In current conditions, as information technologies rapidly develop, the question arises: does the book remain a key element of learning, or is it giving way to digital technologies? The purpose of the study was to analyse the role of the book as the main type of document in information activities in general, and to consider the meaning and functions of both printed and electronic books in the educational process of students of the speciality B13 “Library, Information and Archival Affairs” at the Ukrainian National Forestry University. The analytical method was used to investigate scientific literature, while the systemic method was applied to examine the significance of the book as the main type of document in information activities, along with systematisation and generalisation, historical-comparative, statistical, and sociological methods. Since ancient times, books have been the main source of knowledge in higher education institutions and an integral part of the educational process of students of any fields of knowledge. During the study it was determined that books served not only as educational material, but also as a tool for the development of critical thinking, the ability to analyse and systematise information. It had been investigated that due to the digitalisation of education, new approaches to the use of traditional and electronic book resources were emerging. The practical significance of this study lies in the use of the analysis results regarding the overall role of books and students’ attitudes toward books as the main type of documents, which are applied in identifying the types of books preferred by students
Denys et al. (Thu,) studied this question.