Emerging mobile e-reader technologies for school library services provision : junction, support and breadth in their adoption

The use of networked mobile gargets by students in Zimbabwean schools and other parts of the world is heavily disputed.    21St century is the era that has being  bombarded with technology that is envisaged as the most powerful means of communication where   Information can be obtained rapidly and instantaneously. Davis (2012) posits that mobile phone in Africa is now outpacking that of Latin America , making Africa the second-largest mobile –phone market in the world behind Asia , according to November 2011 report released by London based Groupe Speciale Mobile Association. It is against this backdrop that the growth and prevalence of mobile e-book technology than heavily rely on mobile gargets and networked  technology, open educational resources  is growing at an exponential rate in Zimbabwe and Africa. In Ghana and South Africa , a lot of effort has been done on the adoption of mobile e-reader technology in elementary-school age children who have rarely seen more than a handful of books are now using e-readers to access the whole library (Ash and Davis, 2012). Back to Zimbabwe, Econet has unveiled a programme that allows school going children to access the whole libraries from the push of the button. Though a lot of resistance has being felt in the implementation of e-resources in the education sector, people are beginning to realise the need to be connected to the network of resources.   Mobile technology is opening up a world of books and academic concepts to students in Africa , providing teachers in rural areas schools with more professional development and support and helping government gather vital statistics about education systems (Davis, 2012). 


  1.  What is the rate of use of mobile e-readers by students and teachers for library services provision in your School learning context?
  2. What value does mobile e-reader technology have on library service provision in the school learning context?
  3. How suitable and sustainable is the mobile e-reader technology in a school learning context?
  4. What are the barriers for the adoption of mobile e-reader technology in the school learning context?
  5. How are the institutional and national policies affect the implementation of mobile  e-reader technology  adoption in schools? 
  6. What factors contributed to students’ successful use of mobile e-books to support their learning?

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