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Our lives are full of distractions: overheard conversations, the neighbor’s lawnmower, a baby crying in the row behind us, pop-up ads on our computers. Much of the time we can mentally dismiss their presence. But what about when we are reading? I have been studying how people read with printed text versus on digital devices.

The post Concentrate! The challenges of reading onscreen appeared first on OUPblog.

If you received a book over the holidays, was it digital or printed on paper? E-books (and devices on which to read them) are multiplying like rabbits, as are the numbers of eReading devotees. It’s easy to assume, particularly in the United States, with the highest level of e-book sales worldwide, that the only way this trend can go is up.

Yes, there was triple-digit e-book growth in 2009, 2010, and 2011, though by 2014 those figures had settled down into the single digits. What’s more, when you query people about their reading habits, you find that wholesale replacement of paper with pixels will be no slam-dunk.

Over the past few years, my colleagues and I have been surveying university students in a variety of countries about their experiences when reading in both formats. Coupling these findings with other published data, a nuanced picture begins to emerge of what we like and dislike about hard copy versus digital media. Here are five facts, fictions, and places where the jury is still out when it comes to reading on-screen or on paper.

Cost is a major factor in choosing between print or the digital version of a book.

True.

College students are highly cost-conscious when acquiring books. Because e-versions are generally less expensive than print counterparts, students are increasingly interested in digital options of class texts if making a purchase. (To save even more, many students are renting rather than buying.)

Yet when you remove price from the equation, the choice is generally print. My survey question was: If the price were identical, would you prefer to read in print or digitally? Over 75% of students in my samples from the United States, Japan, Germany, and Slovakia preferred print, both for school work and when reading for pleasure. (In Germany, the numbers were a whopping 94% for school reading and 90% for leisure.)

The “container” for written words is irrelevant.

False.

There’s a lot of talk these days about “content” versus “container” when it comes to reading. Many say that what matters in the end is the words, not the medium through which they are presented. The argument goes back at least to the mid-eighteenth century, when Philip Dormer, the Earl of Chesterfield, advised his son:

Due attention to the inside of books, and due contempt for the outside is the proper relation between a man of sense and his books.

When I began researching the reading habits of young adults, I assumed these mobile-phone-toting, Facebooking, tweeting millennials would be largely indifferent to the look and feel of traditional books.

I was wrong. In response to the question of what students liked most about reading in hard copy, there was an outpouring of comments about the physical characteristics of printed books. Many spoke about the aesthetics of turning real pages. One said he enjoyed the feel of tooled Moroccan leather. They enthused about the smell of books. In fact, 10% of all Slovakian responses involved scent.

E-books are better for the environment than print.

Unclear.

Debate continues over whether going digital is the clear environmental choice. Yes, you can eliminate the resources involved in paper manufacturing and book transport. But producing – and recycling – digital devices, along with running massive servers, come with their own steep costs. The minerals needs for our electronic reading devices include rare metals such as columbite-tantalite, generally mined in African conflict-filled areas, where profits often support warlords. Recycling to extract those precious metals is mostly done in poor countries, where workers (often children) are exposed to enormous health risks from toxins. The serried ranks of servers that bring us data use incredible amounts of electricity, generate vast quantities of heat, and need both backup generators and cooling fans.

Today’s young adults are passionate about saving the environment. They commonly assume that relying less on paper and more on digits makes them better custodians of the earth. When asked what they liked most about reading on-screen – or least about reading in hard copy – I heard an earful about saving (rather than wasting) paper. Despite their conservationist hearts, internal conflict sometimes peeped through regarding what they assumed was best for the environment and the way they preferred to read. As one student wrote,

I can’t bring myself to print out online material simply for environmental considerations. However, I highly, highly prefer things in hard copy.

Users are satisfied with the quality of digital screens.

False.

Manufacturers of e-readers, tablets, and mobile phones continue to improve the quality of their screens. Compared with devices available even a few years ago, readability has improved markedly. However, for university students who often spend long hours reading, digital screens (at least the ones they have access to) remain a problem. When asked what they liked least about reading on-screen, there was an outpouring of complaints in my surveys about eyestrain and headaches. Depending upon the country, between one-third and almost two-thirds of the objections to reading on-screen involved vision issues.

It’s harder to concentrate when reading on a screen than when reading on paper.

True – by a landslide.

My question was: On what reading platform (hard copy, computer, tablet, e-reader, or mobile phone) did young adults find it easiest to concentrate? “Hard copy” was the choice of 92% (or more) of the students in the four countries I surveyed. Not surprisingly, across the board, respondents were two-to-three times as likely to be multitasking while reading on a digital screen as when reading printed text. It goes without saying that multitasking is hardly a recipe for concentrating.

How does concentration relate to reading? There are different ways in which we can read: scanning a text for a specific piece of information, skimming the pages to get the gist of what is said, or careful reading. The first two approaches don’t necessarily require strong concentration, and computer-based technologies are tailor-made for both. We search for specific keywords, often using the ‘Find’ function to cut to the chase. We jump from one webpage to the next, barely reading more than a few sentences. When we wander off from these tasks to post a status update on Facebook or check an airfare on Kayak, it’s not that hard to get back on track.

What computer technology wasn’t designed for is deep reading: thoughtfully working through a text, pausing to reflect on what we’re read, going back to early passages, and perhaps writing notes in the margins about our own take on the material. Here is where print technology wins.

At least for now, university students strongly agree.

Headline image credit: Books. Urval av de böcker som har vunnit Nordiska rådets litteraturpris under de 50 år som priset funnits by Johannes Jansson/norden.org. CC-BY-2.5-dk via Wikimedia Commons.

The post Reading on-screen versus on paper appeared first on OUPblog.

        

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It pays to read to the end of the Poetry Friday roundup.

The last link this week (at least as of this writing) is to PaperTigers Blog. Great review of a new-to-me book of poetry by Francisco X. Alarcón: Iguanas in the Snow and Other Winter Poems.

And then I am blown out of the water by a link to The International Children's Digital Library.

How did I not know about this site?

You can read books in Swahili there. Or in Farsi. Or Hindi. Or Spanish. Or Arabic. Oh, yeah, and in English, too.

Spread the news -- this is an AMAZING site!

Two YALSA programs at Annual Conference are geared to helping librarians think about and plan for how to connect with teens within the mobile and digital reading environments.

On Sunday, June 23, from 1:30 to 3:30, YALSA will sponsor the program Teens Reading Digitally Going Handheld and Mobile. The focus of the program is on how teens read, write, and learn using digital devices. Speakers include:

• Me, Linda Braun, who will provide an overview of the digital reading environment, what’s available for teens within that environment, and how teens are reading digitally and via mobile interfaces and devices.
• Supervisor of Library/Media Technology at Pinellas County (FL) Schools Bonnie Kelley, who will discuss how one visionary school district in Florida has created a buzz around the world by implementing the first one-to-one Kindle ebook reader initiative in K-12 public education, including digital textbooks, newspapers, and novels.
• Jacob Lewis, co-founder and CEO of Figment, who will discuss how technology enables communities of readers and writers to be participants in the life of a story. Lewis will frame his discussion around the Japanese cell phone novel phenomenon and has lots of information about digital and mobile reading habits and preferences of teens.
• iDrakula author Bekka Black, who will join the panel via Skype and is going to cover why she wrote iDrakula so it would look as if the reader were reading the story on stolen cell phones, how she got the idea for the novel, and how it ended up being available in a variety of formats and for a variety of platforms.

On Monday, June 24, from 10:30 to noon, YALSA is sponsoring the program titled, Trends in YA Services: Using Mobile Devices to Serve Teens. The focus of this program is on how libraries are meeting the needs of teens using mobile devices. The panel of speakers is made up of:

• Jennifer Velasquez, Coordinator of Teen Services for the San Antonio Public Library System, who will start the program with a portrait of how teens are using mobile devices.
• Students at the Patrick F. Taylor Science Academy, Enjoli Gilbert and Courtney Beamer, who will talk about how they use mobile devices as a part of their daily lives and will discuss ways in which librarians might use the devices in order to work with teens successfully.
• Kerrilyn Hurley, Young Adult Librarian at the Mastics-Moriches-Shirley (NY) Community Library, who will cover the ways in which she connects with teens no matter where they are by using mobile technologies.
• Renee McGrath, Manager of Youth Services at the Nassau Library System in Uniondale, NY, will discuss development of a mobile site for providing access to booklists for teens.
• The NYC Haunts project is the topic that Jack Martin, Assistant Director of Public Programs/Lifelong Learning for Children, Teens and Families at The New York Public Library, will cover. This program gives teens the chance to research important places in New York City and then use iPads and the Scavngr platform to take part in a mobile scavenger hunt.
  

Each program is going to be full of useful content and attendees