As more resources are made available in a digital only way and more people have mobile devices to consume or engage with resources, paper-based learning is on the way out. However, with research suggesting a subjective preference for paper (and no statistically significant difference between paper-based and on-screen reading performance), we need to challenge the assumption that today's learners are ready for the digital world and instead provide support for them.

1. Reading On Screen
A website to support engagement with digital resources
http://readingonscreen.wordpress.com/
Matt Cornock and Blayn Parkinson
University of York
@mattcornock @blaynparkinson

3. Books vs PDFs
Photo (cc-by) Matt Cornock
Increase use of digital resources for teaching.
Reducing demand on physical books. Yet need to
address the subjective apprehension about on
screen reading (Holizinger, et al, 2011).

4. Device ownership
Photo (cc-by) Matt Cornock
Our internal surveys of first years show 93% own
laptops or tablets, 78% own smartphones and only
22% own desktop computers. Leading to more
flexible and ad hoc engagement with resources.

5. Changing behaviour
Photo (cc-by) Matt Cornock
Conflict in the way that digital resources are
provided to students, yet our expectation is to still
hand out paper. Need to address digital
consumption in class and overcome fear of laptops.

6. Mimicking existing methods
Photo (cc-by) Matt Cornock
Common approaches to digital resources mimic
paper-based interaction with highlighting and notes,
yet the digital world offers much more:
collaboration, connectability, searchability.

7. Exposing the skills gap
Photo (cc-by) Matt Cornock
Our students (and us) are trained in the paper-
based world. We cannot assume students are
competent in a digital-only environment so we must
offer support – hence the Reading On Screen site.

8. Common problems
• You don’t know what you don’t know
– Change of font/colours/background/interface
– Different devices (strengths/weaknesses)
– Annotation
– File management
– Searchability

9. New learning opportunities
Photo (cc) Matt Cornock
With the confidence and knowledge to manage and
engage with resources in a digital-only way,
students can create rich personal libraries and no
longer be bound by the book request queue.

10. Development of the site
• Focus on the skills and tools to assist in
consumption of digital resources
• Devices
• File formats
• Problem-solving
• Commenting and collaborative

11. Reading On Screen
http://readingonscreen.wordpress.com/

12. References
• Ackerman, R. and Lauterman, T. (2012). Taking reading comprehension exams on screen or on paper? A metacognitive
analysis of learning texts under time pressure, Computers and Human Behaviour, 28, 1816-1828.
• Darroch, I., Goodman, J., Brewster, S. and Gray, P. (2005). The effect of age and font size on reading text on handheld
computers, in M.F. Costabile and F. Paternò (eds) INTERACT 2005, IFIP TC13 International Conference, Rome, Italy,
September 12-16, 2005. 253-266.
• Holzinger, A., Baernthaler, M., Pammer, W., Katz, H., Bjelic-Radisic, V. and Ziefle, M. (2011). Investigating paper vs. screen in
real-life hospital workflows: Performance contradicts perceived superiority of paper in the user experience, International
Journal of Human-Computer Studies, 69, 563-570.
• Lin, H., Wu, F. and Cheng, Y. (2012). Legibility and visual fatigue affected by text direction screen size and character size,
Displays, 34, 49-58.
• Mangen, A., Walgermo, B. and Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading
comprehension, International Journal of Education Research, 58, 61-68.
• Oborne, D. and Holton, D. (1988). Reading from screen versus paper: there is no difference, International Journal of Man-
Machine Studies, 28, 1-9.
• Wolfe, J. (2008). Annotations and the collaborative digital library: Effects of an aligned annotation interface on student
argumentation and reading strategies, Computer-Supported Collaborative Learning, 3, 141-164.