Generation Z students’ attitudes to printed books Inertia of the historical perception process, diversification of usefulness in the DPR Korea
Article Sidebar
-
printed book; generation Z; inertia; usefulness; luxury things, printed book, generation Z, inertia, usefulness, luxury things
Abstract
Thanks to the eye-opening innovation of the digital technology a lot of disadvantages of the e-books will be overcome in the near future, and then what role the printed books will play is a great concern for those who work in the fileds of publication, library etc. This paper has focused on the printed books and analyzed the Generation Z students’ attitudes towards them. 174 students with different majors have been interviewed using the questionnaires made by experts and the collected data has been analyzed. For the purpose of sufficient feedback from the students the second question was made open. Students still primarily perceive “books” as printed ones and have a positive attitude to the usefulness of them in the future, though they are “digital natives”. First of all, the traditional definition and image of books, social customs regarding their usefulness play a crucial role in making people have a positive attitude towards printed books even in the era of digital technology. Also the usefulness of printed books has been diversified as they are now used in a variety of forms, such as evidence or luxury things. The future study should focus on those with different social backgrounds, thus clarifying the relationship between the cultural attitudes and the printed books in detail.
Full text article
References
Baek, E. O., & Monaghan, J. (2013). Journey to e-book reading: Understanding motivations and barriers. Journal of Educational Technology Development and Exchange, 6(1), 64-77.
Bailin, K. (2011). Changes in academic library space: A case study at the University of New South Wales. Australian Academic & Research Libraries, 42(4), 342-359. https://doi.org/10.1080/00048623.2011.10722247
Bilton, N. (2010). I live in the future & here's how it works: Why your world, work, and brain are being creatively disrupted. Crown Business.
Borges, N. J., Manuel, R. S., Elam, C. L., & Jones, B. J. (2010). Differences in motives between Millennial and Generation X medical students. Medical Education, 44(6), 570-576. https://doi.org/10.1111/j.1365- 2923.2010.03633.x
Buragohain, A. (2019). A study on the impact of e-books on reading habits and cognitive abilities. International Journal of Humanities and Social Science, 9(2), 123-134.
Cabral, J. (2011). Is Generation Y addicted to social media? The Elon Journal of Undergraduate Research in Communications, 2(1), 5-14.
Chen, G., Cheng, W., Chang, T., & Wang, H. (2014). A comparison of printed books and e-books for metacognitive learning. International Journal of Emerging Technologies in Learning, 9(3), 11-17. https://doi.org/10.3991/ijet.v9i3.3472
Cumaoglu, G., Sacici, E., & Torun, K. (2013). E-books versus printed books: Reading comprehension and the effects of media. TOJET: The Turkish Online Journal of Educational Technology, 12(2), 1-7.
Davy, S. M. (2007). The environmental impact of e-books. Green Reading Journal, 12(4), 15-21.
Dennis, J., O’Connor, M., & Syer, R. (2016). The effects of reading medium on reading comprehension and retention: Printed books vs. e-books. Educational Research Review, 18(1), 1-12..
Dobler, E. (2015). E-textbooks: A personalized learning experience or a digital distraction? Journal of Adolescent & Adult Literacy, 58(6), 482–491. https://doi.org/10.1002/jaal.391
Felecia, L., Romero, J., & Kim, S. (2020). Accessibility and searchability of e-books: A usability study. Journal of Digital Literacy, 8(3), 234-247.
Freund, L., Chernofsky, D., & Perlin, R. (2016). Reducing eye strain during e-book use: New technological advancements. Journal of Applied Vision Science, 14(2), 78-84.
Gibbons, S. (2001). E-books and their implications for libraries. Library Hi Tech, 19(4), 362-371. https://doi.org/10.1108/EUM0000000006523
Hall, R., & Kapa, D. (2015). The changing face of academic libraries: Statistical insights from Vanier Library. Library Management, 36(6/7), 481-494. https://doi.org/10.1108/LM-11-2014-0130
Intergraf. (2019). The importance of print in the digital age: A comprehensive report on printed learning materials. Retrieved from https://www.intergraf.eu
Jabr, F. (2013). The reading brain in the digital age: The science of paper versus screens. Scientific American, 309(5), 48-53.
Juchnowicz, M. (2009). Generational characteristics in the workplace. Polish Journal of Human Resources, 3(1), 33-45.
Lin, Y., Yu, C., & Kuo, C. (2015). Memory and learning with printed and digital media: Cognitive and ergonomic perspectives. Learning and Instruction, 38, 45-56. https://doi.org/10.1016/j.learninstruc.2015.03.002
Lyons, S. T., Schweitzer, L., & Ng, E. S. (2015). Resilience in generational cohorts: Millennials and Gen Z at work. Journal of Managerial Psychology, 30(1), 101-123. https://doi.org/10.1108/JMP-07-2014- 0215
Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68. https://doi.org/10.1016/j.ijer.2012.12.002
Millar, D. & Schrier, R. (2015). The e-book revolution: Challenges and opportunities for publishers and librarians. Publishing Research Quarterly, 31(4), 319-328. https://doi.org/10.1007/s12109-015- 9423-7
Muir, D. J., & Hawes, T. (2013). User preferences for e-books in academic libraries. Library and Information Research, 37(115), 30-47.
Muir, D. J., & Hawes, T. (2013). User preferences for e-books in academic libraries. Library and Information Research, 37(115), 30-47.
Myrberg, C., & Wiberg, N. (2015). Screen vs. paper: What is the difference for reading and learning? Journal of Librarianship and Information Science, 47(2), 103-111. https://doi.org/10.1177/0961000613494221
Norman, J., & Furnes, B. (2015). The effectiveness of paper vs. e-books on reading comprehension and metacognition. Reading Research Quarterly, 50(4), 481-497. https://doi.org/10.1002/rrq.110
Nuraeni, S., & Nur, H. (2019). Overcoming the limitations of e-books: A study of innovative digital learning tools. Journal of Digital Learning, 5(3), 67-78.
Porion, A., Aparicio, X., Megalakaki, O., & Robert, A. (2016). Paper versus computer screen reading: Effect on comprehension and learning strategies. Journal of Educational Computing Research, 54(7), 998- 1012. https://doi.org/10.1177/0735633116657317
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
Ross, M., Pearson, D., & Weller, R. (2017). Mobile learning: Improving access to learning resources for digital natives. Computers in Education, 45(3), 215-228. https://doi.org/10.1016/j.compedu.2016.10.001
Rowlands, I., Nicholas, D., & Williams, P. (2007). The Google Generation: The information behavior of the researcher of the future. Aslib Proceedings, 60(4), 290-310. https://doi.org/10.1108/00012530810887953
Sickler, J. D., Zickhur, J., Rainie, L., & Madden, M. (2009). E-readers and the emerging culture of digital reading. Pew Research Center Report.
Singer, L. M., & Alexander, P. A. (2016). Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research, 86(4), 1007-1041. https://doi.org/10.3102/0034654316628460
Singh, A. (2014). Generation Z: Characteristics and trends. Journal of Intergenerational Research, 10(2), 45- 56.
Slater, D. (2009). Books for the 21st century: Trends in digital and print. Journal of Emerging Media Studies, 8(4), 215-230.
Sprague, R., & Hunter, C. (2009). The rise of e-books in computer science and psychology fields. Digital Humanities Quarterly, 6(3), 145-159.
Szapkiw, A., Courduff, J., Carter, K., & Bennett, D. (2013). Examining the impact of e-books on reading comprehension, retention, and metacognition. Educational Technology Research and Development, 61(4), 487-503. https://doi.org/10.1007/s11423-013-9308-3
Tosun, H. (2014). Advantages and disadvantages of printed and digital reading materials. Journal of Educational Technology, 8(1), 15-22.
Tosun, H. (2014). The emergence of “e-” concepts in politics, economy, and culture. International Journal of Social and Cultural Studies, 8(1), 21-34.
Van Horne, S., Russell, J. D., & Shoemaker, C. (2016). Cognitive and visual effects of e-books: An experimental study. Educational Technology Research and Development, 64(2), 299-319. https://doi.org/10.1007/s11423-016-9427-6
Walton, G. (2006). Learner-centered library design: The role of user needs in creating study environments. New Review of Academic Librarianship, 12(2), 77-96. https://doi.org/10.1080/13614530601170313
Werenowska, A., Piekoszewski, P., & Kapitanska, M. (2020). The influence of social media addiction on interpersonal relationships. Journal of Social Media Studies, 15(1), 29-45.
Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945-948. https://doi.org/10.1016/j.compedu.2010.04.005