Nook vs Kindle: Some New Thoughts

I'm often asked by other librarians which eReader I would recommend, and I'm always quick to mention that regardless of what I say, they need to ask themselves the question "What is the purpose for the eReader or mobile device in my library, classroom, or school?"  Sometimes when a new piece of technology arrives on the scene, we think,


I have to have this--it's what I've been waiting for; this piece of technology will transform my teaching and student learning and literacy development.

Frankly, I've yet to see this happen (although there are positive rumblings of this very thing happening with the iPad).  However, how many schools have equipped every classroom and library with an interactive whiteboard, yet it is not being used any more effectively than a regular white board?  Or, worse yet--the technology is only being used to augment strictly lecture style instruction?  What I've noticed is that teachers who use technology effectively have transformed their teaching rather than the technology being responsible for any transformation.

The same applies to the use of any mobile device in a library/classroom.  So...what is the purpose for purchasing any mobile device is one of the most important questions that can be asked and answered.  How will it be used?  Is it just an electronic version of a print book or does it offer students opportunities to increase their vocabulary by using the online dictionary that allows them to learn words in context?  Is it just a mobile device that mimics the typical library lab computer or can an autistic student who has trouble concentrating in a computer lab environment use an iPad to help with focus while searching through online resources?  Those were some of my questions I had; everyone has their own set.  After the questions are asked and possibilities considered, movement towards piloting a mobile device or two needs to take place.

Be courageously progressive but cautious remains my motto for purchasing any mobile devices.  In our media center, we decided to start with just two Nooks.  I like the Nook because of the local customer service, the library lending options, and most importantly... the students prefer the Nook to the Kindle.  However, in recent months there have been rumors about the sale of Barnes and Noble and the possibility of physical bookstores becoming extinct in the near future (similar to the DVD rental stores).

Also, the Kindle will soon be able to borrow books from the public library according to a recent news article "Amazon to Allow Library Lending of Kindle Books."  With this new information (and speculation about physical bookstore extinction), I have been asking myself if I made the correct decision choosing the Nook over the Kindle or Sony for our student use, and my answer is "Yes" only because I didn't purchase an entire fleet of these devices; I started small.

When I look back at the questions I've asked (and still ask) about mobile devices and student use, it becomes less about what piece of technology should be purchased and more about why it's being purchased.  As the list of students on our "wait list" grew for wanting to check out the Nook, we purchased two more (Color Nooks for the second round).  The wait list continued to grow, so we ordered an additional two, which should be arriving shortly.  Our next step is to have two of our Nooks to house required reading material for class, three for circulating young adult literature (that is also used in many of our English classes), and one Color Nook to remain in the library to use for magazines.  If there is no need for additional devices, I will not purchase them.

Will I switch to Kindles or another still-to-be-developed eReader in the future?  Perhaps.  I may be forced to or what another eReader offers may one day better suit our student's learning needs.  Currently, the Nook works for our students and the Color Nook also allows them to use our databases and other online resources for student research as well as to read classroom required material.  The eReader is just a tool--not the answer for increasing literacy or student learning.  That's our job as librarians and teachers.

Think Outside the Container: eReaders and the iPad in the Library and Classroom

On Friday, March 18, Jim Martin and I will be offering an updated presentation on using eReaders and the iPad in the library and classroom at the NEOtech conference at the University of Akron.  For those who are interested in the updated Prezi, click on this link.  This Prezi offers a pros/cons list of the Kindle, Nook, Sony, and iPad as well as a section on student use in the library and classroom, including a brief video of Copley High School student's candid thoughts on eReaders and the iPad.  There are also two new eResources located in the eReader Resources list on the blog:

Annotated List of eReader and iPad Resources:

I have been collecting various blog links, websites, and articles that relate to using eReaders and the iPad in education.  Colleen Scolaro, a Kent State University library student, annotated the list for me as well as added some resources that she discovered.  There are approximately 66 resources, and the iPad resources are especially helpful.  It is not an exhaustive list, but for anyone piloting an eReader or iPad program, it will be a solid place to start.

Instructions for Checking Out eBooks from the Public Library:

Jim Martin put together this useful resource on how to check out an eBook from the public library using Adobe Digital Editions and how to put an eBook on a Nook or Sony.  It includes screen shots and step-by-step directions.  This will be helpful for those who want to borrow a book from their local library. We have tried to borrow books from the public library using the school Nooks, but an individual person has to borrow the book.  Our local public library is willing to offer our school a library card so that we can borrow books, but we would be responsible for any problems associated with the borrowed books. Since the books automatically disappear from the eReader device on the due date, there shouldn't be any late fees, so we will be pursuing the library lending option in the near future.

Resources for Starting an eReader Program in the Library (Attachments from Prezi entitled "Print or Pixels: eBooks and eReaders in the School Library")

There have been some requests for the attachments that Jim Martin (from NEOnet) and I included in our presentation on eReaders at the OELMA (Ohio Educational Library Media Association) in the fall.  They are listed and linked under the eReader Resources section on the right-hand side of the blog, as well as linked in the annotated list below.

Student Forms

eReader Student Rental Agreement - The Student Rental Agreement is a form that students need to fill out before they can borrow one of the eReaders.  We keep the original on file, so the students do not need to complete the form again if they will be checking out the eReader in the future.  There is also a copy of the form in the bag with the eReader, case, and power supply.  We began circulating in October 2010, and we haven't lost any eReaders yet.

iPad Student Feedback Form and Nook Student Feedback Form - These two feedback forms are used when students first check out the iPad or Nooks.  (The iPad is only to be used in the library; the Nooks can be taken home for one week.)  Most students do not take the feedback form seriously; they just want to use the device, but it does offer some data on usage.  We also keep a tally sheet for male/female and grade level usage.  In the future, we will also be collecting comments from students via video regarding their experiences with the eReaders.

eReader/eBook Resources

eReader Overview - This document was compiled by Jim Martin and offers the specs of 44 eReader devices; it is dated October, so there should be an update in the spring.  Although most schools are using the Nook or Kindle as an eReading device, it is helpful to look at possible alternatives depending on the needs of the library or classroom population.

Free Sources of eBooks - Jim Martin also provided this document with an annotated list of eight sources for free eBooks.  This is not an exhaustive list, but it's a place to begin.

DRM and File Formats - Another helpful document from Jim Martin, who explains DRM (Digital Rights Management) and defines many of the file formats that are used with eReaders.  (Updated document, 3-3-11)

Information on 3G vs Wifi and CIPA - Jim Martin offers an overview of CIPA and 3G vs WiFi devices.  He adds a disclaimer on the document, "This document was NOT prepared by anyone with a legal background. The issues are raised so that school staff are aware of the Children's Internet Protection Act (CIPA) and the potential conflict raised by supplying students with 3g wireless eReaders and Wi-Fi enabled eReaders."

eReader/eBook Management and Cataloging

Instructions for Cataloging eBooks in WorkFlows - These instructions were created by Jim Martin for library staff that use the Sirsi WorkFlows library management software (applicable to InfOhio users).  Martin offers three methods of cataloging eBooks, which can be transferred to other types of cataloging software.  At Copley High School, we catalog the eReader device, and then create a circulation set of all the books that are held on the device.  (See instructions regarding creating a circulation set below.) 

Creating Circulation Sets - Martin's WorkFlows instructions for creating a circulation set.  Each ebook is cataloged individually and then added to a Nook set.

Nook Cover 1 and Nook Cover 2 - Two examples of wallpaper for the Nook.  We include the name of the library, number of the Nook, the school contact information, and the barcode of the Nook.  The jpg, png, or gif image size must be 600 x 760.  For more information on how to create Nook wallpaper or screensavers, check Nook-Look.  Please note that the Color Nook uses a different image size, which I have yet to experiment with.

eReaders, Reluctant Readers, Reading Comprehension, and Self-Efficacy

One of the research questions that intrigues me is how and if eReaders impact reading comprehension, especially with reluctant readers and students with learning disabilities.  Last week, I had a male student come rushing into my office requesting that I purchase an eBook for one of the color Nooks that we circulate.  I began asking him various questions about his reading experience (conducting my own informal study).  One of the questions I asked him was did he prefer reading an eBook over a print book, and if so, why?

The student immediately responded with enthusiasm, "I like to read on the color Nook because I read faster."  That's an important feature for the typical student who wants to get through their assigned reading more quickly, but I also found his response interesting because I had read an article several months ago (http://articles.cnn.com/2010-07-05/tech/kindle.ipad.reading.mashable_1_e-readers-kindle-ipad?_s=PM:TECH) of an informal study done that indicated that people actually read slower on an electronic format.  I did not offer the student that information because that would devalue his belief, and it was only one small study.

I also asked the student if he understood and remembered everything that he read on the ebook compared to print, and he said with much confidence, "I remembered everything I read on the Nook; it's just easier to read."  Now obviously this student's response will not make for a conclusive study on reading comprehension, but it's one piece to consider as I look at more formal ways of assessing comprehension.  I began wondering about the role that self-efficacy plays in reading.  If the student believes he can read faster, and he believes that he understands and remembers the text, shouldn't it have an impact on his reading comprehension?  I would think so because the student would probably approach the text with more confidence and investment.  Self-efficacy and reading comprehension will certainly be an area I will explore in the future with students and eReaders.

The area of vocabulary development and reading comprehension has also been in the forefront of my thoughts.  I have been trying to read all my personal and professional reading on an eReader device or on the iPad so I can immerse myself in the technology and compare it to my experience with print material.  One of the biggest differences is the dictionary and note-taking functions available on the eReaders (specifically the Nook and iPad).  When I have read a book in the past and come across a word I don't know the definition of, I usually try to figure it out in context, usually guess a little, and then move on and enjoy the story or information.  I certainly would never get out of a comfortable chair and run for the dictionary!

When reading an eBook, I now click on any words that I'm not certain of.  I do this because it's easy, I desire to improve my vocabulary, and I realize that if I know the correct meaning of the word, it will afford me a deeper understanding of the text.  I think of all the reluctant readers who don't like to read because of their underdeveloped vocabulary (among many other reasons), and how this definition feature on eReaders will possibly improve vocabulary acquisition and reading comprehension.  Another study to conduct in the future ....