Beyond print reading digitally
Identifieur interne : 000450 ( Istex/Corpus ); précédent : 000449; suivant : 000451Beyond print reading digitally
Auteurs : Gary J. BrownSource :
- Library Hi Tech [ 0737-8831 ] ; 2001-12-01.
Abstract
The development of reader devices and improvement of screen technology have made reading on screens less cumbersome. Our acts of reading are not univocal, as we read in many different ways with many different goals in mind. Reader software can provide different levels of navigation support for the manipulation of digital text, presenting capabilities for analytic reading not available in the printonpaper reading experience and compensating for our lack of orientation and feeling of omnipotent dominance of text. The parameters of etext reading and the issues of access remain central to readers and researchers, whether the electronic text is designed and packaged as an ebook for portable reading devices, or resides on a server for distribution to library terminals to be downloaded to desktop PCs, laptops or tablet PCs. The power and functionality of reading software notetaking, highlighting and indexing capabilities, robust open searching across databases are ultimately linked to open access issues interoperability, text standards, and digital rights management. These remain key questions for libraries, publishers and researchers.
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DOI: 10.1108/07378830110412456
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Email gary.brownblackwell.com</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Library Hi Tech</title><idno type="ISSN">0737-8831</idno><imprint><publisher>MCB UP Ltd</publisher><date type="published" when="2001-12-01">2001-12-01</date><biblScope unit="volume">19</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="390">390</biblScope><biblScope unit="page" to="399">399</biblScope></imprint><idno type="ISSN">0737-8831</idno></series><idno type="istex">088F24DA141AFA2217D8409F478008F76C82A348</idno><idno type="DOI">10.1108/07378830110412456</idno><idno type="filenameID">2380190409</idno><idno type="original-pdf">2380190409.pdf</idno><idno type="href">07378830110412456.pdf</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0737-8831</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The development of reader devices and improvement of screen technology have made reading on screens less cumbersome. Our acts of reading are not univocal, as we read in many different ways with many different goals in mind. Reader software can provide different levels of navigation support for the manipulation of digital text, presenting capabilities for analytic reading not available in the printonpaper reading experience and compensating for our lack of orientation and feeling of omnipotent dominance of text. The parameters of etext reading and the issues of access remain central to readers and researchers, whether the electronic text is designed and packaged as an ebook for portable reading devices, or resides on a server for distribution to library terminals to be downloaded to desktop PCs, laptops or tablet PCs. The power and functionality of reading software notetaking, highlighting and indexing capabilities, robust open searching across databases are ultimately linked to open access issues interoperability, text standards, and digital rights management. These remain key questions for libraries, publishers and researchers.</div></front></TEI><istex><corpusName>emerald</corpusName><author><json:item><name>Gary J. Brown</name><affiliations><json:string>Gary J. Brown is Director of Library Services at Blackwells Book Services, Evanston, Illinois, USA. Email gary.brownblackwell.com</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>Electronic publishing</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>Reading</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>Software development</value></json:item></subject><language><json:string>eng</json:string></language><originalGenre><json:string>e-viewpoint</json:string></originalGenre><abstract>The development of reader devices and improvement of screen technology have made reading on screens less cumbersome. Our acts of reading are not univocal, as we read in many different ways with many different goals in mind. Reader software can provide different levels of navigation support for the manipulation of digital text, presenting capabilities for analytic reading not available in the printonpaper reading experience and compensating for our lack of orientation and feeling of omnipotent dominance of text. The parameters of etext reading and the issues of access remain central to readers and researchers, whether the electronic text is designed and packaged as an ebook for portable reading devices, or resides on a server for distribution to library terminals to be downloaded to desktop PCs, laptops or tablet PCs. The power and functionality of reading software notetaking, highlighting and indexing capabilities, robust open searching across databases are ultimately linked to open access issues interoperability, text standards, and digital rights management. 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Brown is Director of Library Services at Blackwells Book Services, Evanston, Illinois, USA. Email gary.brownblackwell.com</affiliation></author></analytic><monogr><title level="j">Library Hi Tech</title><idno type="pISSN">0737-8831</idno><idno type="DOI">10.1108/lht</idno><imprint><publisher>MCB UP Ltd</publisher><date type="published" when="2001-12-01"></date><biblScope unit="volume">19</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="390">390</biblScope><biblScope unit="page" to="399">399</biblScope></imprint></monogr><idno type="istex">088F24DA141AFA2217D8409F478008F76C82A348</idno><idno type="DOI">10.1108/07378830110412456</idno><idno type="filenameID">2380190409</idno><idno type="original-pdf">2380190409.pdf</idno><idno type="href">07378830110412456.pdf</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2001</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>The development of reader devices and improvement of screen technology have made reading on screens less cumbersome. Our acts of reading are not univocal, as we read in many different ways with many different goals in mind. Reader software can provide different levels of navigation support for the manipulation of digital text, presenting capabilities for analytic reading not available in the printonpaper reading experience and compensating for our lack of orientation and feeling of omnipotent dominance of text. The parameters of etext reading and the issues of access remain central to readers and researchers, whether the electronic text is designed and packaged as an ebook for portable reading devices, or resides on a server for distribution to library terminals to be downloaded to desktop PCs, laptops or tablet PCs. The power and functionality of reading software notetaking, highlighting and indexing capabilities, robust open searching across databases are ultimately linked to open access issues interoperability, text standards, and digital rights management. 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Do Not Edit! --><article dtd-version="1.0" xml:lang="en" article-type="e-viewpoint"><front><journal-meta><journal-id journal-id-type="publisher-id">lht</journal-id><journal-id journal-id-type="doi">10.1108/lht</journal-id><journal-title-group><journal-title>Library Hi Tech</journal-title></journal-title-group><issn pub-type="ppub">0737-8831</issn><publisher><publisher-name>MCB UP Ltd</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1108/07378830110412456</article-id><article-id pub-id-type="original-pdf">2380190409.pdf</article-id><article-id pub-id-type="filename">2380190409</article-id><article-categories><subj-group subj-group-type="type-of-publication"><compound-subject><compound-subject-part content-type="code">e-viewpoint</compound-subject-part><compound-subject-part content-type="label">Viewpoint</compound-subject-part></compound-subject></subj-group><subj-group subj-group-type="subject"><compound-subject><compound-subject-part content-type="code">cat-IKM</compound-subject-part><compound-subject-part content-type="label">Information & knowledge management</compound-subject-part></compound-subject><subj-group><compound-subject><compound-subject-part content-type="code">cat-ICT</compound-subject-part><compound-subject-part content-type="label">Information & communications technology</compound-subject-part></compound-subject><subj-group><compound-subject><compound-subject-part content-type="code">cat-INT</compound-subject-part><compound-subject-part content-type="label">Internet</compound-subject-part></compound-subject></subj-group></subj-group></subj-group><subj-group subj-group-type="subject"><compound-subject><compound-subject-part content-type="code">cat-LISC</compound-subject-part><compound-subject-part content-type="label">Library & information science</compound-subject-part></compound-subject><subj-group><compound-subject><compound-subject-part content-type="code">cat-IBRT</compound-subject-part><compound-subject-part content-type="label">Information behaviour & retrieval</compound-subject-part></compound-subject><subj-group><compound-subject><compound-subject-part content-type="code">cat-IUS</compound-subject-part><compound-subject-part content-type="label">Information user studies</compound-subject-part></compound-subject><compound-subject><compound-subject-part content-type="code">cat-MTD</compound-subject-part><compound-subject-part content-type="label">Metadata</compound-subject-part></compound-subject></subj-group></subj-group><subj-group><compound-subject><compound-subject-part content-type="code">cat-LLM</compound-subject-part><compound-subject-part content-type="label">Librarianship/library management</compound-subject-part></compound-subject><subj-group><compound-subject><compound-subject-part content-type="code">cat-LTC</compound-subject-part><compound-subject-part content-type="label">Library technology</compound-subject-part></compound-subject></subj-group></subj-group></subj-group></article-categories><title-group><article-title>Beyond print: reading digitally</article-title></title-group><contrib-group><contrib contrib-type="author"><string-name><given-names>Gary J.</given-names> <surname>Brown</surname></string-name><aff>Gary J. Brown is Director of Library Services at Blackwell’s Book Services, Evanston, Illinois, USA. E‐mail: gary.brown@blackwell.com</aff></contrib></contrib-group><pub-date pub-type="ppub"><day>01</day><month>12</month><year>2001</year></pub-date><volume>19</volume><issue>4</issue><fpage>390</fpage><lpage>399</lpage><permissions><copyright-statement>© MCB UP Limited</copyright-statement><copyright-year>2001</copyright-year><license license-type="publisher"><license-p></license-p></license></permissions><self-uri content-type="pdf" xlink:href="07378830110412456.pdf"></self-uri><abstract><p>The development of reader devices and improvement of screen technology have made reading on screens less cumbersome. Our acts of reading are not univocal, as we read in many different ways with many different goals in mind. Reader software can provide different levels of navigation support for the manipulation of digital text, presenting capabilities for analytic reading not available in the print‐on‐paper reading experience and compensating for our lack of orientation and feeling of omnipotent dominance of text. The parameters of e‐text reading and the issues of access remain central to readers and researchers, whether the electronic text is designed and packaged as an “e‐book” for portable reading devices, or resides on a server for distribution to library terminals to be downloaded to desktop PCs, laptops or tablet PCs. The power and functionality of reading software – note‐taking, highlighting and indexing capabilities, robust open searching across databases – are ultimately linked to open access issues: interoperability, text standards, and digital rights management. These remain key questions for libraries, publishers and researchers.</p></abstract><kwd-group><kwd>Electronic publishing</kwd><x>, </x><kwd>Reading</kwd><x>, </x><kwd>Software development</kwd></kwd-group><custom-meta-group><custom-meta><meta-name>peer-reviewed</meta-name><meta-value>no</meta-value></custom-meta><custom-meta><meta-name>academic-content</meta-name><meta-value>yes</meta-value></custom-meta><custom-meta><meta-name>rightslink</meta-name><meta-value>included</meta-value></custom-meta></custom-meta-group></article-meta></front><body><disp-quote><p>The primary constraints on technological change are neither technical nor economic; they are sociotechnical (EDSF, p. 11).</p></disp-quote><disp-quote><p>It takes several generations to get past the point of depending on the old medium for a way to think about the new and to get the point of exploiting the new medium artfully in its own right (O’Donnell, 1998, p. 42).</p></disp-quote><p>Today’s reading experience is not what it was for Gutenberg, Queen Victoria or even John F. Kennedy. As readers in the twenty‐first century we find ourselves reading an increasing amount of electronic text – e‐mails, Web pages, cellular/pager messages, online catalogs and databases, e‐journal articles and now e‐books. Digital text on a screen is a pervasive reality in the public arena, in the office, in libraries and in the home. In point of fact we embrace these developments, tolerate them, or reject those that challenge our comfort zones. Now with the commercial launch of reader devices, we are entering yet another stage in the presentation of electronic text, which has the potential to alter our reading habits, affect the organization of our intellectual life, and change the venues of our reading experiences.</p><p>The reading devices – Palm Pilots, Pocket PCs, eBookman, the Gemstar readers and their predecessors the Rocket e‐book and Softbook – along with the software readers for PCs (Adobe e‐book Reader, Microsoft Reader, even the netLibrary proprietary reader) taken together with aggregators such as netLibrary, Questia and eBrary have provided a developing environment for publishers to look again at commercializing their print commodities in electronic format. In many instances these are the same publishers who had virtually abandoned the vehicle of CD‐ROM that a decade ago presented yet another alternative for the distribution of electronic text and books. (Hawkins, 2000a, b)</p><p>What has changed today? The Web, of course, is an all‐engulfing reality, and through the Web some of the publisher dilemmas of distribution have been freed from the shackles of print and paper. However, irresolution and hesitation remain, particularly with the standardization of text formats and the release of intellectual property on the freeway of open access. The standardization of digital rights management remains a question not only for publishers, but for libraries and researchers as well, with the more important long‐term strategic issue of the interoperability of systems and access to the electronic text of e‐books posing a critical concern for our growing digital libraries (Bide, 2001; Mooney, 2001; Neylon, 2001; Association of American Publishers, 2000; Open e‐book Forum, n.d.)</p><p>In the face of these potentially conflicting developments, libraries, publishers, aggregators and distributors are moving beyond mere experimentation. There are obvious perceived benefits to e‐books and yet there remains skepticism about the reading experience. I would like to focus my comments in this article on the changes we as readers are experiencing, the advantages and disadvantages we register in reading books on reader devices, on PC screens, or Web‐based presentations of digitized text.</p><sec><title>“E‐books” and digital text</title><p>Throughout the past three decades there have been numerous attempts to establish electronic text as the new format destined in some minds to replace the traditional print book. When in the early 1970s Michael Hart, founder of the Gutenberg Project, sat before his terminal typing out the declaration of independence, he undoubtedly had little foresight where that act would lead him, nor of the eventual acceptance it would finally achieve. The Gutenberg project is considered by many as the first bona fide attempt at creating electronic books. Alan Kay’s Dynabook cannot be overlooked as an early conceptual model of the e‐book. In the late 1980s the software company Voyager developed a number of electronic books for the Macintosh, and around the same time Sony introduced the DiscMan, a portable CD‐ROM reader and display unit, which hoped to take advantage of the number of CD‐ROM books that publishers were developing for the market. Subsequent developments, the popularity of the Web, the text encoding initiative, and the standardization of SGML and HTML for the Web, have all provided the groundwork for the current commitment publishers are making to digitizing their front and back lists. In spite of all these efforts, as persistently as ever, print maintains its hold on us.</p><p>Although the term “e‐book” may be understood readily for marketing purposes, it may prove to be limiting. In the current marketplace, “e‐book” designates the electronic version of a print book (published or soon to be published), which is downloaded for reading on portable devices, PDAs, PCs or laptops using proprietary “e‐book reader” software. The largest e‐book provider to date, netLibrary, has chosen this term to describe its electronic versions of print books housed on the company’s servers, and made accessible to libraries for reading online or downloading onto PCs for offline reading.</p><p>As the market develops and as libraries play a more active role in helping to broaden initial publisher distribution models and digital rights management scenarios, the generic term “e‐book” may not apply as well as the more useful and functionally descriptive terms “electronic publications” or “electronic documents”. Libraries show every intention of negotiating licensing agreements with publishers of electronic texts in order to obtain less restrictive access to books in electronic format, comparable at least to the licensed access allowed by e‐journal publishers – downloading and printing of complete articles, open simultaneous access across a campus network. Libraries are, asking also for other open options such as pay per page, pay per chapter, or “object” arrangements that allow for the “chunking” of text to support course offerings, and “reserve room” modes of access that can be integrated into course software management systems such as Blackboard or WebCT. These open options move away from the “book” concept embedded in the term “e‐book”.</p></sec><sec><title>Reading habits</title><p>Michael Gorman and Walt Crawford have stated that “the debate about the future of print is really not about print‐on‐paper versus electronic technology. It is about reading and the best means to read … We wish to demonstrate that print‐on‐paper (the “book”) is the best vehicle for sustained reading and is likely to remain so for the foreseeable future” (Gorman and Crawford, 1995). The future indeed has arrived and digital reading is forcing us to change our views of sustained reading of print on paper.</p><p>In practice we may limit our reading on screens to citations and paragraphs and by habit prefer print on paper for extended, longer periods of reading. These reading habits, however, are being altered with the arrival of reading appliances, improved screen technology and the growing number of electronic documents and e‐books distributed on the Web. Previously, poor screen resolution had made sustained reading tiresome and difficult, but now with current technological improvements and reader software enhancements, reading on screens presents a less aggravating and more flexible reading experience to an increasing number of people. Microsoft’s ClearType[1] and Adobe’s CoolType[2] with active matrix screens smooth out the rough edges of text and provide clarity beyond previous generations of CRT and LCD screens. New advances such as plastic electronic ink displays announced by Gyricon[3] and E Ink[4], as well as the promising development of very bright, lightweight and power‐efficient screens (called Organic Light Emitting Diodes (OLED))[5], bring us one step closer to a paper‐like reading experience.</p><p>In discussing our reading preferences and habits, it is important to distinguish our many different acts of reading and focus on the different purposes for which we read a particular text. Our preferences for reading print on paper and our habit of printing out electronic text provokes a deeper analysis of how and why we read. Reading is not merely a single, univocal act. All reading is not subsumed in an act which we incorrectly exemplify by “taking a book in hand” and enjoying the concomitant pleasures of touch and smell.</p></sec><sec><title>A typology of reading</title><p>Reading is not a univocal act. We read many different texts in many different ways for many different reasons – whether print‐on‐paper or e‐texts – be they newspapers, magazines, manuals, maps, professional journals, textbooks, scholarly monographs, novels, plays or poems.</p><p>When reading texts we employ different strategies according to our goals of pleasure and enjoyment, information and learning. Reading text for information, for example, may have as an ultimate goal the formulation of ideas for an assignment, a test, a composition, an article, or merely out of curiosity to respond to a nagging question. While reading we may analyze the text carefully. We may take notes, make an outline, evaluate or critique the ideas and formulate our own synthesis. We recognize this close scrutiny as analytical reading, as opposed to casual, pleasurable reading. By the same token we set aside the goal of pleasure when we read a novel, play or poem critically in order to analyze it in fulfillment of a classroom assignment, the writing of a book review, critical essay or perhaps merely to relate it to our intellectual worldview. Different acts of reading utilize different ways of reading. Different ways of reading are supported by different methods of manipulating and organizing text – either in our mind, on paper or on screen.</p><p>Studies during the decade of the 1990s conducted by researchers at Xerox PARC and Microsoft have looked at how we read and how reading devices and reader software can support the ultimate goals of our reading. Taking the lead from Mortimer Adler’s <italic>How to Read a Book</italic> (Adler, 1940), Bill Schilit of Xerox PARC points out that when reading a single text or reading across multiple texts, we can approach them in a casual, passive way or in a more intense, active way. “Active reading,” according to Schilit, “combines reading with critical thinking, learning, and decision making, whereas passive reading is less careful and less effortful. Active reading tends to involve not just reading <italic>per se</italic>, but also writing, especially annotating and note‐taking. Passive reading, on the other hand, is what we tend to do with paperback fiction” (Schilit, 1999a, b).</p><p>Kenton O’Hara from the Rank Xerox Research Center in Cambridge, UK wrote a technical report in 1996 entitled “Towards a typology of reading goals” in which he outlined in detail how a text is read, the support activities employed in reading a text, and why a text is read. He elaborated six categories for how a text can be read: receptive reading, reflective reading, skim reading, scanning, serial/non‐serial reading and single/repeated reading. Why a text is read was discussed under the following categories: reading to learn; reading to self‐inform; reading to search/reading to answer questions; reading for research; reading to summarize; reading for discussion; proof‐reading; reading while writing from multiple sources; reading for text revision; reading for critical review; reading to apply; reading for problem solving and decision making; reading for enjoyment (O’Hara, 1996).</p><p>Reading for pleasure, “ludic reading” as Bill Hill, a researcher at Microsoft, explains, involves immersion in the text, “getting lost” in our reading and moving with the flow of the narration and its content. As a print specialist with a keen awareness of the role typography plays in fluid reading, Hill worked on the “Bookmaker electronic books project” at Microsoft through the design phase of Microsoft Reader, insisting on the implementation of such basic principles of typography as the construction of six to eight word lines to insure readability and the use of san serif fonts for clean, unobstructed text. In a white paper for the project, Hill elaborated a new model of the reading process relying on previous research on readability, and the new perspective provided by information processing, particularly the principles of optimized serial pattern recognition (OSPREY). From the standpoint of presenting text on a screen, Hill and his team constructed what many consider one of the more successful software reading systems (Hill, 2001; Dillon, 1992).</p></sec><sec><title>Software to enhance the reading experience</title><p>Improved text and improved screens are only the first steps to building a better digital reading experience. Of course, even with improved screens there still remains the major question about retention of what has been read on a screen as opposed to what has been read on paper. Many feel a disorientation when reading extensive texts on a screen.</p><p>A preliminary study conducted by researchers at Ohio State University suggests that students retain more information when reading from paper‐based sources (Murphy <italic>et al.</italic>, 2000). Focusing on persuasion that assumes comprehension and recall and using control groups, Murphy <italic>et al.</italic> note “that students who read the traditional paper text found it significantly easier to understand than the computer only group … it is likely that the students have more difficulty understanding what they read from a computer screen” (Murphy <italic>et al.</italic>, 2000, p. 13). Yet the research shows each kind of reading equally persuasive: “ results of this study suggest that the presentation of persuasive messages in a linear, computerized form is equally as persuasive as presenting the same message in a traditional paper form” (Murphy <italic>et al.</italic>, 2000, p. 16).</p><p>Although questions have been raised about this study – specifically about the quality, control and selection of the scanned text read on computer screens – in the final analysis we still do not know conclusively and clearly the advantages nor the disadvantages of reading digital text. Likewise we have not explored, as the researchers of this paper suggest, whether “the strategies requisite for comprehending traditional printed text are not the same strategies required to comprehend computerized texts” (Murphy <italic>et al.</italic>, 2000, p. 17).</p><p>One of the key questions that haunts traditional readers who grew up with print on paper is the navigation issue. I characterize it this way: voracious readers of print on paper enjoy their serendipitous freedom as omnipotent navigators. They dominate text, eagle‐like in their overview, scanning at will any portion or section, leafing through pages, setting down to read at any point significant to mind and eye, randomly coursing through footnotes and bibliographic citations. They spatially map the text as they browse, flipping through pages and initiating concentrated reading at will from end to beginning or beginning to end. They recall the location of headings, photographs or significant text – upper right hand page, left side middle of the page, two‐thirds through the width of the book and bottom of the page – and they move back and forth with ease of recall through navigation channels that the technology of print books have seemingly embedded topographically in their brain. With an e‐book or e‐text on a screen all these navigational aids are gone. Serial text flows across the screen like an Alexandrian scroll, or single pages of fixed text on reader screens with or without hyperlinks, force the reader to follow someone else’s designated paths. Where is the serendipitous power of the self‐determined and self‐directed navigator/reader? This loss of context leaves the print‐on‐paper readers reluctant to flounder through fuzzy text on screens.</p><p>Research developments do promise the “omnipotent” reader some solutions. Although software may not be able to duplicate the navigational flights of the omnipotent reader, it can provide similar functionality and control of the text. Initial research on analytic reading and at least one prototype reading appliance has tried to address these concerns in a comprehensive way. Developers of the XLibris at Xerox PARC have designed software to assist and support active reading and sharing of digital documents on tablet screens. A few current commercialized versions of e‐book readers have adopted some of the these features, e.g. note taking, highlighting and text searching, in a truncated, less robust manner. In order to compensate for the lack of orientation and the loss of pages to flip through in a reader device, software was developed to support fluid navigation about the text: hyperlinked tables of contents and footnotes, searchable text, page‐by‐page presentation instead of scrolling text. The XLibris prototype takes advantage of electronic ink technology in order to allow on‐screen, handwritten note‐taking, highlighting and the capability to organize notes and clipped text from single and multiple documents. It also utilizes software to help present key ideas and facilitate skimming of the text. Bill Schilit outlines six general benefits which the Xlibris tablet introduces to reading: distribution; mobile information access; organizing; searching; filtering; and supporting different modes of reading (Schilit, 1999a, p. 3). A brief description of three of these innovative advantages demonstrates the nature of these software tools:</p><list list-type="order"><list-item><label>(1) </label><p><italic>Organizing.</italic> “The Xlibris uses a reader’s free‐form annotations to organize reading [and] … introduces the concept of a Reader’s Notebook that combines the best features of annotating directly on the page, of taking notes in a separate notebook, and of organizing index cards (Schilit, 1999a, p. 4).</p></list-item><list-item><label>(2) </label><p><italic>Searching and filtering.</italic> “Filtering and sorting of the annotations allow readers to reorganize their information ” (Schilit, 1999a, p. 5).</p></list-item><list-item><label>3. </label><p> “The reader’s notebook extracts clippings of annotated text and lays them end‐to‐end in a multi‐page view. Each clipping is linked to the annotated page, so the reader can move easily between notes and documents (Schilit, 1999a, p. 5).</p></list-item><list-item><label>4. </label><p> “The reader’s notebook can display clippings from one document or from all documents and can be sorted and filtered. The system maintains a separate ink index so these operations are rapid even for large document collections” (Schilit, 1999a, p. 6).</p></list-item><list-item><label>(3) </label><p><italic>Different modes of reading.</italic> “Another aspect of reading is grasping the structure, and computers can help by showing outlines and summaries” (Schilit, 1999a, p. 7).</p></list-item><list-item><label>6. </label><p> “XLibris ‘skimming mode’ highlights phrases and sentences that are characteristic of the document being skimmed. … Skimming mode uses shades from gray to black to reflect a statistically computed term ‘importance value”’ (Schilit, 1999a, p. 8).</p></list-item></list></sec><sec><title>New ways of reading?</title><p>Reader devices and reader software provide venues that change the way we read.</p><p>Some readers may want to rely on software to determine statistically the important passages of a text. Others will continue to prefer their own analytical skills to find the significant passages that build full comprehension and lead to the critical evaluation of a text. Certainly, the benefits that reader software provides for note taking, text clipping and facile organization in notebook‐like displays with direct links to full context could offer improvements over a highlighter or pencil hovering above print on paper. But there will remain readers who prefer to highlight a print‐on‐paper text because of the tactile‐topographical reinforcement it provides them as an aid to understanding and recall the ideas thus “imprinted” in their memory.</p><p>Educators often comment on the changes in reading, study and writing habits that they observe in the current generation of students who have grown up with Game‐Boys and TV. For today’s student, the typewriter, carbon paper and white‐out are writing tools found in a museum. Given the ubiquity of desktops and laptops, of online public access catalogs and campus networks that provide e‐journals and e‐books, researching and writing a paper has become a different exercise. The pre‐computer and pre‐xerox mode of reading a book with pen or pencil in hand, note cards stacked alongside a book is nowhere to be found. Reading the book from “cover to cover” – sequential reading – likewise has taken a back seat to segmental reading.</p><p>Readers of digital text search, scan, select, cut, paste and create a “personal library” of related files that hold their citations and texts. This is reading that conforms in many ways to earlier sixteenth and seventeenth century readers who created their “commonplace books” of passages and quotations culled from books which they mined in segmental fashion. Darnton’s study of the history of reading and observations about the mentality of segmental readers casts an interesting shadow from the past on evolving, new habits and structures of digital reading (Darnton, 2000, 1990). The implementation of integrated software tools allows today’s student conveniently to organize and index his or her “readings”. The creation of a “commonplace book” of citations flows as a logical, natural result from digital reading.</p><p>Among all the capabilities that reader devices or search software bring to our interaction with digital text, one stands out as simple and powerful – full‐text indexing and searching. Let us take an example of robust text searchability. This benefit, of course, is in direct proportion to the number of texts indexed on a given reader device or the number of electronic documents available in a digital library. netLibrary’s implementation of full‐text search software provides an example of such a tool for searching the total corpus of e‐books mounted on a server. It is an extremely useful tool and, in my opinion, models one of the most innovative benefits for readers of electronic text. It allows the reader not only to search any word within a given electronic text, but all words in all electronic texts in the entire collection (up to 35,000 in the case of the netLibrary collection as of this writing.)</p><p>This is a powerful new tool that allows us to “read” books in a new way. Conduct a search for “Berners‐Lee” in the netLibrary collection, and the titles of more than 123 e‐books appear, which when opened display the multiple highlighted occurrences of Tim Berners‐Lee ready for paging and consultation within the context of the text. We essentially have the active power to create an instant concordance of any word or phrase in the full text of all e‐books in the collection. Our omnipotent navigator would be forced to do quite a bit of skimming to find all the occurrences of a word‐gem buried in the text of 123 books, but the reader of electronic text can accomplish this merely by typing a simple search (see <xref ref-type="fig" rid="F_2380190409001">Figure 1</xref><xref ref-type="fig" rid="F_2380190409002">Figure 2</xref>, <xref ref-type="fig" rid="F_2380190409003">Figure 3</xref>‐3).</p></sec><sec><title>More than a copy of a print book</title><p>One of the advantages of e‐books and electronic documents is their potential to evolve into more than first‐stage copies of print books. In the decade of the 1980s the software company Voyager charted an interesting course of innovation in electronic books utilizing multimedia capabilities – video, voice and graphics in a CD‐ROM format – to explore the boundaries of text and the spaces of interaction with the reader. Current development of digital text for reading appliances, however, principally repackages print on a screen. Nevertheless, there are some interesting first steps limited not only to reading appliance software. Much of what lies ahead can take the lead from the road traveled by the developers at Voyager, who creatively attempted to integrate text, voice and video.</p><p>The Adobe Acrobat e‐book Reader Version 2.0 contains a “read aloud” button that, when clicked, begins reading the displayed text aloud. The synthesized, computer‐generated quality of the speech, while not perfect, nevertheless demonstrates the use of available digital technology to move beyond a mere print on paper model. Shortly after the release of the Pocket PC, Microsoft announced the licensing of technology from Labryrinten Data of Sweden and isSound of New Jersey, two leaders in synchronizing digitized human speech with text. They are also involved with several groups to create open standards for accessible electronic/audio books – NISO Digital Talking Book Standard, the Daisy Consortium’s Digital Talking Book Standard and the Open e‐book Forum. These developments not only point to higher quality human speech in digital audio but at the same time place the e‐book as an innovative tool for education – particularly in the teaching of reading and providing help for the blind, dyslexic or otherwise print‐disabled.</p><p>Audio books on tape and CDs have been around for a while, but combining audio, video and text is a development that is gaining wide acceptance on the Web. Sites dedicated to the humanities and poetry in particular are utilizing the capabilities of digitized video and audio to create a broader experience of “reading”. The “poetry.about.com” site lists among its many links those dedicated to “audio poetry” and “video poetry”[6]. Under the audio poetry section, <italic>The American Academy of Poetry Listening Booth</italic> provides a complete listing of contemporary poets. With a click of the mouse we can select <italic>The Public Garden</italic> by Robert Lowell and with a second click listen to Lowell recite the poem as we read along. In essence, the developers of this Web site have created a new kind of “anthology of poetry”, a digital compendium of texts and voices, which greatly alters the experience of reading a print‐on‐paper poem.</p><p>The integration of text and video enjoys a gamut of experimentation on one hand and serious commercialized development on the other. The small, Web‐based magazine <italic>Zuzu</italic>, for example, which aims to “present the best resources for creative people on the internet”, is home for the Absinthe Project – a collection of hypertext and photo collages as well as three video poems that mix, audio, video and text with scenes of nature[7].</p><p>Where we do see more mature development is in the area of e‐textbooks. Companies such as Wizeup.com, BookOnWeb and MetaText integrate text and software “utilities” for student interaction with dynamic electronic textbooks distributed over the Web and integrated with professors’ courseware. MetaText uses animated graphs, illustrations, and interactive experiments with voice and video that are designed to engage student reading and learning[8]. More than 13 new media e‐textbooks developed by a company called Thinkwell have won adoption in over 150 US colleges. The Thinkwell e‐textbooks, Web and CD‐ROM‐based, integrate video lectures, audio, animation and interactive tutorial exercises with the classes and lectures of the professor[9].</p><p>Many of the major textbook publishers have launched e‐textbook programs that, if not utilizing full multimedia capabilities, present the option of electronic text which can be integrated with such course management software as Blackboard and WebCT.</p></sec><sec><title>The spector/insurance of digital rights management (DRM)</title><p>Depending on which side of the fence one stands, the issue of DRM is a positive or negative development. Publishers and distributors view it as the insurance needed to distribute their properties on the Web. Some authors, many librarians, and possibly the majority of researchers, not to mention those readers of fiction for pleasure, look on digital rights management and encryption routines as overkill. Too much for too little.</p><p>A broader concern revolves around the issue of legitimate open access to digital texts held or licensed by libraries. Aside from all the issues of the standardization of digital text and the digital rights to manage access to this text, the ultimate concerns are distribution from one side and access from another side. On the academic side, in order to enjoy full access to research libraries and their growing digital collections, texts need to be beneficent to their users. They need to allow such interactivity as (but not limited to) robust searching across entire collections, note taking, clipping, cutting and pasting, and in a futuristic vein, a projected capability of “interactive dialogue” with the author of a text. The model currently in place for electronic journals has felicitously avoided locking texts to devices or terminals. Nor does it limit the number of characters that can be downloaded from any given article or journal. Access is robust, productive and protected by license, openly serving the scholarly interests of readers.</p><p>On a pragmatic level, one hopes that publishers of electronic texts, particularly those publishers which have an experience base from published e‐journals, would recognize the needs of libraries and provide a less restrictive access to their collection of e‐books. Lynch has incisively presented the debate over the control of content. One hopes, along with him, that “the publishing industry will honor the importance of managing the cultural and intellectual record, and will ensure the free and transnational flow of ideas and the exchange and sharing of thinking among readers” (Lynch, 2001). It is essential that in the intellectual exchange of ideas on which our culture and democratic polis is founded, digital rights finds an accommodation with the digital needs of libraries and readers.</p></sec><sec><title>Conclusion</title><p>The reading process, and no longer the book as object, has become the central domain of digital texts. E‐books are providing us with a new way to read; not necessarily a happy novelty for all, as our habits from the past often subvert the inventions that move us to the future. Reading is an embedded activity in our culture, almost, one could say, an archetype of our psyche’s inter‐relation with the voices of past and present, with authors and thinkers of tradition and culture, as well as with writers of popular fiction and ephemera. We read for pleasure, we read for information, we read for insight. We allow our minds to wander off without any critical task before them, and at times we struggle with texts critically, dissecting them and inserting them compatibly within our realities.</p><p>The parameters of e‐text reading and the issues of access remain central to readers and researchers, whether the electronic text is designed and packaged as an “e‐book” for portable reading devices, or resides on a server for distribution to library terminals to be downloaded to desktop PCs, laptops or tablet PCs. The power and functionality of reading software – note‐taking, highlighting and indexing capabilities, robust open searching across databases – are ultimately linked to open access issues: interoperability, text standards, standard generalized markup language (SGML), extensible markup language (XML), portable document file (PDF), Open e‐Book (OEB) structure and DRM. If we pay attention to the evolution and history of relatively recent technologies – radio, cinema, television, tape recorders, and video cassette recorders – we are firmly aware that each innovation has not eliminated its predecessor. Coexistence is equally the result of human habit and inherent functionality. And so we must expect that in the evolution of e‐books, digital documents and reader devices, the print‐on‐paper book and paper documents will not disappear.</p><p>Some kinds of books may no longer make sense to print – as is the case with indexes, bibliographies and concordances. In these examples, computer software radically changes the functionality of print, superceding it with the greater functionality of powerful searching and efficient access to data. Undoubtedly, new areas of functionality and preference for e‐text will come to the fore and create new reading habits and expectations for dealing and interacting with text. These new forms of reading will gradually become as natural as the different activities we now take for granted, such as searching an online catalog, watching a cassette video or surfing the Web.</p></sec><sec><title>Notes</title><list list-type="order"><list-item><label>1. </label><p>1 See: <ext-link ext-link-type="uri" xlink:href="http://www.microsoft.com/reader/cleartype.asp">http://www.microsoft.com/reader/cleartype.asp</ext-link></p></list-item><list-item><label>2. </label><p>2 See: <ext-link ext-link-type="uri" xlink:href="http://www.adobe.com/products/acrobat/cooltype.html">http://www.adobe.com/products/acrobat/cooltype.html</ext-link>;</p></list-item><list-item><label>3. </label><p>3 See: <ext-link ext-link-type="uri" xlink:href="http://www.parc.xerox.com/dhl/projects/gyricon/">http://www.parc.xerox.com/dhl/projects/gyricon/</ext-link></p></list-item><list-item><label>4. </label><p>4 See: <ext-link ext-link-type="uri" xlink:href="http://www.eink.com/index.htm">http://www.eink.com/index.htm</ext-link></p></list-item><list-item><label>5. </label><p>5 See: <ext-link ext-link-type="uri" xlink:href="http://www.optics.arizona.edu/oled/Background.htm">http://www.optics.arizona.edu/oled/Background.htm</ext-link> or <ext-link ext-link-type="uri" xlink:href="http://www.xrce.xerox.com/showroom/techno/oled.htm">http://www.xrce.xerox.com/showroom/techno/oled.htm</ext-link> or <ext-link ext-link-type="uri" xlink:href="http://www.emagin.com/">http://www. emagin.com/</ext-link></p></list-item><list-item><label>6. </label><p>6 See: <ext-link ext-link-type="uri" xlink:href="http://poetry.about.com/arts/poetry">http://poetry.about.com/arts/poetry</ext-link></p></list-item><list-item><label>7. </label><p>7 See: <ext-link ext-link-type="uri" xlink:href="http://www.zuzu.com/absinthe/index.htm">http://www.zuzu.com/absinthe/index.htm</ext-link></p></list-item><list-item><label>8. </label><p>8 See: <ext-link ext-link-type="uri" xlink:href="http://www.MetaText.com">http://www.MetaText.com</ext-link> and <ext-link ext-link-type="uri" xlink:href="http://www.wizeup.com">http://www.wizeup.com</ext-link></p></list-item><list-item><label>9. </label><p>9 See: <ext-link ext-link-type="uri" xlink:href="http://www.thinkwell.com">http://www.thinkwell.com</ext-link></p></list-item></list></sec><sec><fig position="float" id="F_2380190409001"><label><bold>Figure 1<x> </x></bold></label><caption><p>netLibrary search screen</p></caption><graphic xlink:href="2380190409001.tif"></graphic></fig></sec><sec><fig position="float" id="F_2380190409002"><label><bold>Figure 2<x> </x></bold></label><caption><p>netLibrary search results</p></caption><graphic xlink:href="2380190409002.tif"></graphic></fig></sec><sec><fig position="float" id="F_2380190409003"><label><bold>Figure 3<x> </x></bold></label><caption><p>netLibrary online e‐book reader</p></caption><graphic 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Brown is Director of Library Services at Blackwells Book Services, Evanston, Illinois, USA. Email gary.brownblackwell.com</affiliation></name><typeOfResource>text</typeOfResource><genre type="other" displayLabel="e-viewpoint"></genre><originInfo><publisher>MCB UP Ltd</publisher><dateIssued encoding="w3cdtf">2001-12-01</dateIssued><copyrightDate encoding="w3cdtf">2001</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">The development of reader devices and improvement of screen technology have made reading on screens less cumbersome. Our acts of reading are not univocal, as we read in many different ways with many different goals in mind. Reader software can provide different levels of navigation support for the manipulation of digital text, presenting capabilities for analytic reading not available in the printonpaper reading experience and compensating for our lack of orientation and feeling of omnipotent dominance of text. The parameters of etext reading and the issues of access remain central to readers and researchers, whether the electronic text is designed and packaged as an ebook for portable reading devices, or resides on a server for distribution to library terminals to be downloaded to desktop PCs, laptops or tablet PCs. The power and functionality of reading software notetaking, highlighting and indexing capabilities, robust open searching across databases are ultimately linked to open access issues interoperability, text standards, and digital rights management. These remain key questions for libraries, publishers and researchers.</abstract><subject><genre>keywords</genre><topic>Electronic publishing</topic><topic>Reading</topic><topic>Software development</topic></subject><relatedItem type="host"><titleInfo><title>Library Hi Tech</title></titleInfo><genre type="journal">journal</genre><subject><genre>Emerald Subject Group</genre><topic authority="SubjectCodesPrimary" authorityURI="cat-IKM">Information & knowledge management</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-ICT">Information & communications technology</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-INT">Internet</topic></subject><subject><genre>Emerald Subject Group</genre><topic authority="SubjectCodesPrimary" authorityURI="cat-LISC">Library & information science</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-IBRT">Information behaviour & retrieval</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-LLM">Librarianship/library management</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-IUS">Information user studies</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-MTD">Metadata</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-LTC">Library technology</topic></subject><identifier type="ISSN">0737-8831</identifier><identifier type="PublisherID">lht</identifier><identifier type="DOI">10.1108/lht</identifier><part><date>2001</date><detail type="volume"><caption>vol.</caption><number>19</number></detail><detail type="issue"><caption>no.</caption><number>4</number></detail><extent unit="pages"><start>390</start><end>399</end></extent></part></relatedItem><identifier type="istex">088F24DA141AFA2217D8409F478008F76C82A348</identifier><identifier type="DOI">10.1108/07378830110412456</identifier><identifier type="filenameID">2380190409</identifier><identifier type="original-pdf">2380190409.pdf</identifier><identifier type="href">07378830110412456.pdf</identifier><accessCondition type="use and reproduction" contentType="copyright">© MCB UP Limited</accessCondition><recordInfo><recordContentSource>EMERALD</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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