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Trailblazing the E-reader Revolution: Two Universities, Two Approaches
Ubiquitous Learning: An International Journal (2010)
  • Joan Wines, English Department; Writing Center Director, California Lutheran University
  • Julius Bianchi, Office of Information Systems and Services, California Lutheran University
  • Harlan Stelmach, Department of Religion and Philosophy, Dominican University of California
  • Gary Gorka, Archbishop Alemany Library, Dominican University of California
  • Michael Brint, California Lutheran University
E-readers are promising teaching and learning devices for the mobile generation whose reading and writing skills educators are working to improve. These two universities are exploring and identifying practices that will best optimize an e-reader’s potential for encouraging deeper student learning. Importance/Relevance: The portable e-reader, so intuitive to students, is the ideal device for the mobile generation. Educators who want to engage students more deeply in reading and writing are using e-readers to help enhance and personalize education for diverse student learners. Student engagement in reading and writing is the overarching objective of these projects. Students carry e-readers everywhere, read the “isolated-page” texts anywhere, highlight and comment on those texts, save the information, paste it into Word documents, and then refine it for use in their papers. Research Results: CLU found that the key to using e-readers is to meet course objectives by first identifying and then teaching students to apply the e-reader functions that best unleash the teaching and learning potential of the e-reading device. In humanities pilot courses and in an Oxford study-abroad course, students were trained to use e-reader functions interactively, creating new learning environments that are as portable as the e-reader devices themselves. Dominican University concluded that by using a social media model, delivered through the iPad and a dedicated web portal, they might draw students into deeper reading and more significant engagement with seminal humanities texts.
  • Student Engagement,
  • Deep Reading,
  • Writing,
  • E-readers,
  • E-books,
  • Critical Thinking,
  • Library,
  • Inferential Reasoning,
  • Analogical Skills,
  • Reflection,
  • Insight
Publication Date
Spring 2010
Citation Information
Joan Wines, Julius Bianchi, Harlan Stelmach, Gary Gorka, et al.. "Trailblazing the E-reader Revolution: Two Universities, Two Approaches" Ubiquitous Learning: An International Journal Vol. 3 Iss. 3 (2010) p. 189 - 196
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