \u003c!--more-->and, perhaps most interesting, the US$125 \u003ca href=\"http://m.ibnlive.com/news/micromax-launches-rs-65k-funbook-android-tablet/245430-11.html\">Funbook\u003c/a> – interesting in that manufacturer Micromax’s education content partner for the Funbook is the international educational publishing giant Pearson. All of these relatively inexpensive devices run on Android.\u003c/p>\n\u003cp>Another international initiative of note: One Laptop Per Child’s XO-3, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/\">a projected $100 tablet\u003c/a>, due this year, with prototypes shown at January’s Consumer Electronics Show. Designed for students in developing countries, it has OLPC’s now-signature hand crank (for when regular power isn’t available) and it, too, runs on Android (or OLPC’s own Sugar OS).\u003c/p>\n\u003cp>\u003cstrong>INTERNATIONAL GROWTH\u003c/strong>\u003c/p>\n\u003cp>No matter how cheap, having hardware isn’t enough if there isn’t a market. Yet as rapidly as U.S. education appears to be moving toward tablets in a decentralized manner, in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003cp>Thailand’s Ministry of Education has announced \u003ca href=\"http://www.nationmultimedia.com/national/Tablets-are-Coming-Tablets-are-Coming-30175708.html\">plans to provide tablets\u003c/a> for all of its first-grade students – 900,000 of them. As part of its Digital Education Revolution program, Australia has provided every 9th-through-12th grade student with either a laptop or a tablet this year – and due to purchases of lower-cost tablets, the number of devices actually \u003ca href=\"http://www.theaustralian.com.au/national-affairs/education/school-computers-soon-to-outnumber-students/story-fn59nlz9-1226272169466\">outnumber students\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://www.washingtonpost.com/world/asia_pacific/in-south-korean-classrooms-digital-textbook-revolution-meets-some-resistance/2012/03/21/gIQAxiNGYS_story.html\">doubts have been expressed \u003c/a>about providing tablets for the youngest grades, South Korea is still moving ahead with plans to replace K-12 textbooks with tablets starting in 2014.\u003c/p>\n\u003cp>Regardless of where in the world they're deployed, tablets present key issues that must be dealt with: Settling on appropriate educational content for a full curriculum, whether to attach a keyboard, and the ideal tablet screen size. While many inexpensive tablets are 7 inches, more expensive models such as the iPad are 10 inches – and that’s the minimum size required, for example, for using tablets for the forthcoming \u003ca href=\"http://www.parcconline.org/technology\">Common Core assessments\u003c/a>. Plus, of course, there are the traditional concerns that apply to any technology in education, such as teacher training, using the tech effectively for learning, and cost.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Considering the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\">speed of tech adoption and growth\u003c/a> in the past few years, it's clear that tablets will pervade the education landscape. But it's too early to foretell which devices, or even operating systems, will last or turn out to be fads.\u003c/p>\n\u003ch5>\u003cem> Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets\u003ca href=\"http://twitter.com/frankcatalano\"> @FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>, and writes the regular \u003ca href=\"http://practicalnerd.com/\">Practical Nerd\u003c/a> column for GeekWire.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21205/which-device-will-win-the-tablet-battle","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_23","mindshift_33","mindshift_198","mindshift_81","mindshift_525"],"featImg":"mindshift_21213","label":"mindshift"},"mindshift_21177":{"type":"posts","id":"mindshift_21177","meta":{"index":"posts_1591205157","site":"mindshift","id":"21177","score":null,"sort":[1336412835000]},"guestAuthors":[],"slug":"changing-policies-on-digital-books-wreak-havoc-on-libraries","title":"Changing Policies On Digital Books Wreak Havoc on Libraries","publishDate":1336412835,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_21188\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"size-large wp-image-21188\" title=\"Hutton_SonyRdr_0644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">Public libraries are a major hub for Americans to gain access to e-books and other digital resources. But the nation's recent economic troubles and the transition to digital books are creating major difficulties for these public institutions.\u003c/p>\n\u003cp>Last month, the American Library Association released its annual \u003ca href=\"http://www.ala.org/news/mediapresscenter/americaslibraries/soal2012\">State of America's Libraries Report\u003c/a>, and many of its findings were grim. \"Public libraries continue to be battered by a national economy whose recovery from the Great Recession is proving to be sluggish at best,\" the report concluded. Twenty-three of the 49 chief officers of state libraries surveyed indicated that their library systems faced budget cuts over the past two years. \"For three years in a row, more than 40 percent of participating states have reported decreased public library funding,\" the report states.\u003c/p>\n\u003cp>While library budget cuts continue, demand for library services has soared. Lower income and unemployed patrons often turn to local libraries as their only source of Internet access.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It will take a few years for the dust to settle.\"\u003c/p>\n\u003c/aside>\n\u003cp>At the same time, libraries have sought to accommodate Americans' ever-increasing demand for access to digital materials, a mission that has put them at odds with the publishing industry, which is struggling to retain its viability as many American readers shift toward reading books electronically and purchasing those titles from online retailers rather than traditional bookstores.\u003c/p>\n\u003cp>\"In the end, it will be a matter of leadership and vision that will guide libraries through the current conditions,\" said Jorge Martinez, director of Information Systems for the John S. and James L. Knight Foundation, which supports libraries through grants.\u003c/p>\n\u003ch4>SPARRING OVER E-BOOKS\u003c/h4>\n\u003cp>One of the biggest challenges libraries face in this new digital age is the friction in their relationship with publishers, caused largely by the advent of e-books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Publishers argue that borrowing a printed book from a library requires a patron to physically visit the building and then return a few weeks later to bring it back, which is more difficult than \u003c!--more-->purchasing it from an online retailer. When libraries allow patrons to download e-books through one click on a website, the convenience factor that might drive a reader to purchase a book is eliminated. Penguin Group recently blocked Kindle owners from the ability to download library e-books directly from their devices -- now they must transfer the e-book from the library site to a computer, and then to a Kindle.\u003c/p>\n\u003cp>Just as printed books wear out after a lot of use, some publishers require libraries to re-purchase the electronic version of popular books after a certain number of patrons view it. HarperCollins allows each copy of its e-books to be loaned up to 26 times, which a recent press release from the American Library Association described as \"arbitrary.\" The libraries then must buy the book again at a lower price.\u003c/p>\n\u003cp>Simon & Schuster, Macmillan, and Penguin do not sell e-book versions of their titles to libraries, while Hachette refuses to sell its newest e-books to libraries. Although many small presses allow unlimited e-book access to libraries, Random House is the only one of the \"Big Six\" publishers to do so -- and it recently increased its prices significantly, \"by 100-200% in March 2012,\" according to the ALA's new report.\u003c/p>\n\u003cp>Most e-books come with embedded software that creates restrictions on how they can be used, such as allowing only one library patron to borrow each copy at a time. However, on April 25, Tor/Forge Books, an imprint of Macmillan that specializes in science fiction and other genres, announced that its entire catalog of books will be offered without DRM (digital rights management) software by July.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/\">Library Becomes as an Incubator for the Arts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws: the Future of Libraries\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"Library organizations are intimately involved in the ongoing discussions about digital rights management systems and some of the copyright issues associated with e-books,\" said Michael Crandall, senior lecturer and chair of the Master of Science in Information Management Program at the University of Washington's Information School. \"This is an area that will continue to evolve as the market becomes more widespread, since it impacts the way people use and share their books with each other and the way libraries are able to purchase and lend e-books.\"\u003c/p>\n\u003cp>Knight's Martinez said, \"It will take a few years for the dust to settle. Laws and contracts always seem to lag behind new technological innovations. But, it will get settled. Librarians, library service organizations, and others are engaged in trying to make sure the eventual terms and conditions for the use of digital books are ones that are fair to all involved.\"\u003c/p>\n\u003cp>For the moment, however, nothing is settled, as two industries with their backs against the wall struggle to reach a compromise.\u003c/p>\n\u003ch4>E-READER PETTING ZOOS, DIGITAL BOOKMOBILES\u003c/h4>\n\u003cp>Despite libraries' impasse with publishers over restricted e-book use, many are forging ahead in the digital realm, offering patrons new services.\u003c/p>\n\u003cp>According to the ALA's recent report, \"The proportion of U.S. libraries that made e-books available almost doubled over the past five years, climbing from 38.3 percent in 2007 to 67.2 percent in 2011.\"\u003c/p>\n\u003cp>Samantha Becker, the research project manager of the \u003ca href=\"http://tascha.washington.edu/usimpact/\">U.S. IMPACT Study at the University of Washington's Information School\u003c/a>, noted, \"The technology environment in libraries has provided a wonderful opportunity to preserve collections and enhance access to them through digitization, which many libraries are doing with out-of-print and local collections or digital artifacts. The Washington Rural Heritage project is a wonderful example.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.washingtonruralheritage.com/cdm/\">That project\u003c/a> allows users to search and access digital versions of material from libraries, heritage organizations, and private collections throughout the state of Washington. The Denver Public Library's Western History Department offers a \u003ca href=\"http://digital.denverlibrary.org/cdm/\">similar resource for photographs\u003c/a>, documents, and other materials related to the American West.\u003c/p>\n\u003ch4>THE DIGITAL DIVIDE\u003c/h4>\n\u003cp>A recent Pew Research Center report uncovered a digital divide in the use of e-books. People less likely to use e-books include Hispanics, those without a high school diploma, the unemployed, rural Americans, and those with household incomes of less than $30,000.\u003c/p>\n\u003cp>\"Without libraries, the division would be even greater, since for many people they serve as the only access point for digital information and services,\" Crandall said. \"\u003ca href=\"http://tascha.uw.edu/usimpact/us-public-library-study.html\">Our study of library computer use\u003c/a> found that for 22 percent of library computer users (age 14 and older), the library was their only source for access to computers and the Internet. This would suggest that similar restricted access would apply to e-books without libraries in the mix.\"\u003c/p>\n\u003cp>Martinez noted that libraries are finding creative ways to meet demand despite budget challenges. \"In Philadelphia they are placing equipment and trainers in community organizations to make these valuable services available to their patrons at these sites, even when their regular locations are closed due to budget cutbacks,\" he said. \"In other places, they have recreated the old bookmobile as mobile digital centers that take training, computers and Internet access to parts of their communities where there are no [library] buildings.\"\u003c/p>\n\u003cp>A \u003ca href=\"http://www.miamiherald.com/2012/04/13/2747039/beyond-books-check-out-your-public.html\">recent Op-Ed\u003c/a> put out by the Knight, Gates, and MacArthur foundations cited several other innovative uses of library resources:\u003c/p>\n\u003cblockquote>\u003cp>\"Bookmobiles have been supplemented by mobile computer labs -- visiting minority communities in St. Paul to teach digital literacy classes in Spanish, Hmong, and Somali, for example. In Dover, Mass., the library has installed QR codes around town that link signs at the market and playground to community information and services. Seattle Public Library offers live chats with librarians 24 hours a day getting answers to reference questions and live homework help.\"\u003c/p>\u003c/blockquote>\n\u003cp>It also mentioned an initiative at the main Chicago library called YOUmedia that \"lets any teen with a city library card have in-house access to computers plus video and audio recording equipment to create their own content with the help of a mentor. At another YOUmedia space in Miami, workshops help teens think critically and creatively about their lives, by teaching them to publish an autobiographical digital story, or to visualize their favorite books.\"\u003c/p>\n\u003cp>Becker said that libraries are working hard to provide access to e-reading materials, as well as helping patrons enter into the e-reading marketplace by exposing them to e-reading devices through lending and device \"petting zoos,\" and by helping them learn to use new devices in classes and one-on-one sessions with librarians.\u003c/p>\n\u003cp>Crandall said his study found that two-thirds of the library computer users asked a librarian for help in using the technology. \"The ability to use the new technology may seem intuitive to many,\" he said, \"but clearly for many others it is not, and having a community resource that is able to help people understand how to use digital technology and information, and why they might want to use it to improve the quality of their lives is something that libraries have taken on as a transformation of their traditional mission.\"\u003c/p>\n\u003cp>Martinez said the Knight Foundation's library funding will focus on \"innovative projects and leaders that help to show what the library of tomorrow should be.\"\u003c/p>\n\u003cp>The mission and responsibilities of libraries may be in flux due to Americans' ever-increasing use of digital information sources, but Becker points out that it's the same as it ever was: \"Libraries have long been at the front lines of providing people with access to new formats for reading and new technology, whether when switching from scrolls to the familiar book format, to newer trends in e-reading.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>. Her fiction, essays, and reviews have appeared in Prairie Schooner, Alaska Quarterly Review, McSweeney's Internet Tendency, Poets & Writers Magazine, Bust, Dallas Morning News, High Country News and The Onion.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-21181\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"44\" height=\"44\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1336412835,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1714},"headData":{"title":"Changing Policies On Digital Books Wreak Havoc on Libraries | KQED","description":"By Jenny Shank Public libraries are a major hub for Americans to gain access to e-books and other digital resources. But the nation's recent economic troubles and the transition to digital books are creating major difficulties for these public institutions. Last month, the American Library Association released its annual State of America's Libraries Report, and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Changing Policies On Digital Books Wreak Havoc on Libraries","datePublished":"2012-05-07T17:47:15.000Z","dateModified":"2012-05-07T17:47:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21177 http://blogs.kqed.org/mindshift/?p=21177","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/07/changing-policies-on-digital-books-wreak-havoc-on-libraries/","disqusTitle":"Changing Policies On Digital Books Wreak Havoc on Libraries","path":"/mindshift/21177/changing-policies-on-digital-books-wreak-havoc-on-libraries","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21188\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"size-large wp-image-21188\" title=\"Hutton_SonyRdr_0644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">Public libraries are a major hub for Americans to gain access to e-books and other digital resources. But the nation's recent economic troubles and the transition to digital books are creating major difficulties for these public institutions.\u003c/p>\n\u003cp>Last month, the American Library Association released its annual \u003ca href=\"http://www.ala.org/news/mediapresscenter/americaslibraries/soal2012\">State of America's Libraries Report\u003c/a>, and many of its findings were grim. \"Public libraries continue to be battered by a national economy whose recovery from the Great Recession is proving to be sluggish at best,\" the report concluded. Twenty-three of the 49 chief officers of state libraries surveyed indicated that their library systems faced budget cuts over the past two years. \"For three years in a row, more than 40 percent of participating states have reported decreased public library funding,\" the report states.\u003c/p>\n\u003cp>While library budget cuts continue, demand for library services has soared. Lower income and unemployed patrons often turn to local libraries as their only source of Internet access.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It will take a few years for the dust to settle.\"\u003c/p>\n\u003c/aside>\n\u003cp>At the same time, libraries have sought to accommodate Americans' ever-increasing demand for access to digital materials, a mission that has put them at odds with the publishing industry, which is struggling to retain its viability as many American readers shift toward reading books electronically and purchasing those titles from online retailers rather than traditional bookstores.\u003c/p>\n\u003cp>\"In the end, it will be a matter of leadership and vision that will guide libraries through the current conditions,\" said Jorge Martinez, director of Information Systems for the John S. and James L. Knight Foundation, which supports libraries through grants.\u003c/p>\n\u003ch4>SPARRING OVER E-BOOKS\u003c/h4>\n\u003cp>One of the biggest challenges libraries face in this new digital age is the friction in their relationship with publishers, caused largely by the advent of e-books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Publishers argue that borrowing a printed book from a library requires a patron to physically visit the building and then return a few weeks later to bring it back, which is more difficult than \u003c!--more-->purchasing it from an online retailer. When libraries allow patrons to download e-books through one click on a website, the convenience factor that might drive a reader to purchase a book is eliminated. Penguin Group recently blocked Kindle owners from the ability to download library e-books directly from their devices -- now they must transfer the e-book from the library site to a computer, and then to a Kindle.\u003c/p>\n\u003cp>Just as printed books wear out after a lot of use, some publishers require libraries to re-purchase the electronic version of popular books after a certain number of patrons view it. HarperCollins allows each copy of its e-books to be loaned up to 26 times, which a recent press release from the American Library Association described as \"arbitrary.\" The libraries then must buy the book again at a lower price.\u003c/p>\n\u003cp>Simon & Schuster, Macmillan, and Penguin do not sell e-book versions of their titles to libraries, while Hachette refuses to sell its newest e-books to libraries. Although many small presses allow unlimited e-book access to libraries, Random House is the only one of the \"Big Six\" publishers to do so -- and it recently increased its prices significantly, \"by 100-200% in March 2012,\" according to the ALA's new report.\u003c/p>\n\u003cp>Most e-books come with embedded software that creates restrictions on how they can be used, such as allowing only one library patron to borrow each copy at a time. However, on April 25, Tor/Forge Books, an imprint of Macmillan that specializes in science fiction and other genres, announced that its entire catalog of books will be offered without DRM (digital rights management) software by July.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/\">Library Becomes as an Incubator for the Arts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws: the Future of Libraries\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"Library organizations are intimately involved in the ongoing discussions about digital rights management systems and some of the copyright issues associated with e-books,\" said Michael Crandall, senior lecturer and chair of the Master of Science in Information Management Program at the University of Washington's Information School. \"This is an area that will continue to evolve as the market becomes more widespread, since it impacts the way people use and share their books with each other and the way libraries are able to purchase and lend e-books.\"\u003c/p>\n\u003cp>Knight's Martinez said, \"It will take a few years for the dust to settle. Laws and contracts always seem to lag behind new technological innovations. But, it will get settled. Librarians, library service organizations, and others are engaged in trying to make sure the eventual terms and conditions for the use of digital books are ones that are fair to all involved.\"\u003c/p>\n\u003cp>For the moment, however, nothing is settled, as two industries with their backs against the wall struggle to reach a compromise.\u003c/p>\n\u003ch4>E-READER PETTING ZOOS, DIGITAL BOOKMOBILES\u003c/h4>\n\u003cp>Despite libraries' impasse with publishers over restricted e-book use, many are forging ahead in the digital realm, offering patrons new services.\u003c/p>\n\u003cp>According to the ALA's recent report, \"The proportion of U.S. libraries that made e-books available almost doubled over the past five years, climbing from 38.3 percent in 2007 to 67.2 percent in 2011.\"\u003c/p>\n\u003cp>Samantha Becker, the research project manager of the \u003ca href=\"http://tascha.washington.edu/usimpact/\">U.S. IMPACT Study at the University of Washington's Information School\u003c/a>, noted, \"The technology environment in libraries has provided a wonderful opportunity to preserve collections and enhance access to them through digitization, which many libraries are doing with out-of-print and local collections or digital artifacts. The Washington Rural Heritage project is a wonderful example.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.washingtonruralheritage.com/cdm/\">That project\u003c/a> allows users to search and access digital versions of material from libraries, heritage organizations, and private collections throughout the state of Washington. The Denver Public Library's Western History Department offers a \u003ca href=\"http://digital.denverlibrary.org/cdm/\">similar resource for photographs\u003c/a>, documents, and other materials related to the American West.\u003c/p>\n\u003ch4>THE DIGITAL DIVIDE\u003c/h4>\n\u003cp>A recent Pew Research Center report uncovered a digital divide in the use of e-books. People less likely to use e-books include Hispanics, those without a high school diploma, the unemployed, rural Americans, and those with household incomes of less than $30,000.\u003c/p>\n\u003cp>\"Without libraries, the division would be even greater, since for many people they serve as the only access point for digital information and services,\" Crandall said. \"\u003ca href=\"http://tascha.uw.edu/usimpact/us-public-library-study.html\">Our study of library computer use\u003c/a> found that for 22 percent of library computer users (age 14 and older), the library was their only source for access to computers and the Internet. This would suggest that similar restricted access would apply to e-books without libraries in the mix.\"\u003c/p>\n\u003cp>Martinez noted that libraries are finding creative ways to meet demand despite budget challenges. \"In Philadelphia they are placing equipment and trainers in community organizations to make these valuable services available to their patrons at these sites, even when their regular locations are closed due to budget cutbacks,\" he said. \"In other places, they have recreated the old bookmobile as mobile digital centers that take training, computers and Internet access to parts of their communities where there are no [library] buildings.\"\u003c/p>\n\u003cp>A \u003ca href=\"http://www.miamiherald.com/2012/04/13/2747039/beyond-books-check-out-your-public.html\">recent Op-Ed\u003c/a> put out by the Knight, Gates, and MacArthur foundations cited several other innovative uses of library resources:\u003c/p>\n\u003cblockquote>\u003cp>\"Bookmobiles have been supplemented by mobile computer labs -- visiting minority communities in St. Paul to teach digital literacy classes in Spanish, Hmong, and Somali, for example. In Dover, Mass., the library has installed QR codes around town that link signs at the market and playground to community information and services. Seattle Public Library offers live chats with librarians 24 hours a day getting answers to reference questions and live homework help.\"\u003c/p>\u003c/blockquote>\n\u003cp>It also mentioned an initiative at the main Chicago library called YOUmedia that \"lets any teen with a city library card have in-house access to computers plus video and audio recording equipment to create their own content with the help of a mentor. At another YOUmedia space in Miami, workshops help teens think critically and creatively about their lives, by teaching them to publish an autobiographical digital story, or to visualize their favorite books.\"\u003c/p>\n\u003cp>Becker said that libraries are working hard to provide access to e-reading materials, as well as helping patrons enter into the e-reading marketplace by exposing them to e-reading devices through lending and device \"petting zoos,\" and by helping them learn to use new devices in classes and one-on-one sessions with librarians.\u003c/p>\n\u003cp>Crandall said his study found that two-thirds of the library computer users asked a librarian for help in using the technology. \"The ability to use the new technology may seem intuitive to many,\" he said, \"but clearly for many others it is not, and having a community resource that is able to help people understand how to use digital technology and information, and why they might want to use it to improve the quality of their lives is something that libraries have taken on as a transformation of their traditional mission.\"\u003c/p>\n\u003cp>Martinez said the Knight Foundation's library funding will focus on \"innovative projects and leaders that help to show what the library of tomorrow should be.\"\u003c/p>\n\u003cp>The mission and responsibilities of libraries may be in flux due to Americans' ever-increasing use of digital information sources, but Becker points out that it's the same as it ever was: \"Libraries have long been at the front lines of providing people with access to new formats for reading and new technology, whether when switching from scrolls to the familiar book format, to newer trends in e-reading.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>. Her fiction, essays, and reviews have appeared in Prairie Schooner, Alaska Quarterly Review, McSweeney's Internet Tendency, Poets & Writers Magazine, Bust, Dallas Morning News, High Country News and The Onion.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-21181\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"44\" height=\"44\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21177/changing-policies-on-digital-books-wreak-havoc-on-libraries","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_33","mindshift_252","mindshift_198","mindshift_470"],"featImg":"mindshift_21188","label":"mindshift"},"mindshift_18993":{"type":"posts","id":"mindshift_18993","meta":{"index":"posts_1591205157","site":"mindshift","id":"18993","score":null,"sort":[1328900835000]},"guestAuthors":[],"slug":"ernest-hemingway-meets-this-american-life-the-new-english-lit-class","title":"Ernest Hemingway Meets \"This American Life\": the New English Lit Class","publishDate":1328900835,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_19000\" class=\"wp-caption center\" style=\"max-width: 507px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/ernest-hemingway-meets-this-american-life-the-new-english-lit-class/attachment/131708640/\" rel=\"attachment wp-att-19000\">\u003cimg class=\"size-full wp-image-19000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/131708640.jpg\" alt=\"\" width=\"507\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-320x213.jpg 320w\" sizes=\"(max-width: 507px) 100vw, 507px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">College professors are finding creative ways to use tablets in classes.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Stephen Chupaska\u003c/h5>\n\u003cp class=\"dropcap-serif\">What will e-readers do to the time-honored tradition of scribbling notes in the margins and underlining passages in print books?\u003c/p>\n\u003cp>Remains to be seen how quickly college students will adopt e-books on a mass scale. Thorny issues over \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">who can use the books\u003c/a> when students rent digital versions, how the growing movement of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">free, online textbooks will be incorporated \u003c/a>into college curriculum, and figuring out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">how to share notes online\u003c/a> are just a few important unknowns that are still being hammered out as \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">college students think about using ebooks\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://chronicle.com/article/iPads-for-College-Classrooms-/126681/\">students still complain about \u003c/a>using iPads (slow, cumbersome typing, for one thing), some English literature college professors are finding creative ways of using its multi-media uses.\u003c/p>\n\u003cp>\u003ca href=\"http://www.stonehill.edu/x8275.xml\">Scott Cohen,\u003c/a> an English professor at Stonehill Colllege, located about 30 miles southwest of Boston, is in his second year of implementing the iPad into his lessons.\u003c/p>\n\u003cp>“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio, etcetera,” Cohen said. “Students love them, beyond just being a new shiny device.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Last year, Cohen received a grant from the college’s Center for Teacher and Learning to purchase three iPads as part of a pilot program in his Storytelling in the Age of Information class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio.\"\u003c/aside>\n\u003cp>Cohen incorporates the popular NPR public radio show \u003ca href=\"http://www.thisamericanlife.org\">This American Life\u003c/a> in his classes, and using the iPad allows the class to move between audio clips and an annotated transcript of the story that can be projected on a screen.\u003c/p>\n\u003cp>Cohen said students can initiate these sequences and bookmark them, efficiently saving them for future reference or emailing them to each other.\u003c/p>\n\u003cp>The iPad allows Cohen and his students to capitalize on the “improvisational” nature of class, as they can call up passages more quickly or even play a clip from the radio show to counter a point \u003c!--more-->made by a classmate.\u003c/p>\n\u003cp>“The iPad works like a community slate, passed around the room, collecting and collating students' thoughts about a given topic, a line of text, or quotation under investigation,” Cohen said.\u003c/p>\n\u003cp>And students prefer the iPad to laptops, he said, because the latter tends to isolate them.\u003c/p>\n\u003cp>What's more, one of the big criticisms of the iPad -- that it’s mostly a single application device -- is an advantage for Cohen, as it forces students to focus on a particular task, instead of say, chatting on Gmail or scrolling through Facebook posts.\u003c/p>\n\u003cp>Elsewhere, the University of Virginia English Department recently completed a three-semester pilot program using iPads in the classroom along with a \u003ca href=\"https://wiki.shanti.virginia.edu/display/ENGANTH/ENGL+3820+iPad+Course-Pack\">wiki-syllabus\u003c/a> and \u003ca href=\"http://pages.shanti.virginia.edu/ipad/\">blog.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">WHY AREN'T STUDENTS USING E-BOOKS?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">BLOWING OUT THE DIGITAL TEXTBOOK AS WE KNOW IT\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">CALIFORNIA PUSHES FOR FREE, ONLINE TEXTBOOKS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">SCHOOL LIBRARIES STRUGGLE WITH E-BOOK LOANS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">TURNING STATIC TEXT INTO INTERACTIVE DISCUSSION\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In addition to commenting on the coursework, some students posted about the experience of swiping pages instead of leafing through them. One student wrote: “Maybe it's just my own somewhat utopian view of myself sitting outside on a beautiful day with the breeze blowing reading these great works on… an iPad?.... I do not wish to bash the very existence of the iPad. I do think its invention is a great thing, but for English classes I’ve been so conditioned to read from a book.”\u003c/p>\n\u003cp>\u003cstrong>WAITING FOR \"THE REVOLUTION\"\u003c/strong>\u003c/p>\n\u003cp>Cohen's use of the This American Life program is still an exception in the college landscape. Though companies like Inkling are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">completely changing the experience of \"reading\"\u003c/a>by adding interactive experiences like note-sharing, social media, and high-definition, manipulable images and videos, for the most part e-readers and tablets are still just replacements for print books.\u003c/p>\n\u003cp>\u003ca href=\"http://www.conncoll.edu/Academics/web_profiles/peray.html\">Philip Ray,\u003c/a> who has taught at Connecticut College for 36 years, said he’s seeing more students using iPads and Kindles for the required reading.\u003c/p>\n\u003cp>Ray said for the most part, it doesn’t make any difference to him if students prefer to use e-books, especially if they are available for free or at reduced prices.\u003c/p>\n\u003cp>“It works well for books that are in the public domain,” he said.\u003c/p>\n\u003cp>Ray is, however, a bit more fastidious though when he teaches poetry, as he wants to make sure that a digital version of a poem looks the way the author intended.\u003c/p>\n\u003cp>“Some poems have strict left-hand margins or there are lines that begin with capital letters,” Ray said. “Sometimes when they are digitized things can be a bit off.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ray said the increased popularity of tablets is a hot topic of conversation among his colleagues and the education community at large -- particularly since many of his peers own iPads or Kindles.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1328900836,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":839},"headData":{"title":"Ernest Hemingway Meets \"This American Life\": the New English Lit Class | KQED","description":"By Stephen Chupaska What will e-readers do to the time-honored tradition of scribbling notes in the margins and underlining passages in print books? Remains to be seen how quickly college students will adopt e-books on a mass scale. Thorny issues over who can use the books when students rent digital versions, how the growing movement","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Ernest Hemingway Meets \"This American Life\": the New English Lit Class","datePublished":"2012-02-10T19:07:15.000Z","dateModified":"2012-02-10T19:07:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18993 http://blogs.kqed.org/mindshift/?p=18993","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/10/ernest-hemingway-meets-this-american-life-the-new-english-lit-class/","disqusTitle":"Ernest Hemingway Meets \"This American Life\": the New English Lit Class","path":"/mindshift/18993/ernest-hemingway-meets-this-american-life-the-new-english-lit-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19000\" class=\"wp-caption center\" style=\"max-width: 507px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/ernest-hemingway-meets-this-american-life-the-new-english-lit-class/attachment/131708640/\" rel=\"attachment wp-att-19000\">\u003cimg class=\"size-full wp-image-19000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/131708640.jpg\" alt=\"\" width=\"507\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-320x213.jpg 320w\" sizes=\"(max-width: 507px) 100vw, 507px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">College professors are finding creative ways to use tablets in classes.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Stephen Chupaska\u003c/h5>\n\u003cp class=\"dropcap-serif\">What will e-readers do to the time-honored tradition of scribbling notes in the margins and underlining passages in print books?\u003c/p>\n\u003cp>Remains to be seen how quickly college students will adopt e-books on a mass scale. Thorny issues over \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">who can use the books\u003c/a> when students rent digital versions, how the growing movement of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">free, online textbooks will be incorporated \u003c/a>into college curriculum, and figuring out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">how to share notes online\u003c/a> are just a few important unknowns that are still being hammered out as \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">college students think about using ebooks\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://chronicle.com/article/iPads-for-College-Classrooms-/126681/\">students still complain about \u003c/a>using iPads (slow, cumbersome typing, for one thing), some English literature college professors are finding creative ways of using its multi-media uses.\u003c/p>\n\u003cp>\u003ca href=\"http://www.stonehill.edu/x8275.xml\">Scott Cohen,\u003c/a> an English professor at Stonehill Colllege, located about 30 miles southwest of Boston, is in his second year of implementing the iPad into his lessons.\u003c/p>\n\u003cp>“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio, etcetera,” Cohen said. “Students love them, beyond just being a new shiny device.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last year, Cohen received a grant from the college’s Center for Teacher and Learning to purchase three iPads as part of a pilot program in his Storytelling in the Age of Information class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio.\"\u003c/aside>\n\u003cp>Cohen incorporates the popular NPR public radio show \u003ca href=\"http://www.thisamericanlife.org\">This American Life\u003c/a> in his classes, and using the iPad allows the class to move between audio clips and an annotated transcript of the story that can be projected on a screen.\u003c/p>\n\u003cp>Cohen said students can initiate these sequences and bookmark them, efficiently saving them for future reference or emailing them to each other.\u003c/p>\n\u003cp>The iPad allows Cohen and his students to capitalize on the “improvisational” nature of class, as they can call up passages more quickly or even play a clip from the radio show to counter a point \u003c!--more-->made by a classmate.\u003c/p>\n\u003cp>“The iPad works like a community slate, passed around the room, collecting and collating students' thoughts about a given topic, a line of text, or quotation under investigation,” Cohen said.\u003c/p>\n\u003cp>And students prefer the iPad to laptops, he said, because the latter tends to isolate them.\u003c/p>\n\u003cp>What's more, one of the big criticisms of the iPad -- that it’s mostly a single application device -- is an advantage for Cohen, as it forces students to focus on a particular task, instead of say, chatting on Gmail or scrolling through Facebook posts.\u003c/p>\n\u003cp>Elsewhere, the University of Virginia English Department recently completed a three-semester pilot program using iPads in the classroom along with a \u003ca href=\"https://wiki.shanti.virginia.edu/display/ENGANTH/ENGL+3820+iPad+Course-Pack\">wiki-syllabus\u003c/a> and \u003ca href=\"http://pages.shanti.virginia.edu/ipad/\">blog.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">WHY AREN'T STUDENTS USING E-BOOKS?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">BLOWING OUT THE DIGITAL TEXTBOOK AS WE KNOW IT\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">CALIFORNIA PUSHES FOR FREE, ONLINE TEXTBOOKS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">SCHOOL LIBRARIES STRUGGLE WITH E-BOOK LOANS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">TURNING STATIC TEXT INTO INTERACTIVE DISCUSSION\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In addition to commenting on the coursework, some students posted about the experience of swiping pages instead of leafing through them. One student wrote: “Maybe it's just my own somewhat utopian view of myself sitting outside on a beautiful day with the breeze blowing reading these great works on… an iPad?.... I do not wish to bash the very existence of the iPad. I do think its invention is a great thing, but for English classes I’ve been so conditioned to read from a book.”\u003c/p>\n\u003cp>\u003cstrong>WAITING FOR \"THE REVOLUTION\"\u003c/strong>\u003c/p>\n\u003cp>Cohen's use of the This American Life program is still an exception in the college landscape. Though companies like Inkling are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">completely changing the experience of \"reading\"\u003c/a>by adding interactive experiences like note-sharing, social media, and high-definition, manipulable images and videos, for the most part e-readers and tablets are still just replacements for print books.\u003c/p>\n\u003cp>\u003ca href=\"http://www.conncoll.edu/Academics/web_profiles/peray.html\">Philip Ray,\u003c/a> who has taught at Connecticut College for 36 years, said he’s seeing more students using iPads and Kindles for the required reading.\u003c/p>\n\u003cp>Ray said for the most part, it doesn’t make any difference to him if students prefer to use e-books, especially if they are available for free or at reduced prices.\u003c/p>\n\u003cp>“It works well for books that are in the public domain,” he said.\u003c/p>\n\u003cp>Ray is, however, a bit more fastidious though when he teaches poetry, as he wants to make sure that a digital version of a poem looks the way the author intended.\u003c/p>\n\u003cp>“Some poems have strict left-hand margins or there are lines that begin with capital letters,” Ray said. “Sometimes when they are digitized things can be a bit off.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ray said the increased popularity of tablets is a hot topic of conversation among his colleagues and the education community at large -- particularly since many of his peers own iPads or Kindles.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18993/ernest-hemingway-meets-this-american-life-the-new-english-lit-class","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_33","mindshift_198","mindshift_81"],"featImg":"mindshift_19000","label":"mindshift"},"mindshift_18279":{"type":"posts","id":"mindshift_18279","meta":{"index":"posts_1591205157","site":"mindshift","id":"18279","score":null,"sort":[1327087254000]},"guestAuthors":[],"slug":"with-media-parents-and-kids-learn-more-together","title":"With Media, Parents and Kids Learn More Together","publishDate":1327087254,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_18368\" class=\"wp-caption center\" style=\"max-width: 612px\">\u003ca href=\"http://www.flickr.com/photos/andrewshell/6255830416/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18368\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1.jpg\" alt=\"\" width=\"612\" height=\"404\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1-400x264.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1-320x211.jpg 320w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kids learn with each other while playing games on the iPad.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most of what we read about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">kids and screen time\u003c/a> revolves around whether or not it's good for them. But one aspect of media use with kids that's worth examining closer is how co-viewing affects their experience. Whether kids are watching TV, creating digital media, reading, searching, or playing video games with parents, siblings or friends, consuming media becomes a different kind of experience than when it's done alone.\u003c/p>\n\u003cp>Though TV is still the dominant media in most homes, other forms are quickly permeating daily life: video games, apps, and exploring the Internet are woven into most families' activities. The Joan Ganz Cooney Center calls it joint media engagement (JME), and they've just released one of their comprehensive reports, \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-32.html\">The New CoViewing: Designing for Learning Through Joint Media Engagement\u003c/a>, about the phenomenon and its effects. The theory goes that the better we understand how kids use media together, the better designed the media can be, to take the most advantage of how kids work, learn, think, and make things together.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>HOW PARENTS RELATE\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Perhaps the activity that parents love most to do with their kids -- reading -- has been vastly transformed by digital media. E-books can be read on Web sites, computer software, products like LeapFrog, and of course tablets and e-readers. And depending on whom you ask, e-books (or print books) are the medium of choice for reading together. The typically tech-cautious \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">New York Times decided that\u003c/a> \"for their children, many e-book fans insist on paper.\"\u003c/p>\n\u003cp>But the Cooney Center's own \"quick study,\" which followed 24 families with kids three- to six-years old reading both print and e-books, showed that most kids preferred reading an e-book to a print book, \u003ca href=\"http://www.digitalbookworld.com/2012/for-reading-and-learning-kids-prefer-e-books-to-print-books/\">according to Digital Book World\u003c/a>. And maybe just as importantly, \"comprehension between the two formats were the same,\" though the enhanced e-readers with all the bells and whistles were distracting to young readers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, “If we can encourage kids to engage in books through an iPad, that’s a win already,” \u003ca href=\"http://www.digitalbookworld.com/2012/for-reading-and-learning-kids-prefer-e-books-to-print-books/\">said\u003c/a> the Cooney Center's Carly Shuler.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">Raise your hand if you've discreetly texted your friends or shopped on your mobile phone undercover while watching \"Cars 2\" with your kids.\u003c/span>\u003c/aside>\n\u003cp>Plenty of studies have shown that kids learn more when they're consuming media alongside their parents -- parents typically chime in and explain what's going on or answer questions or share their opinions about what they're seeing, hearing, and doing. In turn, parents can have a better understanding of what their kids are doing and learning and what they're involved with during their kids' media use.\u003c/p>\n\u003cp>And for a lot of parents, this kind of interaction is important.\u003ca href=\"http://eprints.lse.ac.uk/25723/\"> A recent national survey showed\u003c/a> that two-thirds of nearly 1,000 parents of 12- to 17-year-olds said they talked regularly with their kids \u003c!--more-->about their Internet use, and almost half of them participated in their kids' use of computers. And those who did, actively set both social rules -- what's appropriate and what's not -- and filtering software that block sites.\u003c/p>\n\u003cfigure id=\"attachment_18363\" class=\"wp-caption left\" style=\"max-width: 313px\">\u003cimg class=\"size-full wp-image-18363\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-20-at-10.55.53-AM.png\" alt=\"\" width=\"313\" height=\"164\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Lori Takeuchi, who wrote this report for the Cooney Center along with Reed Stevens, said what parents decide to do with their kids is largely based on their own childhood experiences. Those who grew up on the Internet or were young enough when they started using it in their daily lives have less fear about dangers.\u003c/p>\n\u003cp>\"They're comfortable with fewer rules,\" Takeuchi said about the families she studied for the \u003ca href=\"joanganzcooneycenter.org/Reports-29.html\">Families Matter Report\u003c/a> she wrote earlier this year. Older parents, on the other hand, tend to use parental controls more. \"Younger parents are willing to confront media and the unknown with their kids, whereas older parents aren’t.\"\u003c/p>\n\u003cp>The rule of thumb also applies to video games. Parents who grew up playing games themselves tended to play more with their kids than restrict it, \u003ca href=\"http://ejc.sagepub.com/content/22/3/315.abstract\">according to a 2007 study\u003c/a>. And conversely, those who had negative opinions about gaming tended to restrict time spent playing with video games.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>KIDS USING MEDIA TOGETHER\u003c/strong>\u003c/span>\u003cspan style=\"color: #ff6600\">\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Parents aren't the only big influences in a kid's life when it comes to media. Children watching and playing together also affects the experience. For those families who can afford it, an iPod Touch is now as common place a toy as Monopoly used to be for the previous generation. Though some worry, and rightly so, about kids withdrawing from the social lives around them as they launch birds or slash fruit on their iPod Touches, observing two kids with their own device in the same room reveals something different -- at least in my experience. Kids talk each other through their challenges, helping each other master levels, offering tips, cheering each other on. It's a form of parallel play, in a way.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">\"Younger parents are willing to confront media and the unknown with their kids, whereas older parents aren’t.\"\u003c/span>\u003c/aside>\n\u003cp>The same goes for video games. \u003ca href=\"http://ejc.sagepub.com/content/22/3/315.abstract\">A report about parents' interest in video games\u003c/a> shows that kids end up learning a lot from each other and become empowered through sharing. “Collaborative interactions around video game play are good learning environments [in] that ‘in-room’ interaction provides opportunities for sociality, joint projects, and empowerment through sharing one’s knowledge and seeing it used for concrete success by others,” write the authors of the study.\u003c/p>\n\u003cp>And when it comes to TV, kids who watch together respond to prompts (from Elmo or Dora the Explorer, for example), than those watching alone. Kids also imitate each others' responses and coordinate their actions to respond at the same time. They elaborate on each others' responses and talk to each other about what's going on.\u003c/p>\n\u003cp>Another great example of this was found with research from the \u003ca href=\"http://dmlcentral.net/projects/3684\">Digital Youth Project\u003c/a>, where authors of the Macarthur Foundation study found that kids hanging out with each other, watching movies or TV, playing videos together or listening to music, were more actively participating in what they were doing. They talked about what they were watching or playing, they worked together on modifying video games, and creating digital media.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>CHALLENGES AND POSSIBLE SOLUTIONS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Ideally, of course, parents could participate in all their kids' media use. But let's face it, even if they had the time, for the most part, parents and kids don't necessarily enjoy the same media. (Raise your hand if you've discreetly texted your friends or shopped on your mobile phone undercover while watching \"Cars 2\" with your kids.)\u003c/p>\n\u003cp>Other challenges: Parents don't always know what kids need to learn and how to help them find it. And if the TV or computer isn't in a common room, parents don't know what kids are up to.\u003c/p>\n\u003cfigure id=\"attachment_18362\" class=\"wp-caption left\" style=\"max-width: 282px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/with-media-parents-and-kids-learn-more-together/screen-shot-2012-01-20-at-10-56-04-am/\" rel=\"attachment wp-att-18362\">\u003cimg class=\"size-full wp-image-18362\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-20-at-10.56.04-AM.png\" alt=\"\" width=\"282\" height=\"167\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The Cooney Center has an idea to solve this -- at least in the home: Design a product that allows parents to monitor and participate what kids are doing from a remote location so they can still be part of the media experience.\u003cbr>\n\"Wouldn’t it be great if there was a device that recorded what kids are watching on TV?\" Takeuchi said. \"There should be tools that help parents better know, so they can have conversations about what their kids have been up to.\"\u003c/p>\n\u003cp>Parents can also use Web control tools not just to block what they think might be dangerous Web sites, but also to learn what their kids are doing online. \"In a lot of cases, parents don't know what their kids are doing, for better or for worse. These are kids who are doing things behind closed doors that are great,\" Takeuchi said. \"They're learning how to program or build Web sites, and if parents have the control setting, they can find out what their kids are interested in, and can even help them.\"\u003c/p>\n\u003cp>Parents can also acquiesce to letting their kids guide them through the activity they're interested in. The learning relationship between parent and child that goes in both directions can be powerful for both.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There are lots of other great recommendations in \"The New Co-Viewing Report\": Build tools and experiences that revolve around a child’s existing interests, not just prescribed topics; keep everyone engaged by offering content that suitably entertains and sufficiently challenges; provide guidance for the more capable partner in ways that don’t require a lot of prior prep or extra time, actions that can help ensure that the intended benefits of the resource are realized.\u003c/p>\n\u003ch5>\u003cem>UPDATE: The Cooney Center is still in the process of collecting data for the e-book study mentioned in the article. Results reported thus far are preliminary.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1327258700,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1475},"headData":{"title":"With Media, Parents and Kids Learn More Together | KQED","description":"Most of what we read about kids and screen time revolves around whether or not it's good for them. But one aspect of media use with kids that's worth examining closer is how co-viewing affects their experience. Whether kids are watching TV, creating digital media, reading, searching, or playing video games with parents, siblings or","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"With Media, Parents and Kids Learn More Together","datePublished":"2012-01-20T19:20:54.000Z","dateModified":"2012-01-22T18:58:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18279 http://blogs.kqed.org/mindshift/?p=18279","disqusUrl":"https://ww2.kqed.org/mindshift/2012/01/20/with-media-parents-and-kids-learn-more-together/","disqusTitle":"With Media, Parents and Kids Learn More Together","path":"/mindshift/18279/with-media-parents-and-kids-learn-more-together","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18368\" class=\"wp-caption center\" style=\"max-width: 612px\">\u003ca href=\"http://www.flickr.com/photos/andrewshell/6255830416/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18368\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1.jpg\" alt=\"\" width=\"612\" height=\"404\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1-400x264.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6255830416_bfb139bf9e_z1-320x211.jpg 320w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kids learn with each other while playing games on the iPad.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most of what we read about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">kids and screen time\u003c/a> revolves around whether or not it's good for them. But one aspect of media use with kids that's worth examining closer is how co-viewing affects their experience. Whether kids are watching TV, creating digital media, reading, searching, or playing video games with parents, siblings or friends, consuming media becomes a different kind of experience than when it's done alone.\u003c/p>\n\u003cp>Though TV is still the dominant media in most homes, other forms are quickly permeating daily life: video games, apps, and exploring the Internet are woven into most families' activities. The Joan Ganz Cooney Center calls it joint media engagement (JME), and they've just released one of their comprehensive reports, \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-32.html\">The New CoViewing: Designing for Learning Through Joint Media Engagement\u003c/a>, about the phenomenon and its effects. The theory goes that the better we understand how kids use media together, the better designed the media can be, to take the most advantage of how kids work, learn, think, and make things together.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>HOW PARENTS RELATE\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Perhaps the activity that parents love most to do with their kids -- reading -- has been vastly transformed by digital media. E-books can be read on Web sites, computer software, products like LeapFrog, and of course tablets and e-readers. And depending on whom you ask, e-books (or print books) are the medium of choice for reading together. The typically tech-cautious \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">New York Times decided that\u003c/a> \"for their children, many e-book fans insist on paper.\"\u003c/p>\n\u003cp>But the Cooney Center's own \"quick study,\" which followed 24 families with kids three- to six-years old reading both print and e-books, showed that most kids preferred reading an e-book to a print book, \u003ca href=\"http://www.digitalbookworld.com/2012/for-reading-and-learning-kids-prefer-e-books-to-print-books/\">according to Digital Book World\u003c/a>. And maybe just as importantly, \"comprehension between the two formats were the same,\" though the enhanced e-readers with all the bells and whistles were distracting to young readers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, “If we can encourage kids to engage in books through an iPad, that’s a win already,” \u003ca href=\"http://www.digitalbookworld.com/2012/for-reading-and-learning-kids-prefer-e-books-to-print-books/\">said\u003c/a> the Cooney Center's Carly Shuler.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">Raise your hand if you've discreetly texted your friends or shopped on your mobile phone undercover while watching \"Cars 2\" with your kids.\u003c/span>\u003c/aside>\n\u003cp>Plenty of studies have shown that kids learn more when they're consuming media alongside their parents -- parents typically chime in and explain what's going on or answer questions or share their opinions about what they're seeing, hearing, and doing. In turn, parents can have a better understanding of what their kids are doing and learning and what they're involved with during their kids' media use.\u003c/p>\n\u003cp>And for a lot of parents, this kind of interaction is important.\u003ca href=\"http://eprints.lse.ac.uk/25723/\"> A recent national survey showed\u003c/a> that two-thirds of nearly 1,000 parents of 12- to 17-year-olds said they talked regularly with their kids \u003c!--more-->about their Internet use, and almost half of them participated in their kids' use of computers. And those who did, actively set both social rules -- what's appropriate and what's not -- and filtering software that block sites.\u003c/p>\n\u003cfigure id=\"attachment_18363\" class=\"wp-caption left\" style=\"max-width: 313px\">\u003cimg class=\"size-full wp-image-18363\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-20-at-10.55.53-AM.png\" alt=\"\" width=\"313\" height=\"164\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Lori Takeuchi, who wrote this report for the Cooney Center along with Reed Stevens, said what parents decide to do with their kids is largely based on their own childhood experiences. Those who grew up on the Internet or were young enough when they started using it in their daily lives have less fear about dangers.\u003c/p>\n\u003cp>\"They're comfortable with fewer rules,\" Takeuchi said about the families she studied for the \u003ca href=\"joanganzcooneycenter.org/Reports-29.html\">Families Matter Report\u003c/a> she wrote earlier this year. Older parents, on the other hand, tend to use parental controls more. \"Younger parents are willing to confront media and the unknown with their kids, whereas older parents aren’t.\"\u003c/p>\n\u003cp>The rule of thumb also applies to video games. Parents who grew up playing games themselves tended to play more with their kids than restrict it, \u003ca href=\"http://ejc.sagepub.com/content/22/3/315.abstract\">according to a 2007 study\u003c/a>. And conversely, those who had negative opinions about gaming tended to restrict time spent playing with video games.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>KIDS USING MEDIA TOGETHER\u003c/strong>\u003c/span>\u003cspan style=\"color: #ff6600\">\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Parents aren't the only big influences in a kid's life when it comes to media. Children watching and playing together also affects the experience. For those families who can afford it, an iPod Touch is now as common place a toy as Monopoly used to be for the previous generation. Though some worry, and rightly so, about kids withdrawing from the social lives around them as they launch birds or slash fruit on their iPod Touches, observing two kids with their own device in the same room reveals something different -- at least in my experience. Kids talk each other through their challenges, helping each other master levels, offering tips, cheering each other on. It's a form of parallel play, in a way.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">\"Younger parents are willing to confront media and the unknown with their kids, whereas older parents aren’t.\"\u003c/span>\u003c/aside>\n\u003cp>The same goes for video games. \u003ca href=\"http://ejc.sagepub.com/content/22/3/315.abstract\">A report about parents' interest in video games\u003c/a> shows that kids end up learning a lot from each other and become empowered through sharing. “Collaborative interactions around video game play are good learning environments [in] that ‘in-room’ interaction provides opportunities for sociality, joint projects, and empowerment through sharing one’s knowledge and seeing it used for concrete success by others,” write the authors of the study.\u003c/p>\n\u003cp>And when it comes to TV, kids who watch together respond to prompts (from Elmo or Dora the Explorer, for example), than those watching alone. Kids also imitate each others' responses and coordinate their actions to respond at the same time. They elaborate on each others' responses and talk to each other about what's going on.\u003c/p>\n\u003cp>Another great example of this was found with research from the \u003ca href=\"http://dmlcentral.net/projects/3684\">Digital Youth Project\u003c/a>, where authors of the Macarthur Foundation study found that kids hanging out with each other, watching movies or TV, playing videos together or listening to music, were more actively participating in what they were doing. They talked about what they were watching or playing, they worked together on modifying video games, and creating digital media.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>CHALLENGES AND POSSIBLE SOLUTIONS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Ideally, of course, parents could participate in all their kids' media use. But let's face it, even if they had the time, for the most part, parents and kids don't necessarily enjoy the same media. (Raise your hand if you've discreetly texted your friends or shopped on your mobile phone undercover while watching \"Cars 2\" with your kids.)\u003c/p>\n\u003cp>Other challenges: Parents don't always know what kids need to learn and how to help them find it. And if the TV or computer isn't in a common room, parents don't know what kids are up to.\u003c/p>\n\u003cfigure id=\"attachment_18362\" class=\"wp-caption left\" style=\"max-width: 282px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/with-media-parents-and-kids-learn-more-together/screen-shot-2012-01-20-at-10-56-04-am/\" rel=\"attachment wp-att-18362\">\u003cimg class=\"size-full wp-image-18362\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-20-at-10.56.04-AM.png\" alt=\"\" width=\"282\" height=\"167\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The Cooney Center has an idea to solve this -- at least in the home: Design a product that allows parents to monitor and participate what kids are doing from a remote location so they can still be part of the media experience.\u003cbr>\n\"Wouldn’t it be great if there was a device that recorded what kids are watching on TV?\" Takeuchi said. \"There should be tools that help parents better know, so they can have conversations about what their kids have been up to.\"\u003c/p>\n\u003cp>Parents can also use Web control tools not just to block what they think might be dangerous Web sites, but also to learn what their kids are doing online. \"In a lot of cases, parents don't know what their kids are doing, for better or for worse. These are kids who are doing things behind closed doors that are great,\" Takeuchi said. \"They're learning how to program or build Web sites, and if parents have the control setting, they can find out what their kids are interested in, and can even help them.\"\u003c/p>\n\u003cp>Parents can also acquiesce to letting their kids guide them through the activity they're interested in. The learning relationship between parent and child that goes in both directions can be powerful for both.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are lots of other great recommendations in \"The New Co-Viewing Report\": Build tools and experiences that revolve around a child’s existing interests, not just prescribed topics; keep everyone engaged by offering content that suitably entertains and sufficiently challenges; provide guidance for the more capable partner in ways that don’t require a lot of prior prep or extra time, actions that can help ensure that the intended benefits of the resource are realized.\u003c/p>\n\u003ch5>\u003cem>UPDATE: The Cooney Center is still in the process of collecting data for the e-book study mentioned in the article. Results reported thus far are preliminary.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18279/with-media-parents-and-kids-learn-more-together","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_273","mindshift_198","mindshift_81","mindshift_200"],"featImg":"mindshift_18368","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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