Acceptance and usage of electronic books in a South African private high school library

Abstract

The rapid integration of educational technologies has significantly increased the adoption of electronic information resources, particularly electronic books (e-books), in academic institutions worldwide. This study investigated the learners' acceptance and usage patterns of e-books at the Oprah Winfrey Leadership Academy for Girls (OWLAG) school library in the Gauteng Province, South Africa. The research was guided by Davis's (1989) Technology Acceptance Model (TAM) theoretical framework. Adopting the positivist paradigm, the study employed the quantitative research approach and administered a semi-structured questionnaire to a sample of 315 learners. Data were analysed using the Statistical Package for Social Sciences (SPSS), with strict adherence to ethical research protocols throughout the study. The findings revealed a significant underutilisation of available e-book resources among OWLAG learners, with the majority of learners rarely accessing digital materials despite their availability. Learners at the OWLAG perceived electronic books as educationally equivalent to traditional printed materials and demonstrated receptiveness to digital reading formats. The study highlighted that limited title selection within the digital collection posed a substantial challenge, creating a significant gap between user expectations and library offerings. The study also identified substantial learner interest in formal e-book training programmes, indicating recognition of the value in developing digital literacy competencies. The study recommends that the OWLAG implement a comprehensive curriculum mapping exercise to identify specific titles, authors, and subject areas required across all grade levels to ensure alignment between collection development and learner interests. Additionally, the library should establish awareness and marketing campaigns to enhance resource visibility and promote digital reading engagement