How to Rescue a Wet Book


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The enduring power of print for learning in a digital world



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Patricia A. Alexander, University of Maryland and Lauren M. Singer, University of Maryland

Today’s students see themselves as digital natives, the first generation to grow up surrounded by technology like smartphones, tablets and e-readers.

Teachers, parents and policymakers certainly acknowledge the growing influence of technology and have responded in kind. We’ve seen more investment in classroom technologies, with students now equipped with school-issued iPads and access to e-textbooks. In 2009, California passed a law requiring that all college textbooks be available in electronic form by 2020; in 2011, Florida lawmakers passed legislation requiring public schools to convert their textbooks to digital versions.

Given this trend, teachers, students, parents and policymakers might assume that students’ familiarity and preference for technology translates into better learning outcomes. But we’ve found that’s not necessarily true.

As researchers in learning and text comprehension, our recent work has focused on the differences between reading print and digital media. While new forms of classroom technology like digital textbooks are more accessible and portable, it would be wrong to assume that students will automatically be better served by digital reading simply because they prefer it.

Speed – at a cost

Our work has revealed a significant discrepancy. Students said they preferred and performed better when reading on screens. But their actual performance tended to suffer.

For example, from our review of research done since 1992, we found that students were able to better comprehend information in print for texts that were more than a page in length. This appears to be related to the disruptive effect that scrolling has on comprehension. We were also surprised to learn that few researchers tested different levels of comprehension or documented reading time in their studies of printed and digital texts.

To explore these patterns further, we conducted three studies that explored college students’ ability to comprehend information on paper and from screens.

Students first rated their medium preferences. After reading two passages, one online and one in print, these students then completed three tasks: Describe the main idea of the texts, list key points covered in the readings and provide any other relevant content they could recall. When they were done, we asked them to judge their comprehension performance.

Across the studies, the texts differed in length, and we collected varying data (e.g., reading time). Nonetheless, some key findings emerged that shed new light on the differences between reading printed and digital content:

  • Students overwhelming preferred to read digitally.

  • Reading was significantly faster online than in print.

  • Students judged their comprehension as better online than in print.

  • Paradoxically, overall comprehension was better for print versus
    digital reading.

  • The medium didn’t matter for general questions (like understanding the main idea of the text).

  • But when it came to specific questions, comprehension was significantly better when participants read printed texts.

Placing print in perspective

From these findings, there are some lessons that can be conveyed to policymakers, teachers, parents and students about print’s place in an increasingly digital world.

1. Consider the purpose

We all read for many reasons. Sometimes we’re looking for an answer to a very specific question. Other times, we want to browse a newspaper for today’s headlines.

As we’re about to pick up an article or text in a printed or digital format, we should keep in mind why we’re reading. There’s likely to be a difference in which medium works best for which purpose.

In other words, there’s no “one medium fits all” approach.

2. Analyze the task

One of the most consistent findings from our research is that, for some tasks, medium doesn’t seem to matter. If all students are being asked to do is to understand and remember the big idea or gist of what they’re reading, there’s no benefit in selecting one medium over another.

But when the reading assignment demands more engagement or deeper comprehension, students may be better off reading print. Teachers could make students aware that their ability to comprehend the assignment may be influenced by the medium they choose. This awareness could lessen the discrepancy we witnessed in students’ judgments of their performance vis-à-vis how they actually performed.

3. Slow it down

In our third experiment, we were able to create meaningful profiles of college students based on the way they read and comprehended from printed and digital texts.

Among those profiles, we found a select group of undergraduates who actually comprehended better when they moved from print to digital. What distinguished this atypical group was that they actually read slower when the text was on the computer than when it was in a book. In other words, they didn’t take the ease of engaging with the digital text for granted. Using this select group as a model, students could possibly be taught or directed to fight the tendency to glide through online texts.

4. Something that can’t be measured

There may be economic and environmental reasons to go paperless. But there’s clearly something important that would be lost with print’s demise.

In our academic lives, we have books and articles that we regularly return to. The dog-eared pages of these treasured readings contain lines of text etched with questions or reflections. It’s difficult to imagine a similar level of engagement with a digital text. There should probably always be a place for print in students’ academic lives – no matter how technologically savvy they become.

Of course, we realize that the march toward online reading will continue unabated. And we don’t want to downplay the many conveniences of online texts, which include breadth and speed of access.

The ConversationRather, our goal is simply to remind today’s digital natives – and those who shape their educational experiences – that there are significant costs and consequences to discounting the printed word’s value for learning and academic development.

Patricia A. Alexander, Professor of Psychology, University of Maryland and Lauren M. Singer, Ph.D. Candidate in Educational Psychology, University of Maryland

This article was originally published on The Conversation. Read the original article.

Tips for Reading Multiple Books at the Same Time


The link below is to an article that looks at 5 tips for reading multiple books at the same time.

For more visit:
https://bookriot.com/2017/09/24/tips-for-reading-multiple-books-at-the-same-time/

From Print to Electronic Books


The link below is to an article that takes a look at the transition from printed books to ebooks.

For more visit:
http://www.mydaytondailynews.com/news/opinion/from-print-books-sadly-but-inevitably/DutwSmb4iMXamcPLRoLPjO/

The rise in personalised story books and what it means for children’s privacy


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Natalia Kucirkova, UCL

When was the last time you read a good book? If it was quite a while ago you might want to head to the library or the nearest bookstore, because research shows that reading makes you happier. In fact, adults who read books regularly are on average more satisfied with life, and more likely to feel that the things they do are worthwhile.

Research has also revealed that reading for pleasure can be a key factor in children’s levels of happiness. It has been shown that reading is more important for children’s cognitive development than their parents’ level of education. And is also a more powerful factor in terms of life achievements than socioeconomic background.

Yet despite all the benefits reading can bring, statistics from 2014 show that one in five children in England cannot read well by the age of 11. And with this in mind, anything that helps to encourage children to read is often seen as a good thing.

Personalised reading

Over the years, personalised children’s books have become increasingly popular. This is when children’s names, addresses, their likes and dislikes are inserted into a story book – the characters can even look like the children. These books are sold online and have become big business with many new children’s publishers popping up creating these one of a kind story books.

‘It’s all about me’.
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Wonderbly, one of the biggest publishers of personalised books, has sold over 2.7 million copies of their leading title “The Little Boy/Girl Who Lost His/Her Name”. Children tend to like personalised books because they are specially made for them and often feature themselves or their friends and family members as story heroes. And reading a personalised book together can be a really lovely experience for parents and children.

But personalising books in this way means that how children’s publishers work is now changing. Because as well as producing books, they are now also data managers – responsible for the privacy and confidentiality of children’s data.

Privacy fears

There are no official national guidelines regarding the amount, storage or sharing of data collected by publishers and producers of personalised books, so parents must trust the integrity of individual companies and that their family data won’t be misused or misplaced. This data often includes information such as a child’s date of birth, gender, address and photographs.

The way children are reading books is changing.
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Though some progress is being made – from May 2018 the General Data Protection Regulation will apply throughout the EU (including the UK) – it is still the case that children’s personal data can become ensnared in a web of complex legal and technical challenges if it is ever reused, consolidated, or organised by publishing companies.

Interviews with UK children’s publishers and app designers also show that many handle large amounts of children’s personal data, but don’t necessarily know how to use it effectively.

Making data safe again

This is why the UCL Institute of Education is developing new personalised reading technologies and also working to address the challenges of personalised books.

As part of the project we are working with the HAT Community Foundation and the The Hub of All Things – a technology designed to help the internet exchange and trade personal data. HATs are “private data accounts” that let anyone store their personal data for themselves, so that they don’t have to rely on governments or corporations.

As we explain in our white paper, if publishers use HAT technology, a child’s private data account could hold their personal data in a contained, self-owned database. This means that children and their guardians would be able to own their personal database in the same way they own physical assets, and share the data within it on terms they control.

The ConversationChanging the way this data is stored and used is important because there is a big future for these types of books. And it is clear that children’s publishers need a straightforward means of effectively leveraging personalisation – both economically and educationally – to improve both the reading experiences of children, and the peace of mind of their parents.

Natalia Kucirkova, Senior research associate, UCL

This article was originally published on The Conversation. Read the original article.

When to Dump Books?


The question of when to get rid of a book (or books) is one that often causes a bibliophile many a heart palpitation. It may even seem bad form to even contemplate the question, let alone ask it in a blog (especially when the person doing the asking is a fellow bibliophile.

The link below is to an article that takes a look at this very question, with some worthwhile advice.

For more visit:
http://bookriot.com/2017/06/27/when-to-get-rid-of-books/

Has the print book trumped digital? Beware of glib conclusions



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What will an eBook be 20 years from now? What will a book be?
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Nick Earls, The University of Queensland

While just a few years ago, headlines predicted eBook supremacy and the demise of the paper book, that’s now reversed. They’re now saying the Kindle is clunky and unhip and paper books are cool and selling well as eBook sales crash. But are today’s claims any more accurate than those of 2012? The Conversation

The latest round of headlines was triggered by UK Publishers’ Association figures noting a fall in consumer eBook sales of 17% in 2016, while physical book sales rose 8%. This statistic seems straightforward enough on the surface, but it pays to go deeper.

Mainstream media have long been in the habit of relying on figures from publishers’ associations, retailers’ groups and Nielsen data, but the industry has changed. While these measures are accurate, they are only accurate in terms of what they measure, and they represent far less of the industry than they once did. They are no longer a proxy for the industry.

A recent history of eBooks

Amazon’s Kindle was launched in November 2007. Barnes & Noble followed with their Nook in October 2009 and Kobo with their eReader in May 2010. Apple’s launch of the iPad in January 2010, meanwhile, introduced a non-specialist device that gave a pleasing eReading experience. US eBook sales rose 1260% between 2008 and 2010. By early 2011, US advisory group Gartner reported that industry researchers were predicting a 70% annual growth rate for eReader sales globally.

In February that year, the REDgroup, the parent company of Angus&Robertson and Borders in Australia – chains responsible for 20% of the country’s book sales – went into receivership. Retailers across the industry in Australia were noticing a downturn. After 5% growth in 2009, Australian book sales contracted slightly in 2010, then dramatically in 2011, with falls of 13% in volume and 18% in value, and significant falls continuing into 2012.

In January 2011, Amazon announced that, for the first time, it was selling more eBooks than paperbacks. According to Nielsen figures, US eBook sales went from US$69m in 2010 to US$165m in 2011, a 139% increase. They increased a further 30% in 2012 and 13% in 2013.

Nielsen figures, though, only record sales of books with ISBNs, something many independently published eBooks do not have. Despite not counting many eBooks, Nielsen still recorded sales as increasing, albeit probably at diminishing growth rates each year.

In January 2011, Amazon announced that, for the first time, it was selling more eBooks than paperbacks.
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With increases in both average smartphone screen size and smartphone use, the 2014 to 2015 period marked another shift – the phone was becoming a significant reading tool. According to US Nielsen surveys, while the percentage of the eReading population reading primarily on tablets had increased from 30% in 2012 to 41% in 2015, the number of eBook buyers who used their phones to read at least some of the time increased from 24% to 54% in the same period.

Judith Curr, publisher of Atria Books, stated in 2015 that,
“The future of digital reading is on the phone. It’s going to be on the phone and it’s going to be on paper”.

Peak eBook?

EBook sales in the US, though, appeared to plateau at 2013 levels, according to Association of American Publishers figures, and then dipped early in 2015. In the UK, the Publishers’ Association reported digital sales for the year 2015 falling slightly and print sales growing minimally. “Readers take a pleasure in a physical book that does not translate well on to digital,” the Publishers’ Association stated, and declarations of “peak eBook” became commonplace. Those figures, though, do not tell the whole story.

As Simon Jenkins admitted in The Guardian last year when declaring that peak digital was at hand, the adult colouring book fad made a contribution to print sales in 2015. Unlike fiction blockbusters, sales of colouring books are almost entirely in print format.

In the case of the UK market, the £20.3 million generated by adult colouring books in 2015 matched the growth in the overall print market. Without it, the pattern of zero or negative growth seen in the preceding seven years would have continued. In the US, Nielsen reported that sales of adult colouring books surged from one million units in 2014 to 12 million in 2015. Australia was also part of the adult-colouring craze. Nielsen BookScan’s November 2015 Australian top 20 featured eight colouring books, each one of them outselling the most successful Australian novel.

The adult colouring book fad was a huge boon to print sales in 2015.
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Other factors were at work as well. Following the renegotiation of pricing between major American publishers and Amazon, eBook prices rose in the US Kindle Store in late 2014 and 2015. Until then, Amazon had pushed publishers to keep prices no greater than $9.99, and buyers had become conditioned to paying less than $10 for eBooks.

Publishers that increased prices above that mark subsequently recorded a fall in eBook receipts, and some identified higher prices as a factor. According to journalist Jeffery Trachtenberg, publishers viewed this pricing change as involving “some sacrifice, but they felt it was worth it to keep Amazon in check”.

The specific books published from one year to the next had an impact too. Some publishers noted that 2015 saw fewer “hot” titles. With nothing to match Frozen and the Divergent series, children’s and young-adult eBook sales fell 45.5% in 2015 in the US.

eReading growth not counted

While the Association of American Publishers’s figures are based on a survey of 1200 publishers and often seen as authoritative, the Amazon Kindle Store stocks many independently published titles and titles published by small and micro publishers not captured by the survey.

At the same time as the association was reporting a drop in overall eBook sales, Amazon, the retailer with the majority of the US eBook market, reported increases in sales in terms of both units and revenue.

And other avenues were opening up that facilitated continued growth in eReading that was not feeding into the statistics. Public libraries were lending eBooks and subscription eBook libraries were opening for business – Oyster in September 2013, Scribd the following month and Amazon’s Kindle Unlimited in July 2014.

While subscriber downloads earned an author readers and, in the case of subscription libraries, revenue, they did not count towards sales.

David Montgomery, CEO of publishing services company Publishing Technology, drew on these factors to declare last year that publishing had split into two markets, with a widening gap between them.

Self-published and micro-published authors, particularly those writing genre fiction, were pricing their eBooks much lower and claiming an increasing share of the market, particularly through Amazon, while large publishers were increasing eBook prices in a way that reduced eBook sales.

The subscription eBook library Scribd opened in 2013.
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This pattern has continued, and the rhetoric that pits one format against another appears to be continuing too. At the Digital Book World conference in January 2017, Nielsen presented 2016 data from more than 30 traditional US publishers showing a fall in eBook sales from 2015 to 2016 and hardback unit sales overtaking eBooks for the first time since 2012.

Despite their data being an estimate and covering relatively few publishers, Publishers Weekly ran its story on the presentation with the headline “The Bad News About Ebooks”. The week after the conference, the Sydney Morning Herald published a Bloomberg-sourced piece headed “How Print Beat Digital in the Book World”.

Association of American Publishers (AAP) data released in February 2017 appeared to confirm the decline of eBooks, with eBook sales for the first nine months of 2016 down 18.7% on the year before.

However, at the Digital Book World conference in January, other evidence was presented that attracted less media attention.
An analysis by the Author Earnings website (an aggregator and analyser of eBook sales data) identified that, outside the world of traditional publishing, authors who were self-published, independently published or published directly by Amazon imprints, had sold more than 260 million eBooks worth more than US$850 million in the US in 2016.

Total eBook sales by Amazon – which makes up 83% of the US eBook market by volume and 80% by value – rose by 4% from early 2015 to early 2016, at the same time as eBook sales recorded by the AAP were falling.

Self published authors are claiming an increasing share of the market.
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While no direct comparison exists for the UK market – where the Publishers’ Association reported a 17% fall in consumer eBook sales from 2015 to 2016 – 42% of eBook sales in that market are by self, indie or Amazon-published authors. This added up to 40 million of the 95 million units sold in the UK in 2016 – a percentage that is growing as the eBook market share held by the larger members of the Publishers’ Association falls.

The publishing industry has changed. It is no longer solely the domain of members of publishers’ associations and books with ISBNs that allow easy tracking and accumulation of data that appears robust but tells much less of the story than it once did.

Moving beyond the ‘format wars’

It is too easy to have our attention grabbed, and sometimes our biases or hopes confirmed, by an appealing set of statistics from an authoritative source, and to misunderstand what those statistics are measuring.

It is also too easy to fall into viewing the evolution in eBook and print sales solely through the prism of Amazon and its often public power struggle with publishers, and to be drawn too deeply into seeing the future of publishing as one format versus another.

While it is possible to speculate about the future trajectories of the eBook and paper book markets, many confident pundits have been wrong before, as new factors have emerged that have significantly impacted reader behaviour and sales patterns.

From the practical perspective of writers wishing to connect their work with readers, it is prudent to see both paper and eBooks as significant for any book-publishing project in the present and near future, and to develop strategies to meet both of them. It is also prudent to look beyond both platforms to another, one that had long been regarded as a peripheral player: audiobooks.

All we can be sure of is that the digital platform is still evolving. What will an eBook be 20 years from now? What will a book be?

Nick Earls, PhD Candidate in Creative Writing, The University of Queensland

This article was originally published on The Conversation. Read the original article.

Once upon a time: a brief history of children’s literature



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Children’s books were historically moralising and instructive. What’s changed?
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Susan Broomhall, University of Western Australia; Joanne McEwan, University of Western Australia, and Stephanie Tarbin, University of Western Australia

April 2 is International Children’s Book Day and the anniversary of the birth of one of the most famous contributors to this genre, Hans Christian Andersen. But when Andersen wrote his works, the genre of children’s literature was not an established field as we recognise today. The Conversation

Adults have been writing for children (a broad definition of what we might call children’s literature) in many forms for centuries. Little of it looks much fun to us now. Works aimed at children were primarily concerned with their moral and spiritual progress. Medieval children were taught to read on parchment-covered wooden tablets containing the alphabet and a basic prayer, usually the Pater Noster. Later versions are known as “hornbooks”, because they were covered by a protective sheet of transparent horn.

A 1630 horn book.
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Spiritually-improving books aimed specifically at children were published in the 17th century. The Puritan minister John Cotton wrote a catechism for children, titled Milk for Babes in 1646 (republished in New England as Spiritual Milk for Boston Babes in 1656). It contained 64 questions and answers relating to religious doctrine, beliefs, morals and manners. James Janeway (also a Puritan minister) collected stories of the virtuous lives and deaths of pious children in A Token for Children (1671), and told parents, nurses and teachers to let their charges read the work “over a hundred times.”

These stories of children on their deathbeds may not hold much appeal for modern readers, but they were important tales about how to achieve salvation and put children in the leading role. Medieval legends about young Christian martyrs, like St Catherine and St Pelagius, did the same.

Other works were about manners and laid out how children should behave. Desiderius Erasmus famously produced a book of etiquette in Latin, On Civility in Children (1530), which gave much useful advice, including “don’t wipe your nose on your sleeve” and “To fidget around in your seat, and to settle first on one buttock and then the next, gives the impression that you are repeatedly farting, or trying to fart. So make sure your body remains upright and evenly balanced.” This advice shows how physical comportment was seen to reflect moral virtue.

Erasmus’s work was translated into English (by Robert Whittington in 1532) as A lytyll booke of good manners for children, where it joined a body of conduct literature aimed at wealthy adolescents.

In a society where reading aloud was common practice, children were also likely to have been among the audiences who listened to romances and secular poetry. Some medieval manuscripts, such as Bodleian Library Ashmole 61, included courtesy poems explicitly directed at “children yong”, alongside popular Middle English romances, saints’ lives and legends, and short moral and comic tales.

Do children have a history?

A lot of scholarly ink has been spilled in the debate over whether children in the past were understood to have distinct needs. Medievalist Philippe Ariès suggested in Centuries of Childhood that children were regarded as miniature adults because they were dressed to look like little adults and because their routines and learning were geared towards training them for their future roles.

But there is plenty of evidence that children’s social and emotional (as well as spiritual) development were the subject of adult attention in times past. The regulations of late medieval and early modern schools, for example, certainly indicate that children were understood to need time for play and imagination.

Pieter Bruegel the Elder, Children’s Games, 1560.
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Archaeologists working on the sites of schools in The Netherlands have uncovered evidence of children’s games that they played without input from adults and without trying to emulate adult behaviour. Some writers on education suggested that learning needed to appeal to children. This “progressive” view of children’s development is often attributed to John Locke but it has a longer history if we look at theories about education from the 16th century and earlier.

Some of the most imaginative genres that we now associate with children did not start off that way. In Paris in the 1690s, the salon of Marie-Catherine Le Jumel de Barneville, Baroness d’Aulnoy, brought together intellectuals and members of the nobility.

There, d’Aulnoy told “fairy tales”, which were satires about the royal court of France with a fair bit of commentary on the way society worked (or didn’t) for women at the time. These short stories blended folklore, current events, popular plays, contemporary novels and time-honoured tales of romance.

These were a way to present subversive ideas, but the claim that they were fiction protected their authors. A series of 19th-century novels that we now associate with children were also pointed commentaries about contemporary political and intellectual issues. One of the better known examples is Reverend Charles Kingsley’s The Water Babies: A Fairy Tale for a Land Baby (1863), a satire against child labour and a critique of contemporary science.

The moral of the story

By the 18th century, children’s literature had become a commercially-viable aspect of London printing. The market was fuelled especially by London publisher John Newbery, the “father” of children’s literature. As literacy rates improved, there was continued demand for instructional works. It also became easier to print pictures that would attract young readers.

18th century Battledore printed by Newbery which adds pictures and a verse on the rewards of industry to the elements of the hornbook.

More and more texts for children were printed in the 19th century, and moralistic elements remained a strong focus. Katy’s development in patience and neatness in the “School of Pain” is key, for example, in Susan Coolidge’s enormously popular What Katy Did (1872), and feisty, outspoken Judy (spoiler alert!) is killed off in Ethel Turner’s Seven Little Australians (1894). Some authors managed to bridge the comic with important life lessons. Heinrich Hoffman’s memorable 1845 classic Struwwelpeter reads now like a kids’ version of dumb ways to die.

Struwwelpeter (‘Shock-headed Peter’) in a 1917 edition.
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By the turn of the 20th century, we see the emergence of a “kids’ first” literature, where children take on serious matters with (or often without) the help of adults and often within a fantasy context. The works of Lewis Carroll, Robert Louis Stevenson, Mark Twain, Francis Hodgson Burnett, Edith Nesbit, JM Barrie, Frank L Baum, Astrid Lindgren, Enid Blyton, CS Lewis, Roald Dahl and JK Rowling operate in this vein.

Children’s books still contain moral lessons – they continue to acculturate the next generation to society’s beliefs and values. That’s not to say that we want our children to be wizards, but we do want them to be brave, to stand up for each other and to develop a particular set of values.

We tend to see children’s literature as providing imaginative spaces for children, but are often short-sighted about the long and didactic history of the genre. And as historians, we continue to seek out more about the autonomy and agency of pre-modern children in order to understand how they might also have found spaces in which to exercise their imagination beyond books that taught them how to pray.

Susan Broomhall, Director, Centre for Medieval and Early Modern Studies, University of Western Australia; Joanne McEwan, Researcher, University of Western Australia, and Stephanie Tarbin, Lecturer in medieval and early modern history, University of Western Australia

This article was originally published on The Conversation. Read the original article.