Putting Textbooks in Students’ Hands

DeMartini, Becky; Marshall, Justin; Chew, Marynelle

doi:10.1080/07317131.2018.1456842

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…The textbooks are cataloged as reserve materials, meaning students can only borrow them for a short period and typically cannot remove them from the library”. It should be noted, however, that not all course reserves are instructor copies; some libraries choose to purchase a breadth of assigned textbooks (DeMartini et al, 2018; McHale, 2020; Pollitz et al, 2009; Thompson & Cotton, 2017). These resources are no longer viable as short‐term loans without lengthy quarantine periods between check‐outs.…”

Section: Origins and Implementations Of Controlled Digital Lendingmentioning

confidence: 99%

Controlled Digital Lending

Currier

Centivany

2021

Proceedings of the Association for Information Science and Tech

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Libraries and library consortia are adopting controlled digital lending (CDL) as a strategy, accelerated by the ongoing COVID-19 pandemic, to facilitate equitable access to print collections. While advocates of CDL contend that digitize-and-lend practices reflect an incremental, technology-assisted adjustment to traditional library circulation, lending, and resource-sharing practices, opponents of CDL in the United States and Canada argue that the practice contravenes well-established copyright protections. This paper discusses current controversies surrounding CDL, its potential promise and perils, and concludes that a reasonable, equitable, and forward-looking application of copyright laws ought to insulate libraries and library consortia from exposure to liability for engaging in CDL.

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Section: Origins and Implementations Of Controlled Digital Lendingmentioning

confidence: 99%

Controlled Digital Lending

Currier

Centivany

2021

Proceedings of the Association for Information Science and Tech

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“…However, in recent years, many libraries have worked to address cost and access barriers by creating course reserves programs. These programs often work directly with faculty and instructors to make at least one copy of a course textbook available in the library; some libraries even use their own collection development budgets to purchase required textbooks from campus bookstores and place them on reserve (Celik & Peck, 2016;DeMartini, Marshall, & Chew, 2018;Greiner, 2012). Just as Ranganathan proposed that libraries should purchase the costly and often inaccessible reference works that would be used frequently by their patrons (Ranganathan, 1931, p. 280), academic libraries' support of course reserves reflects a renewal of the second law and provides a pathway for its connection to OER.…”

Section: Law #2: Every Student Their Educational Resourcementioning

confidence: 99%

The Five Laws of OER: Observations from Ranganathan

Anderson

Doney

Hendrix

et al. 2019

Journal of Librarianship and Scholarly Communication

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has long served as a philosophy for the practice of librarianship. The original five laws remain relevant almost ninety years after they were originally proposed (Ranganathan, 1931). As new modes of information and access, as well as resources and technology, have come into existence, these laws have remained flexible and open to adaptation. However, library literature has not yet situated Ranganathan's Five Laws within the context of open educational resources (OER). As freely accessible teaching and learning resources, OER reflect the core values of Ranganathan's Five Laws; further, viewing OER through Ranganathan's lens offers new opportunities for librarians to situate their OER work within one of the discipline's most foundational philosophies. The following sections introduce Ranganathan's five laws and their recent adaptations and provide a new interpretation of these laws within the context of OER. The implications for situating OER within Ranganathan's Five Laws are also shared.

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“…The cost of textbooks is steadily rising, putting some students in the uncomfortable position of choosing between textbooks and living expenses (DeMartini, Marshall, & Chew, 2018). Open textbooks have been recommended as one means of providing students with low cost educational materials (Hilton III, Robinson, Wiley, & Ackerman, 2014).…”

mentioning

confidence: 99%

From Proprietary Textbook to Custom OER Solution: Using Learner Feedback to Guide Design and Development

Dennen

Bagdy²

2019

OLJ

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This study presents the initial needs analysis and formative evaluation of the beta version of an open educational resource (OER) textbook solution. The OER textbook, created by the authors, replaces a proprietary, paper-based textbook and is delivered to students digitally, within a learning management system. Needs analysis findings show that students are concerned about cost and convenience, and are likely to seek course content online before reading material in a traditional course textbook. Many do not purchase assigned textbooks at all. Students also want mobile access to course readings, and for those readings to be brief and targeted, covering just the necessary content for completing coursework. Students provided positive feedback on the OER textbook, indicating that it helped them meet course learning objectives. The online integration of reading and other content materials within the LMS encouraged use. Students reported higher rates of access and appreciation that the course textbook was free. These findings suggest that instructors should consider the cost, format, length, and relevance of assigned readings in courses, whether they are ready to adopt, adapt or create open digital textbooks or continue to use proprietary, paperbased ones. Keywords: instructional design, needs analysis, online textbook, open educational resources Dennen, V.P., & Bagdy, L.M. (2019). From proprietary textbook to custom OER solution: Using learner feedback to guide design and development.

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Putting Textbooks in Students’ Hands

Cited by 5 publications

References 6 publications

Controlled Digital Lending

Controlled Digital Lending

The Five Laws of OER: Observations from Ranganathan

From Proprietary Textbook to Custom OER Solution: Using Learner Feedback to Guide Design and Development

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