Robert Slater

Bio: Robert Slater is an academic researcher from University of Illinois at Urbana–Champaign. The author has contributed to research in topics: Information management & Web 2.0. The author has an hindex of 3, co-authored 3 publications receiving 135 citations.

Why Aren't E-Books Gaining More Ground in Academic Libraries? E-Book Use and Perceptions: A Review of Published Literature and Research.

Abstract: E-books have yet to assume a significant place in academic library collections. This article focuses on extracting common themes from the literature that might help the reader better understand why e-books have not yet become the cornerstone of the academic library. Patrons do not use e-books because they find the experience of using e-books incongruous with their experience of using other electronic resources, and many of the unexpected limitations they encounter when using e-books are not inherent to the format. Most often, they are purposefully imposed limitations tied to digital rights management techniques. Librarians do not purchase e-books because the titles they want to acquire are often not available electronically, because they are priced or packaged in a way that makes them less appealing than their print counterparts, or because acquiring e-books does not easily integrate into their normal acquisitions workflow.

E-books or print books, “big deals” or local selections—What gets more use?

Abstract: This paper tracks the use of several hundred books at Oakland University that were made available both in print and electronically. This study attempts to determine if there are discernable differences in usage based on format. It also examines usage to determine if collections of books that were locally selected exhibit different usage than those purchased through a consortium. The author concludes that locally selected collections receive greater usage than consortially selected collections. Furthermore, the author finds that usage of a particular title in one format does not correlate to usage of that title in the other, but that there is a relationship between the formats when you compare aggregate circulations/accesses of books based within NetLibrary subject areas.

The Library Web Site: Collaborative Content Creation and Management.

Abstract: Oakland University's Kresge Library first launched its Web site in 1996. The initial design and subsequent contributions were originally managed by a single Webmaster. In 2002, the library restructured its Web content creation and management to a distributed, collaborative method with the goal of increasing the amount, accuracy, and timeliness of the information available on the library Web site. The new model was successful, resulting in a significant increase in both the amount and timeliness of the information presented on the library Web site. This article details the fundamental structural changes to how the Web site was managed and the rationale behind it.

Tablet vs. Paper: The Effect on Learners' Reading Performance

Abstract: The purpose of this study is to compare primary school 5 th class students’ electronic text reading performance, reading speed and reading comprehension with tablet PCs and printed books. This study examined a sample of 20 students. The students were randomly divided into two groups, a control group and a treatment group. The control group students read ordinary printed books, and the students in the treatment group read the same text on an electronic tablet PC display. Both qualitative and quantitative data collection tools were used for the study. Qualitative data were collected on the reading speed and reading comprehension skills for both groups of students. Statistically, there was no significant difference between the groups in reading speed or the level of reading comprehension. Students’ opinions on tablet PCs and recommendations for future studies are also discussed.

E-books in Academic Libraries: Challenges for Acquisition and Collection Management

Abstract: This bibliographic essay examines the difficulties associated with the selection, licensing, acquisition, and management of e-books in academic libraries. The potential advantages of e-book technology are likely to be realized only to the extent that they advance the economic goals of e-book suppliers and are consistent with the legal framework that has been negotiated by publishers, vendors, libraries, and readers. Many difficulties can be traced to a lack of uniformity in license terms, access restrictions, and librarians' expectations. Likewise, sustainable access to e-books is hindered by impermanent physical media, proprietary file formats and software, and restrictive license provisions. Although the goals of e-book providers are sometimes inconsistent with those of universities, librarians are well-positioned to guide vendors in the development of e-book licenses and platforms.

E-Books Revisited: Surveying Student E-Book Usage in a Distributed Learning Academic Library 6 Years Later

Abstract: This article is the result of a 2009 survey of student usage of e-books at Royal Roads University (RRU) Library. The authors found that the proportion of students using RRU Library e-books has gone up since a similar 2003 survey, although only just above half of students are using RRU Library e-books. An almost identical number of student respondents (approximately 54%) said “no” to preferring a print version of the book over the e-book version of the book in both the 2003 and 2009 surveys. The majority of students rated the ability to download an e-book to a hand-held device as not important. There has been a notable increase in the use of e-books for course readings from 2003 to 2009. A lack of awareness of RRU Library e-books remains the top reason cited by students for not using them.

e-Textbooks Usage by Students at Andrews University: A Study of Attitudes, Perceptions, and Behaviors

Abstract: Purpose – This study aims at identifying Andrews University's students' perceptions, behavior, use, and attitudes towards e‐textbook and e‐books in general.Design/methodology/approach – In the Fall semester of 2001‐2012, Andrews University's bookstore offered 74 e‐textbooks for purchase. The teachers who had the opportunity of using these e‐textbooks for their classes were asked to distribute two questionnaires to their students: one to those who chose to buy and use the e‐textbook and a slightly different one to those who chose the traditional print textbook. The results were tabulated and compared to the results of similar studies since 2001.Findings – A 65 percent return rate was obtained. Several findings closely replicate results of many studies on this area. For more than a decade, studies show that students prefer the hardcover book over the e‐book for their studies. Lack of awareness, not knowing how to get it, eyestrain, and difficulty of reading are the main culprits for students not using e‐boo...