| Myth | Truth |
| Younger students have grown up with technology as "digital natives", so they know how to use the programs and can read ebooks. | Being a digital native does not mean a person is digitally literate. The digital landscape is a vast array of programs, apps, and sites. A student may only be familiar and comfortable with a few of those, and their expertise may not be relevant to their college environment (think of Google Suite and Microsoft 365). Faculty should begin from an assumption that students don't know how to access their ebooks and use them effectively. Building that skill in students does not have to be a burden for faculty either. |
| Reading digital texts is different from reading paper texts, and comprehension is lower when reading digital texts. | Reading is fundamentally the same across paper texts and digital texts. The advancement of digital texts is akin to the development of visual paper texts such as newspapers, magazines, and graphic novels. The research on reading comprehension with digital texts and college students is still developing, but the results have been positive this far. Students who read with intention have higher levels of comprehension across both paper and digital texts. |
| I don't have the skill to teach students to read their ebooks. | Yes, you do. :) Faculty can assist their students' digital reading skills by encouraging certation reading strategies. Many reading strategies are applicable to the college environment, such as the Inquiry Framework outlined below. |
1. Students formulate questions that they are curious about.
Encourage students to go beyond "what does x mean" or term definition. Questions that look for connections between the course concepts or applications beyond the course will yield better results and deeper learning.
2. Research the topic using the eTextbook and other materials.
Reserve some class time for this step in the process so that students have access to your expertise and guidance with the topic and their research process. Class time can also be used to make this a collaborative process.
3. Students present what they have learned.
At this stage, 'present' can be as formal or informal and as structured or instructed as needed. Students can create a presentation, guided study notes, a tip sheet for fellow classmates, lead small group discussion, or publish their learning in a variety of course-relevant ways.
4. Have students reflect on the process.
The reflection step is crucial to closing the loop in this learning. Ask students to reflect on the process itself rather than the topic. Students can focus on the research process or the learning process. This is also a key stage where faculty can reinforce critical thinking skills relevant to their discipline.
These are reasons your fellow UC faculty love teaching with eBooks:
"Students can't use the excuse that their books have not arrived yet!" "ebooks do allow for easier searching of concepts and phrases" The ebook looks the same as the hard copy - the cover, TOC, page numbers, everything!
"The content can also be available on a computer screen, tablet, or phone, depending on the source, which assists with access."
* indicates features to assist students with accommodations