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Article and book reading patterns of scholars: findings for publishers

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Abstract:

Surveys of academic staff in six universities in the UK provide insights for publishers into scholarly article and book reading patterns of academics and differences based on personal characteristics of readers. These surveys were part of the 2011 UK Scholarly Reading and the Value of the Library Study funded by JISC Collections and based on studies conducted by Tenopir and King since 1977. Scholarly articles, especially those obtained from the library's e-journal collections, are a vital part of academic work. Reading patterns of books are quite different than articles; books most often come from personal print collections. Book readings are still important for research and teaching, however, especially for humanists. Academics come into contact with multiple sources of information every day and therefore, convenience and easy access are important factors. Knowing more about academic reading patterns helps publishers and librarians design more effective journal systems and services now and into the future.

Document Type: Research Article

DOI: http://dx.doi.org/10.1087/20120407

Publication date: October 1, 2012

More about this publication?
  • Editor in Chief: Pippa Smart
    North American Editor: Judy Luther

    Learned Publishing is the journal of the Association of Learned and Professional Society Publishers, published in collaboration with the Society for Scholarly Publishing. The journal is published quarterly in January/April/July/October.

    Learned Publishing articles are available free online to members of ALPSP and SSP.
    ALPSP members: log in to www.alpsp.org. If you do not have a password contact info@alpsp.org
    SSP members: log in to the Member Center using your membership username and password. Further information info@sspnet.org



    Learned Publishing will be moving to Wiley-Blackwell as of January 1, 2016. Please contact the publisher at cs-journals@wiley.com for information on how to continue access to this title.
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