Perry, Anali Maughan
A collection of scholarly work created by Anali Maughan Perry. orcid.org/0000-0001-7173-4827
Anali Maughan Perry received her master's degree in Information Resources and Library Science from the University of Arizona in 2005 and her Bachelor's of Music in Guitar Performance from Arizona State University in 2000. Prior to completing her master's degree, she worked as a library specialist at ASU Libraries for six years in the interlibrary loan department. Since 2006, she has been the Collections & Scholarly Communications Librarian at ASU Libraries.
Anali's research interests are the application of personal productivity techniques and tools, scholarly communication, and copyright and intellectual property issues.
Filtering by
- Creators: Carlock, Danielle
- Creators: Pannabecker, Virginia
Purpose: In spring of 2007, Arizona State University Libraries held a focus group of selected faculty to discover their perceptions and use of electronic books (e-books) in their research and teaching.
Methodology/approach: We employed the services of the Institute of Social Sciences Research to recruit and moderate the focus group. The following major themes were explored:
1) Use of e-books as textbooks.
2) Use of e-books for personal research.
3) Comparison between e-books and print.
4) Disciplinary differences in perceptions of e-books.
5) Motivators for future use
Findings: Overall, the focus group revealed that faculty had generally unsatisfactory experiences in using e-books in their research and teaching due to the unreliability of access, lack of manipulability, and the steep learning curve of the various interfaces. However, most faculty agreed that e-books would be a very viable and useful alternative if these issues were resolved.
Research limitations/implications: The focus group consisted of only six faculty members and hence is not representative of faculty as a whole. A larger survey of a more diverse faculty population would greatly serve to clarify and expand upon our findings.
Practical implications: The implications for academic libraries include providing better outreach and training to faculty about the e-book platforms offered, provide better course support, and advocate to e-book vendors to consider faculty's teaching and research needs in their product development.
Originality/value of paper: To the best knowledge of the authors, this is the first published study of faculty opinions and use of e-books utilizing focus group methodology and offers detailed information that would be useful for academic libraries and e-book vendors for evidence-based decisions.
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Presented at the SDLA/NDLA/MPLA Tri-conference 2013