Redefining “Library Time”

Redefining “Library Time”

Redefining “Library Time”

Given the way that the world is adapting to internet delivery systems (from drive-through burger joints to peer-to-peer file sharing, from Amazon Fulfillment to Netflix), it’s not surprising that educators and parents of students are rethinking the role of paper. Already, the adoption of school-based e-readers with print books is increasing; according to new surveys, only 5 percent of teachers are using traditional print methods.

There are notable differences between libraries, schools and homes with young children, experts say. Even adults have experimented with e-book technologies, and a recent Pew Research Center survey shows that only about half of U.S. adults read printed books regularly.

Read More: eReading Technology: Is E-Text Readiness a Priority for Schools?

But students are an entirely different story. According to library association survey, some 27 percent of students used e-books in the past year, as compared to only 11 percent of adults. Add to that statistic some schools that use e-readers and bring in textbooks and the need for technological literacy looks limitless.

Can students overcome illiteracy and cope with a world that has digital tools at their fingertips? You may be surprised by the prevalence of in-class electronic activities. According to surveys, more than 75 percent of educators conduct PowerPoint presentations during class, 36 percent use digital applications on their tablets for schoolwork, and more than 30 percent use digital devices to conduct research.

About the Author: Holly Korbey is the director of diversity and inclusion for Planet Education. She has more than 20 years of experience in the classroom, advocating for student and faculty achievement. She created the Diversity Office at Planet Education in 2009 and has been a contributing writer at, a job and career magazine. She blogs and tweets from Times Square.

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