Posts tagged “eReading devices”

Reading Ahead: Research Findings

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(Updated to include slideshow with synchronized audio track)

We’re very excited today to be posting our findings from the Reading Ahead research project.

Lots more in the deck below, but here’s the executive summary

  • Books are more than just pages with words and pictures; they are imbued with personal history, future aspirations, and signifiers of identity
  • The unabridged reading experience includes crucial events that take place before and after the elemental moments of eyes-looking-at-words
  • Digital reading privileges access to content while neglecting other essential aspects of this complete reading experience
  • There are opportunities to enhance digital reading by replicating, referencing, and replacing social (and other) aspects of traditional book reading

We sat down yesterday in the office and recorded ourselves delivering these findings, very much the way we would deliver them to one of our clients.

Usually, we deliver findings like these to a client team in a half day session, and there’s lots of dialogue, but we tried to keep it brief here to help you get through it. (The presentation lasts an hour and twenty minutes.)

It’s been a great project, and we’ve really appreciated hearing from people along the way. We welcome further comments and questions, and look forward to continuing the dialogue around this work.


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Reading Ahead: Building models

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We’ve been hard at work synthesizing the Reading Ahead data. There’s a great deal of writing involved in communicating the results, and sometimes it makes sense to develop a visual model that represents a key idea.

Here are several partial models evolving through paper and whiteboard sketches, and finally into digital form.

We’ll be finishing synthesis soon, and publishing our findings on Slideshare, with an audio commentary.

Stay tuned…

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Reading Ahead: Managing recruiting

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There’s always something new in every project. Often we encounter a bit of process that we may not know how to best manage it. So we’ll make our best plan and see what happens. We learn as we go and ultimately have a better way for dealing with it next time.

In a regular client project, we write a screener and work with a recruiting company who finds potential research participants, screens them, and schedules them. Every day they email us an updated spreadsheet (or as they call it “grid”) with responses to screener questions, scheduled times, locations, and contact info. It still ends up requiring a significant amount of project management effort on our end, because questions will arise, schedules will shift, people will cancel, client travel must be arranged, etc. etc.

For Reading Ahead, we did all of the recruiting ourselves. Although we’ve done this before, this may be the first time since the rise of social media: we put the word out on LinkedIn, Twitter, Facebook, email to friends, and here on All This ChittahChattah.

While Dan lead the effort, we both used our own networks, and so we got responses in a number of channels, sent to either or both of us, including:

  • @ replies on Twitter
  • direct messages on Twitter
  • Comments on Facebook posts
  • Messages on Facebook
  • Emails (directly to either of us, or forwarded from friends, and friends-of-friends

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A private dialog on Facebook

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Comments on a Facebook status update. Note that Dan is able to jump in and make contact directly

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Direct Messages in Twitter

Some people were potential participants, some were referrers to other potential participants, and some were both. And given the range of platforms we were using, with their associated restrictions (and unclear social protocols), we had to scramble to figure out who could and should communicate with who to follow up and get to the point where we could see if the people in question were right for the study. We didn’t expect this to happen, and eventually Dan’s inbox and/or his Word document were no longer efficient, and as some participants were scheduled or in negotiation to be scheduled, he ended up with this schedule cum worksheet:

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Being split across the two of us and these different media, eventually we were interacting with people for whom we had to check our notes to trace back how we had connected to them, which was great for our sample, since it meant we weren’t seeing a group of people we already knew.

It was further complicated when we had finished our fieldwork and wanted to go back to everyone who offered help close the loop with them, thanking them for help. Technically, and protocol-wise, it took some work (who are the people we need to follow up with? Who follows up with them? What media do they use), basically going through each instance one-by one.

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We haven’t figured out what we’ll do next time; we won’t forget the challenges we’ve had but there’s just not time or need right now to plan for the future. If I had to guess, I’d imagine a Google Spreadsheet that includes where we got people from, who owns the contact, whether they are participant-candidate or referrer, etc.). Despite being very pessimistic about the demands of recruiting, we still underestimated the time and complexity required for this project.

Reading Ahead: Looking for the story

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I started today by typing up all of the Post-it notes you saw in our recent blog post on Synthesis.

This activity created a 6-page Word document of bullet points.

The next part of the process is something I always find challenging: taking an incredibly detailed list of observations, particpant statements, hypotheses, and ideas; figuring out what the Big Ideas are (there’s a point in the process where many of them seem Big!), and putting those into a form that tells a cogent story.

First step: make a cup of tea.

Ok, then my next steps were:

  • Categorize all those bullet points
  • Synthesize those categories a bit further
  • Write down in as short a paragraph as possible what I would tell someone who asked me, “what did you find out?”

Then I went into PowerPoint, which is what we use when we present findings to our clients. I’ll continue bouncing back and forth between Word and PowerPoint; each piece of software supports a different way of thinking and writing.

I dropped my synthesized categories into a presentation file, sifted all of the bullet points from my Word doc into the new categories, and then started carving and shaping it all so that it started to follow the paragraph I had written. (I’m mixing cooking and sculpting metaphors here.)

I printed out the presentation draft, and laid it out so I could see the whole thing at once.

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Steve came back from a meeting and I asked him to read over what I’d printed out. He started writing notes on my printouts, pulling out what he saw as the biggest of the Big Ideas.

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We talked about what he’d written, which led to an energetic discussion in which we really started to breathe life into this. Tomorrow, I’ll start the day by iterating the presentation draft based on our conversation.

Reading Ahead: Analysis and Synthesis

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Synthesizing field data into well-articulated, data-driven patterns, themes, and opportunities is a big part of our work, but it’s an aspect that generally has less visibility than the fieldwork.

An essential early step in the synthesis process involves going back over the fieldwork sessions. An hour or two-hour interview creates an incredible amount of information. By going back into a record of the interview, we make sure not to leave anything significant behind.

We go through and make notes on interview transcripts (done by an outside service), watch videos of the sessions, and look over photographs, sketches, maps, and participatory design pieces.

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Annotated interview transcript

We made a bulletin board of the people we met, so they’re ever-present while we’re working.

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Yesterday we came together to share the points we’d each pulled out. We present each interview, like a case study, to the team. Sometimes it’s just us, and sometimes our clients join us for part of this process.

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While one of us presented, the other captured the essence onto Post-its. We had a lot of discussion and debate while we did this, pulling together multiple viewpoints.

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When we were done presenting the interviews, the board looked like this:

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Our next step is to take these notes and start grouping them. We’ll look at different ways the information can be organized, and from there, will start refining our work and writing it up clearly and succinctly into a report.

Reading Ahead: Topline Summary

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As soon as possible after concluding fieldwork, we write a Topline Summary, in which we capture our first impressions and the ideas that are top-of-mind from being in the field.

We’re always careful to be clear about what the Topline is and isn’t. There’s synthesis that happens from the fieldwork experience itself (which the Topline captures), and synthesis that happens from working with the data (which we haven’t done yet).

In the Topline we go a step further than the field highlights and start to articulate some of the patterns we think are emerging, but these ideas may change once we do a detailed analysis and synthesis of the data we’ve gathered.

In a client project, we’ll have a discussion with the client team around the Topline Summary. We encourage members of the client team to come out in the field with us, and the Topline discussion is a great opportunity for everyone who did so to share their experiences and tell stories. The Topline discussion is also a good time for our clients to let us know if there are any specific directions they want us to pursue as we analyze and synthesize the data we’ve gathered.

We’ve now finished our fieldwork for Reading Ahead. We conducted six in-depth interviews, with photo diary and participatory design activities (more in our next few posts about these methods).

Here’s our Topline Summary:


Portigal Consulting: Reading Ahead Topline Summary

  1. Reading is not just a solo activity; there are significant social/interpersonal aspects for many people
  • Recommendations, book clubs, lending

  • Books facilitate the interpersonal aspects of reading

  • Can be easily lent or given away
  • Given as gifts
  • People can use a book together: parents and kids, showing someone a passage or illustrations, etc.

  • Reading can be a big part of family life

  • Childhood memories, passing books between generations, reading with one’s own children.

  • Connection between home life and outside world (school)

  1. Reading and Books are not always one and the same
  • Erica buys some books because she likes them as objects. She knows she may not read all of them. “I love books. I almost like books more than reading.”

  • Jeff says if you love to read, you’d like the Kindle. If you love books, you should try it out before you buy one

  • The Kindle facilitates types of reading beyond books: blogs, articles, periodicals

  1. Books do more than carry content
  • Books engage the senses: they are tactile, visual objects, with specific characteristics like smell and weight

  • Become carriers of specific memories

  • Develop a patina that carries meaning
  • An inscribed book becomes a record of an event, interaction, relationship

  • There is an art/collector aspect to books (which is absent in the Kindle)
  • First editions
  • Signed copies
  • Galley proofs
  • Typography
  • Pictures and illustrations
  • Quality of paper, printing, etc.
  • Books say something about a person
  • Others can see what you’re reading; like clothes, etc., this carries meaning
  • “Looking at someone’s bookshelves when you go to their house” (Jeff)
  • When people give books as gifts they are deliberately communicating something about the relationship, the event, themselves, and the recipient

  • Books can create a physical record of someone’s reading activity
  • Chris used to line up all the books he had read to get a sense of accomplishment
  • Annotations, bookmarks, tags all convey the reader’s personal history with that book

  1. Books are easily shared
  • Pass them along to others

  • Donate to library

  • Sell or buy at used book store

  • Borrow from the library rather than purchasing

  1. How books are stored and organized carries meaning
  • Emotion, sense of pride, expression of personality, record of engagement

  • Erica organizes her books by how the content/type of book feels to her: “dusty” classics, modern classics, etc.

  • Julie’s extensive shelves are organized alphabetically to reinforce the idea of library

  1. Libraries and bookstores provide specific experiences
  • As a little girl, Erica visited different libraries with her Mom. This was their daily activity, and Erica retains strong and specific memories

  • Julie and her housemate recreated a library atmosphere in their home

  • A quiet, comfortable space
  • Good lighting
  • Alphabetized bookshelves
  • A unified décor

  • For Jeff and others, spending time browsing in a bookstore represents having leisure time

  1. The Kindle
  • For people whose love of reading is bound up in their love of books, the Kindle loses much of the reading experience; it is only a content carrier

  • Julie has a history of wanting to read on electronic devices as well as from printed books, so to her, the Kindle is a big evolutionary step from her old Palm, the iPhone, etc.

  • For Erica, the Kindle signifies “computer,” so it does not let her “unplug” from the fast-paced connected lifestyle that books provide a refuge from

  • Several people described the kinetics of page-turning as an important aspect of reading books that is absent in the Kindle

  • Books afford ways of navigating content that the Kindle does not: flipping, comparing non-sequential pages, looking at the recipes at the end of each chapter, etc.

  • Peter finds it frustrating that when he buys a Kindle book from Amazon, he can’t share it. When he started working in an environment where people were passing books around, he went back to reading printed books

  1. Participant ideation about the “book of the future” and “reading device of the future”
  • NOTE: The first thing a number of the participants said when asked about what the “book of the future” could be and do was that it’s pretty hard to improve on the book-it works very well the way it is. In addition to all the qualities already mentioned, books are

  • Instant on-off
  • Durable

  • But people did have ideas. Here are some of them:

  • Interactive
  • Put yourself in the story
  • Leave the story for more information
  • Choose from alternate endings, versions

  • Size-shifting

  • Able to morph from bigger size for reading to smaller for transporting
  • Retain the book form while adding functionality

  • Book form with replaceable content: a merging of book and device, with a cover, and page-turning but content is not fixed-it can be many different books
  • Books that contain hyperlinks, electronic annotations, multimedia, etc.
  • Privacy

  • Hide what you’re reading from others, hide annotations, hide your personal book list and lend your device to someone (with content for them)
  • Projecting

  • A device that projects words that float above it, so that the reader doesn’t have to hold the device in their hands

Reading Ahead: Fieldwork highlights – Julie

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During the fieldwork cycle, we write quick summaries of each interview session and send these immediately to our clients so they can start to circulate stories. At this point in the process we strive to stay descriptive; our goal is just to get stories about the people we’re meeting out to the extended team (us, our direct clients, and their stakeholders).


Our interview with Julie (not her real name) was the last session in the fieldwork for this project.

Julie and her housemate have an amazing library in their San Leandro home, with three walls of alphabetized floor-to-ceiling bookshelves. With the bookshelves and quiet ambiance of the space, being in this part of their home feels just like being a library.

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The whole downstairs of their house has been optimized for reading; they have great lighting, and comfortable sofas big enough for two people to stretch out on simultaneously.

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Of the six people we met, Julie was the person who most seemed to have integrated printed book and Kindle reading. For Julie, reading a book and reading on the Kindle are both equally positive experiences; in fact, she will sometimes go back and forth between a printed book and the Kindle version of the same book, depending on whether she is at home, traveling, etc.

While some of the people we met described the Kindle as less-than-satisfying compared to a printed book, Julie has a long history of reading on electronic devices, and finds the Kindle a big step forward.

In the following clip, Julie talks about how her electronic reading has evolved, from her first Palm Pilot up to her current Kindle 2:

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