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The authors report pedagogical and institutional experience using the Sony Reader at graduate and undergraduate levels, examining dynamics and challenges across three literacy tasks: accessing texts, operating texts, and marking texts. The essay argues that review practices often ignore materiality, then proposes a heuristic for teachers and administrators to adopt and design an ebook initiative in composition.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/e-book-issues-in-composition-partial-assessment-and-perspective-for-teachers/599575/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/e-book-issues-in-composition-partial-assessment-and-perspective-for-teachers/599575.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What three literacy tasks does the article focus on when studying e-book use in composition courses?","Question",{"text":112,"@type":113},"It analyzes accessing texts, operating texts, and marking texts, describing how each task creates specific dynamics and challenges for students and teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the authors frame the problem with traditional book reviews?",{"text":117,"@type":113},"They note that reviews usually emphasize textual content and arguments while overlooking the materiality of books, except when design draws attention to itself.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the proposed outcome for teachers and administrators regarding e-books?",{"text":121,"@type":113},"The article concludes with a heuristic to help teachers and administrators adopt and design an ebook initiative for composition teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599575,1792984800,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CF 24: “E-Book Issues in Composition” by Michael J. Faris and Stuart A. Selber Page 1 of 9  \nComposition Forum 24, Fall 2011 [http://compositionforum.com/issue/24/](http://compositionforum.com/issue/24/)  \nE-Book Issues in Composition: A Partial Assessment and Perspective for Teachers  \n [[http://www.addthis.com/bookmark.php?v=250&username=compforum](http://www.addthis.com/bookmark.php?v=250&username=compforum)] Michael J. Faris and Stuart A. Selber  \nAbstract: E-book devices (and devices that support e-books) are increasingly being integrated into the working lives of students and teachers. We discuss our pedagogical and institutional experiences with the Sony Reader in composition courses at both the graduate and undergraduate level, reporting on dynamics and challenges associated with three key literacy tasks: accessing texts, operating texts, and marking texts. We conclude with a heuristic that can help teachers and administrators adopt and design an ebook initiative.  \nBook reviews, including the reviews that typically appear in Composition Forum, generally focus on the textual content of a book—the ideas and arguments of authors—and they tend to ignore the materiality of the book, unless the book design calls attention to itself. Meanwhile, reviews of e-book devices on sites like cnet [[http://www.cnet.com](http://www.cnet.com)], zdnet [[http://www.zdnet.com](http://www.zdnet.com)], and digitaltrends [[http://www.digitaltrends.com](http://www.digitaltrends.com)] consider technological features and functions, but they tend to separate those discussions from considerations of textual content and context. In this essay, we remix the genres of book and software/hardware reviews in order to explore the interconnectedness of texts and technologies in the context of the composition classroom.  \nElectronic books, or e-books, are no longer an oddity or fringe novelty within American higher education. Although printed books and textbooks still dominate college classrooms, students and teachers can download e-books from a wide variety of places (e.g., university libraries, commercial bookstores, open-source projects) and display them on cell phones, computers of all sorts and sizes, and of course e-book devices like the Amazon Kindle, Barnes & Noble Nook, Sony Reader, and the rest. In addition, e-books tend to cost less than their printed counterparts, and they can sometimes be rented from publishers, a fact not unnoticed by administrators, parents, and others concerned about the escalating expenses associated with going to college or graduate school. For these reasons and a few others, e-books have become a thinkable option for composition courses at both the graduate and undergraduate level.  \nBut there is a lot to think about. With printed books and textbooks, teachers have internalized a whole series of expectations about literacy and learning and how those complex processes unfold and operate in formalized school settings. We ask students to read ina patient and critical manner, for example, assuming they can underline and otherwise mark difficult passages and key ideas and phrases in ways that are useful to them. We ask students to reference their readings in class, assuming they can use page numbers as a reliable and constant navigation aid. We ask students to discuss their readings in class, assuming they can access passages at apace that does not impede face-to-face conversations and interactions. And yet teachers cannot and should not make such commonsense assumptions, for conventions and expectations from print and speech do not always support and align with student tasks and experiences with e-books.  \nThe same could be said for experiences and tasks on the teacher side of the equation, including work involving computers and other online literacy technologies. E-books may not integrate very well or easily with campus bookstore and library protocols, for example, or with controls placed on university computer networks fo","cbCairUZyMS9CDmD","https://ap.wps.com/l/cbCairUZyMS9CDmD","pdf",76839,"English","# Introduction\n## E-book adoption in higher education\n# Pedagogical and institutional experiences\n## Literacy tasks: accessing, operating, marking\n# Rethinking book and software/hardware reviews\n## Texts intertwined with technologies\n# Challenges for teachers and programs\n## Integration with campus protocols and course systems\n# Educational rationale and heuristic for adoption\n## Defamiliarizing the familiar\n# Conclusion","[{\"question\":\"What three literacy tasks does the article focus on when studying e-book use in composition courses?\",\"answer\":\"It analyzes accessing texts, operating texts, and marking texts, describing how each task creates specific dynamics and challenges for students and teachers.\"},{\"question\":\"How do the authors frame the problem with traditional book reviews?\",\"answer\":\"They note that reviews usually emphasize textual content and arguments while overlooking the materiality of books, except when design draws attention to itself.\"},{\"question\":\"What is the proposed outcome for teachers and administrators regarding e-books?\",\"answer\":\"The article concludes with a heuristic to help teachers and administrators adopt and design an ebook initiative for composition teaching.\"}]","E-Book Issues in Composition - Partial Assessment and Perspective for Teachers | PDF",1792089041,23]