Assessing the Value of Course-Assigned E-Books

Scott, Rachel; Jallas, Mallory; Murphy, Julie; Park, Rachel; Shelley, Anne

doi:10.1080/01462679.2022.2068465

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…In our experience, fewer than one third of assigned titles are typically available with an unlimited user or similar license that supports multiple simultaneous users. 17 Nonetheless, when a commercial text has been assigned and is available with a license that supports the usage, licensing e-books has been found to save students money and to offer libraries great return on investment, whether that is measured in usage, benefit-cost ratio, quality, or student persistence. 18 A significant benefit to affordability initiatives is that they acknowledge the diversity of materials, as rich as library collections themselves, available to integrate into classroom instruction.…”

Section: Textbook Affordabilitymentioning

confidence: 99%

“…17 Nonetheless, when a commercial text has been assigned and is available with a license that supports the usage, licensing e-books has been found to save students money and to offer libraries great return on investment, whether that is measured in usage, benefit-cost ratio, quality, or student persistence. 18 A significant benefit to affordability initiatives is that they acknowledge the diversity of materials, as rich as library collections themselves, available to integrate into classroom instruction. Music faculty acknowledged that they assign notated music, music recordings, book chapters, articles and essays, digital primary sources, and a host of other content in their courses.…”

Section: Textbook Affordabilitymentioning

confidence: 99%

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Textbook Affordability Initiatives and Open Educational Resources: Complementary or Competing Approaches to a Persistent Problem?

Shelley,

Scott

2023

NASIG Proceedings

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This presentation investigates library support for textbook affordability initiatives and Open Educational Resources (OER) to consider the relative opportunities and limitations of both approaches. The literature has shown that the cost of textbooksâ€”which has increased far beyond the rate of inflationâ€”can be an obstacle to student success, especially for students from underrepresented groups. By sharing findings from published literature and results from focus groups and interviews conducted with teaching faculty, the speakers highlight both the incentives faculty have to collaborate with librarians to address the increasing costs of assigned materials as well as the challenges they face in adopting an OER or more affordable texts. The findings suggest that no single approach will solve this crisis and that creating viable solutions will require the support and buy-in of a variety of stakeholders.

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Section: Textbook Affordabilitymentioning

confidence: 99%

Section: Textbook Affordabilitymentioning

confidence: 99%

Textbook Affordability Initiatives and Open Educational Resources: Complementary or Competing Approaches to a Persistent Problem?

Shelley,

Scott

2023

NASIG Proceedings

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Accessibility of e-books for Secondary School Students in Ireland and Cyprus

Marcus-Quinn,

Fotiadis,

Yeratziotis

et al. 2024

Transforming Media Accessibility in Europe

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Across the EU, an increasing number of second-level schools are using digital materials (Baron in How we read now: Strategic choices for print, screen, and audio. Oxford University Press, 2021; Hsieh and Huang in Educ Inf Technol 25:1285–1301, 2020). Such resources must be inclusive and accessible (Marcus-Quinn and Hourigan in Irish Educ Stud 41:161–169, 2022). Accessibility is paramount if students, particularly students confronting disabilities or learning impediments, are to experience equitable educational outcomes. While a multitude of school textbooks presently offer electronic book (e-book) alternatives, tailored for download and engagement via digital platforms, a significant number of these lack purposeful adaptation for online dissemination, thereby undermining their optimal accessibility. Some studies of e-book use at third level have found that undergraduate students notice accessibility features that e-books do not offer, such as customization of text display, the facility to highlight and annotate text, or the inclusion of interactive features such as embedded media content (Pierard et al. in Undesirable difficulties: investigating barriers to students’ learning with e-books in a semester-length course, 2019). There have been few similar studies for other education sectors. Accessibility features play a crucial role in making the digital learning experience more successful and also help students succeed in their studies. This chapter discusses the imperative of accessibility in the context of e-books specifically produced for the second-level education sector in both Ireland and Cyprus. The chapter will explore accessibility features common to many school e-books and highlight problematic issues associated with e-books that have not been prepared with accessibility considerations as part of the publication process.

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Research Institute Scientists E-Books Usage in India: A Study

Vidyarani,

Harish

2023

Science & Technology Libraries

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Assessing the Value of Course-Assigned E-Books

Cited by 3 publications

References 20 publications

Textbook Affordability Initiatives and Open Educational Resources: Complementary or Competing Approaches to a Persistent Problem?

Textbook Affordability Initiatives and Open Educational Resources: Complementary or Competing Approaches to a Persistent Problem?

Accessibility of e-books for Secondary School Students in Ireland and Cyprus

Research Institute Scientists E-Books Usage in India: A Study

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