ipad impact: A Pilot Program of ereader Technology at an Academic Library Angela N. Colmenares Lone Star College Montgomery Author Note

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1 Running head: IPAD IMPACT ipad impact: A Pilot Program of ereader Technology at an Academic Library Angela N. Colmenares Lone Star College Montgomery Author Note Angela N. Colmenares, Lone Star College-Montgomery. Angela N. Colmenares is now at Newton Gresham Library, Sam Houston State University. The author wishes to acknowledge the support of Dr. Janice Peyton and Suzie Solomon, Lone Star College-Montgomery, in conducting the pilot s study. The author also appreciates the manuscript critiques of colleagues Susan Strickland and Erin Cassidy at Sam Houston State University. Correspondence concerning this article should be addressed to Angela Colmenares, Newton Gresham Library, Sam Houston State University, Huntsville, TX Contact: anc034@shsu.edu

2 IPAD IMPACT 2 Abstract This paper examines the impact of a pilot circulation program of ipad 2 tablets as ereaders at an academic library. While initial survey results indicated the majority of users were unfamiliar with any ereader technology and had no immediate plans to acquire or use it, the pilot program results indicate a significant level of familiarity and use among campus faculty and students of the ereader Apps when loaded on ipad 2 tablets. Popular and less common ereader Apps were loaded on the tablets and included the Kindle and Nook, as well as the Bluefire Reader, Overdrive Media Console, ibooks, and Google Books. The conclusion indicates that the implementation of even a small ereader program at a library with reluctant or disinterested patrons can generate significant positive results for academic libraries in areas such as technology instruction and access to library materials. Keywords: ereader, ebook, ipad, Kindle, Nook, Overdrive Media Console, academic, pilot

3 IPAD IMPACT 3 ipad impact: A Pilot Program of ereader Technology at an Academic Library The purpose of this program was to observe the impact of an ereader program in an academic library setting with documented disinterest in ereader technology. Reasons for user disinterest in ereader technology are not established in this study, as they can vary widely: physical print preference, technology anxiety, and financial stress, among others. Based on observations of popular technologies relating to the library setting, the library initially purchased 4 ipad 2 tablets, and based on interest soon expanded the collection to 8 and then 12 total ipad 2 tablets, all with Wi-Fi Internet access. The devices were marketed as deluxe ereaders available to student workers and campus staff and faculty for 3-day checkout. They were pre-loaded with several ereader ipad Applications (Apps), including Kindle, Nook, the Bluefire Reader, Overdrive Media Console, ibooks, and Google Books. No books were loaded on the tablets during setup, although some Apps came with free downloads of classic literature titles. Users were invited to log in to the individual ereader Apps in order to activate their digital rights managed-access to library materials. Users access to library materials included downloadable articles and books from the EBSCOhost ebook database as well as downloadable books available through the academic library s partnership with two local public library systems. The two public libraries provided ebooks using the public library App (Overdrive Media Console) that allowed access to their digital media catalogs. In addition to this ereader circulation program, an introduction and demonstration of using ipad 2 tablets to access library ebooks was given to faculty and staff at the beginning of the fall 2011 semester as part of a welcome back orientation, and more in-depth workshops on using

4 IPAD IMPACT 4 the ipad 2 tablets to access library ebooks were given throughout the semester. These workshops targeted all campus faculty and staff. Non-library faculty did not check out the tablets, as they received ipad 2 tablets from their academic departments as part of a technology grant. They did, however, take advantage of the library-sponsored workshops that focused on using ipad 2 tablets to access existing library resources. Review of Literature There is a shortage of literature detailing the impact of available ereader technology on reluctant users of ereader technology in academic libraries, but literature does exist addressing the popularity of ereader devices within academic libraries in pursuit of leisure reading and etextbook usability (Brown, 2011). This literature frequently focuses on participants activities and user preferences (Foasberg, 2011, Phase I section; Rickman,Von Holzen, Klute, & Tobin, 2009). Common sense, as well as evidence, however, suggests that the demand for ereader technology and ereader devices will only continue to climb, particularly ereader devices such as the ipad 2 because of its user-friendly display capabilities (Carter, 2010). Since its inception, ereader technology has been widely used in leisure reading activities, but studies indicate it are less popular in the classroom (Foasberg, 2011, pg. 110), perhaps because leisure reading is sometimes associated with the public library rather than the academic library (Elliott, 2009, pg. 342). While consideration has been given to the possibility of ereader devices as a replacement for textbooks in previous studies (Tees, 2010), publishers concerns regarding electronic piracy, readers preferences for printed texts (Young, 2009), and confusion surrounding platform compatibility may be deterrents. Also, studies involving the use of ereader technology, particularly in the academic realm, point to a lack of desired functions such as highlighting and annotating (Aaltonen, Mannonen, Nieminen, S. & Nieminen M., 2011, pg. 25).

5 IPAD IMPACT 5 Some ereader technology is making headway on these issues: note-taking, highlighting, and annotation features are becoming common entries on product comparison charts and specifications for ereaders ( ereader Comparison, 2011). Methodology The initial level of interest in ereader technology was established using anonymous print surveys in a circulation meeting at a small academic library. All 8 participants were part-time employees of the library; the group contained a mix of student workers, part-time circulation staff, and part-time professional librarian staff. The participants were asked to anonymously complete a survey at the end of the meeting indicating, among other data, whether they had ever used an ereader, whether they currently read or plan to read ebooks (either on a computer or mobile device), and whether the information about ereaders [was] new [to them]. Over the course of the fall 2011 semester, participants each attended one workshop focusing on the use of the ipad 2 tablet to access a library ebook. Workshop content focused on the installation, authorization, and use of the Overdrive Media Console App to checkout an electronic public library item, as well as the Bluefire Reader App to checkout an electronic book from the academic library s EBSCOhost ebook Collection database. Hands-on time was included in the workshop. At the end of the fall 2011 semester, the same group was asked to complete an anonymous paper survey indicating their use or lack of use of the ipads as ereaders program during the current semester. Results of the surveys are detailed in the Findings/Results portion of the paper. Findings/Results All participants of the initial survey indicated that they had never used an ereader device. Half of the participants indicated that they did not currently read or plan to read ebooks (either

6 IPAD IMPACT 6 on a computer or mobile device) while the other half indicated they were not sure whether they planned to read ebooks (either on a computer or mobile device). Seven of the participants indicated that the information about ereaders [was] new to [them] ; the information referenced by the survey was the announcement that patrons could now checkout ebooks using their ereaders in the library or at home. At the end of the fall 2011 semester, 5 of the original 8 participants completed a survey regarding their use of the technology. Four of the participants indicated that they had checked out or otherwise used [the] ipads available as ereaders. The same number indicated that access to the ipads as ereaders circulation program affected [their] interest in using ereader technology (either on ipads or other ereaders devices). All participants indicated that the workshop made them more likely to use the ereader technology (either on ipads or other ereader devices). Three of the participants indicated specific ereader Apps used on the ipads: all 3 had used the Overdrive Media Console App, 2 had used the Bluefire Reader App, and 1 had used the Nook App. Of some interest is also the author s observation of participants use of the ereader devices. Outside of the workshop, 3 participants repeatedly used the public library s Overdrive Media Console to download and access leisure reading items. Survey Limitations Limitations on this study are readily identified, and generalized results of such a small sample are understandably problematic. Surveys targeting a wider range of students, staff, and faculty are clearly needed, as are representative cross sections of each group. Little focus was given to identifying the reasons participants use or do not use ereader technology since motivations to use ereader technology may vary widely between groups. Rather, this study

7 IPAD IMPACT 7 centered instead on the impact of an ereader technology circulation program on users identified as disinterested in ereader technology. Clearly, careful planning and a larger sample would also allow for an authentic and valid collection of useful data. As a result, the author considers the implications of library involvement in an ereader technology lending program as the most essential findings from this limited study. Conclusions/Discussion Despite the obvious limits to so small a study, library professionals can identify at least one clear implication of the ipads as ereader program: Library professionals need to establish or at least examine their professional roles in providing access to information as well as technology instruction to support that access in the realm of ereader technology. Results clearly indicate that disinterested potential users of ereader technology expressed a change of heart in using the technology after it was made available for checkout and training on its use was provided. Related to this implication is the demand for faculty/staff workshops after receipt of a college-owned ipad. While no initial interest was collected on the faculty/staff group who received collegeowned ipads, their interest in learning to use that technology to access library materials reinforces the observation that librarians need to be engaged in learning and shaping policies for ereader technology, at least as it related to the access of library materials. Discussion of this study should include the observation that library users, even those who indicate a disinterest in acquiring and using ereader technology, may find ereader technology appealing to the point that they may use it if it is made available. While only 4 of the 5 participants surveyed indicated they had actually used one of the ipads as an ereader, all indicated that access to them affected their interest in using it. One final implication of particular interest to librarians is that training in using this

8 IPAD IMPACT 8 technology will likewise increase users interest and use of it. Three of the four participants who indicated using the ipad as an ereader had used the Overdrive Media Console, one of the Apps specifically demonstrated during the training workshop. Two of the three responders indicated they had used the Bluefire Reader App, another App specifically demonstrated during the training workshop. One responder also indicated use of the Nook App. That participants who were unfamiliar with ereader technology before the workshop chose to use Apps demonstrated during the workshop is a clear indicator that technology instruction is needed when this technology is made available to new users. Librarians should take the opportunity that this situation presents by establishing their role in providing access and instruction on accessing ebooks. On a side note, the connection of this study to the larger faculty/staff campus ipad program reinforces the need for user education in using ereader technology to access existing library resources. The decision to expand workshops focusing on using ipad 2 tablets to access library resources came as a result of interest expressed by campus faculty and staff following the welcome back orientation at which ipad use to access existing library resources was demonstrated. Awareness of library staff expertise within this topic exposed demand for it, even within the small group of staff and faculty who attended the orientation. Further Study Studies on a larger scale are needed to more clearly identify the impact of ereader technology and available instruction on reluctant users of ereader technology. This snapshot of so small a study can only establish that this topic is one of interest for the academic library setting, and is worthy of further study. Researchers may be interested in collecting additional information from program

9 IPAD IMPACT 9 participants indicating reasons for disinterest in ereader technology across multiple groups of users. They may also want to explore correlations between training and the resulting indicated use of specific types of ereader technology or Apps, as well as the effect of a transition technology familiarity such as smart phones on the interest and use of ereader technology with touch screen capability (similar to smart phone technology). They may also be interested in documenting the types of materials participants are using the ereader technology to access. Further study is also needed to more accurately examine the impact that ereader technology s availability and training support makes on reluctant ereader users.

10 IPAD IMPACT 10 Works Cited Aaltonen, M., Mannonen, P., Nieminen, S., & Nieminen, M. (2011). Usability and compatibility of e-book readers in an academic environment: A collaborative study. IFLA Journal, 37(1), doi: / Brown, R. (2011). Student acceptance and use of e-reader technology and e-books as an alternative to textbooks. Allied Academies International Conference: Proceedings Of The Academy Of Educational Leadership (AEL), 16(2), 5-9. Retrieved from Carter, D. (2010, July 2). ipad pilots launching in higher ed this fall. ecampus News. Retrieved from Elliott, J. (2009). Barriers to extracurricular reading promotion in academic libraries. Reference & User Services Quarterly, 48(4), Retrieved from ereader comparison. (2011). Retrieved February 21, 2012, from ereader Comparison website: Foasberg, N. M. (2011). Adoption of E-Book Readers among College Students: A Survey. Information Technology & Libraries, 30(3), Retrieved from Rickman, J. T., Von Holzen, R., Klute, P. G., & Tobin, T. (2009). A Campus-Wide E-Textbook Initiative. EDUCAUSE Quarterly, 32(2). 8. Retrieved from Tees, T. (2010). Ereaders in academic libraries - a literature review. Australian Library Journal, 59(4), Retrieved from Young, J. N. (2009, September 7). This could be the year of e-textbooks, if students accept them. The Chronicle Of Higher Education, 56(3). Retrieved from

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12 IPAD IMPACT 12 Appendix: Surveys Used in the Study Pre-EReader Workshop Survey [This survey was given at the close of a general library staff training session, not the EReader workshop. It was used to establish the initial level of interest and familiarity with ereader Technology. Only questions #6, #7, and #8 relate to this study.] 1. Please rate your ability (use 1 to indicate you can do it, 2 that you might be able to do it, and 3 that you cannot do it). to help students find their posted schedule/classroom to help students access their to help students find their class in Angel 2. Do you understand when you should make a referral to a reference librarian? 3. Do you understand how to get to the library databases? 4. Do you understand how you can help identify a database appropriate for a particular class or assignment? 5. Was the information about the two target databases new to you? 6. Do you currently read or plan to read ebooks (either on a computer or mobile device)? 7. Have you ever used an ereader? 8. Was the information about ereaders new to you? 9. What was the most helpful part of the workshop? 10. Please leave a suggestion regarding improving the workshop? Post EReader Workshop Survey 1. Have you checked out or otherwise used any of the ipads available as ereaders? Yes No Optional Comment: 2. Has access to the ipads as ereaders circulation program affected your interest in using ereader technology (either on ipads or other ereader devices)? Yes No Optional Comment: 3. Has this workshop made you more likely to use the ereader technology (either on ipads or other ereader devices)? Yes No Optional Comment: 4. If you used the ipads as ereaders, please indicate which ereader Apps you used: Bluefire Reader Overdrive Kindle Nook ibooks Google Books 5. Please leave a suggestion regarding improving the workshop: