Abstract
In order to address context pertaining to the dissemination of digital textbooks, and to provide timely support and appropriate assistance to facilitate the adoption of digital textbooks, this study analyzes the similarities and differences between cultural and educational backgrounds that influence school librarians in regards to digital textbook implementation in Florida and South Korea. Both the settings' similarities -- such as top-down implementation policies and continuous attempts to improve student achievement -- and differences -- such as the purpose of digital textbook implementation and teacher resistance to new technologies -- provide an opportunity to closely examine leadership roles for school librarians.
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