The Electronic Library Emerald Article: E-books: review of research and writing during 2010 Rajendra Kumbhar
Article information: To cite this document: Rajendra Kumbhar, (2012),"E-books: review of research and writing during 2010", The Electronic Library, Vol. 30 Iss: 6 pp. 777 - 795 Permanent link to this document: http://dx.doi.org/10.1108/02640471211282109 Downloaded on: 24-11-2012 References: This document contains references to 121 other documents To copy this document:
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E-books: review of research and writing during 2010
E-books: review
Rajendra Kumbhar Department of Library & Information Science, University of Pune, Pune, India Abstract Purpose – This paper aims to review the literature dealing with e-books to identify trends. Design/methodology/approach – The review is based on the literature published during January to December 2010. For this purpose, literature on e-books was searched and retrieved from LISA, LISTA, Emerald, Science Direct and J-store. E-books, electronic books, digital books, e-book reader, were the keywords used for searching the literature in these databases. The literature is analyzed and reviewed under various broad categories. Most of the literature reviewed is in English. Non-English literature reported in the LISA is also considered. Findings – In spite of the unconcluded debate of print versus electronic, popularity of e-books is increasing and thereby the e-book market is growing at a very fast pace. User friendliness, cost, portability are some of the reasons for the increased use of e-books. Varieties of e-book readers are produced with different features. Copyright and DRM are the challenging issues. New e-book pricing models are evolving with their own merits and demerits. Libraries are carrying out e-book usage studies and are adopting innovative practices to promote e-books. Practical implications – The paper is useful for LIS researchers, practitioners, e-book publishers and aggregators for understanding current trends and for framing prospective policies. Originality/value – The paper identifies trends based on published literature.
777 Received February 2011 Revised May 2011 Accepted May 2011
Keywords E-books, E-book readers, E-book pricing models, Digital rights management, Use of e-book, E-book management skills, Literature, Books, Electronic books Paper type Literature review
1. Introduction E-books are one of the latest technological evolutions in the development of communication technology. Numbers of agencies are related with the e-book media. Writers, publishers, aggregators, libraries and users are the agencies directly related with the e-book media. There could be many other indirectly associated agencies such as government, environmentalists, educationists, and others. E-books emerged as commercial products first in the 1990s but the e-book market could not be sustained at that time. From 2005 onwards, it again got momentum and from 2007 onwards, it started flourishing. Now it is predicted that in the next five years e-book is going to be one of emerging technologies that will have a wide impact on teaching learning or creative enquiry on college and university campuses (Becker, 2010). In 2010 alone over, 200 documents have been published on e-books. This gives the glimpse of growing interest in e-books. The popularity and thereby the growth of the e-book in its all dimensions is further substantiated by the fact that the e-book remained a hot topic for discussions during the ALA Annual Conference held at Walter E. Washington Convention Centre in Washington, DC in June 2010 (Brynko, 2010). Many other conferences on e-resources and related themes have discussed e-books (Tonkery, 2010a; Cassell, 2010). The literature
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published covers almost all aspects of e-books. One reasons for this could be that the e-book progressively integrates all the links of the book chain (Gimazane, 2010). 2. Purpose, scope and methodology The main purpose of this review article is to identify trends related with the various aspects of e-books as reflected through the literature published in the year 2010. Though many articles reviewed here, wrote about the historical development of e-books, this paper does not intend to present a historical review of e-books. The present literature review covers literature published during January 2010-December 2010. Literature on e-books was searched and retrieved using various databases. These included LISA, LISTA, Emerald, Science Direct and J-store. E-books, electronic books, digital books, e-book reader were the keywords used for searching the literature from these databases. Most of the literature reviewed is from English language publications, though non-English literature reported in the LISA is also considered. The literature is analysed and reviewed under various broad themes. These themes are the themes that have been attended to by the literature published in 2010. Importance to these themes is given, as they are the evidences of the writer’s attention to the sub-themes of the topic. Effort is also made to identify aspects of e-books, which have not been sufficiently attended to by the reviewed literature. The trends, predictions and implications based on the analysis are mostly recorded along with the themes themselves to highlight their value and therefore only main points are summarised in the conclusion. 3. All-inclusive literature Most of the articles on e-books dealt with one or two aspects of the topic whereas few articles covered many aspects. Vermond (2010), for example, discussed many aspects of the topic, which included history of the e-book, Digital Rights Management (DRM) technology, popularity of e-books etc. Similarly, Epron (2010) too discussed about the various aspects of the e-book such as recent changes in the e-book market, new issues faced by the information professionals and skills required to cope up with those issues. Tonkin (2010) wrote in detail about the hardware part of the e-book including speed, screen resolution, operating system, on-board memory, expansion and audio capability. The author also discussed e-book content formats, DRM as well as the business plans offered by different e-book reading device manufacturers. One can find detailed discussions of opinions of people involved in publishing, licensing and distribution of e-books as well as about latest trends in e-book devices, formats and business models in an article written by Harris (2010a, b). Another comprehensive article is of Abram (2010b) who explains meaning of e-book and discusses about many of its aspects including, emerging standards, legal issues, need and future of e-book. These articles could be good starting point for novice readers to know the highways and byways of the topic so also they will be useful for LIS students. 4. Future of e-book: is the debate concluding? The print versus electronic is one of the long debated topics. At the beginning of this debate, LIS professionals and technologists felt that the printed book would be the everlasting, unchallenged communication media, due to its many advantages. After Lancaster’s prophesy of paperless industry, the world thought the electronic media would totally replace the print media. After Lancaster’s second thought on the paperless
industry, and a sort of setback to the e-reading devices in the 1990s the debate again turned in the favour of print media. Now with the recent developments in e-books and other related technologies, the world is again forecasting that the e-book will supersede the print media. Is it the time for concluding debate? Is the conclusion in favour of e-books? The literature reviewed in the next few paragraphs, shows no such indication. Most of the writers believe that the e-book is going to influence the printed book by virtue of its many advantages. For example, Peter Collingridge, the Chief Executive Officer (CEO) of Enhanced Editions, predicts e-books to emerge as a premium product and to take advantage of new technologies (Hawkins, 2010). According to Maxim van Gisbergen, product manager for e-books at Swets, electronic books have a bright future and libraries are expected to double their expenditures for such materials within the next three years. While agreeing on the increasing popularity of e-books, Wilkie and Harris (2010) felt that, the adoption is slower and the e-book adoption works differently from the adoption of electronic journals. Thinking on similar line, Tonkery (2010b) also expressed that the widespread availability of online resources in nearly every discipline, powerful search tools, and discovery services have all contributed to the (traditional) library’s loss of importance on campus. Is then the printed book going to disappear from libraries due to increasing popularity e-books? Will traditional libraries disappear? In this regard, Barlow and Skidmore (2010) argued that in spite of many advantages of e-books, libraries would still be relevant because they can loan titles based on demand, instead of having patrons take out what is on the shelf. Tonteri (2010) too expressed that despite what the pessimists say, this development of e-books is not going to make libraries obsolete. Instead, libraries will become the marine pilots of the information sea and take a stronger role in the preservation of culture. While appreciating the value of e-books over print media Barlow and Skidmore (2010) stated that the paper books would not totally disappear. Christensen and Siever (2010) take a more balanced stand saying that both the print and electronic mediums have their pros and cons and there is not yet measurement system that publishers, readers, librarians and other interested parties can go by. The views expressed by the above writers indicate that the print versus electronic debate is going to continue for some more time, at least, before arriving at some conclusion. From the literature, discussing the future of e-book it could be predicted that the e-books have arrived and they are going to be an important part of the library’s collection. The printed book will also continue to be a core part of the library’s collection. Therefore, libraries need evolve collection development policies and practices for such a hybrid collection environment. 5. Use of e-books LIS professionals have legitimate interest in studying the use of reading material and in increasing the use of reading material. Both these interests are sustained in case of e-books also. Why e-books are used or not used, what type of e-books (reference books, textbooks) are used or not used and why, which subject’s e-books are more or less used and why are some of the questions probed and written on by the library professionals. Numbers of studies were carried out to find use of e-books by different types of users. Such studies are useful in framing acquisition policies and in designing library services. The Royal Roads University (RRU) Library found that there has been a notable increase in the use of e-books for course reading from 2003 to 2009 (Croft and Davis, 2010). E-book
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usage study at the University of Liverpool library revealed that e-books in all but one subject area have been well used; the number of unused titles continued to diminish each year; older titles continue to attract significant usage (Bucknell, 2010). Compared with printed books, e-books prove to be a cost saving reading material. For example, Hilton and Wiley (2010) proposed that e-books could be one of the potential solutions for the costly textbooks. Rivero (2010a) reported that the Lorain City School, the tenth largest urban school in Ohio had to spend only $15,000 for the e-textbooks as against $181,000 for the printed textbooks. This cost saving feature of the e-book is also discussed and explained by Grensing-Pophal (2010); Baumann (2010) and (Bucknell, 2010). Available around the clock, easy navigation (Letchumanana and Tarmizib, 2010) diversification of content selection (Lenart and Masse, 2010) are some of reasons why users prefer e-books. According to Shereff (2010), user friendliness of the e-reader is one of the reasons for the increased popularity of e-books. Portability of e-book reading device and convenience of use anywhere and any time are the features that outweigh the limitations of e-books (Pattuelli and Rabina, 2010). Similar results were arrived at by the National e-Books Observatory (NeBO) project as well as the JISC User Behaviour Observational Study projects. Both these projects found that e-textbooks are used extensively because of ease of access and convenience (Nicholas et al., 2010). E-books, particularly, have the potential to inspire children who are lazy to go to a library or bookshop (Barlow and Skidmore, 2010). To Hill (2010) the increased availability of technology based learning devices including e-books, school students are getting more and more attracted towards multitasking i.e. using many tools such as iPod, iPhone, e-book etc. and switching between them easily. School libraries should exploit this trend to engage teen patrons. From the above discussions, it could be noticed that the use of e-books is increasing and cost effectiveness as well as convenience of use are the two main reasons for this. It could also be predicted that the use of e-books will further increase in future and as such, libraries must prepare themselves for the forthcoming change. 5.1 Use varies as per genres of e-books Compared with their print counterparts e-books are used more times (from six times to 207 times (Kimball et al., 2010). On the contrary, Wu and Chen (2010) observed that the humanities graduate students used considerably more print materials than electronic resources. Swain (2010) too observed that printed material is slightly more used than e-resources. Woody et al. (2010) also found that students do not prefer e-books to textbooks, regardless of their gender, computer user or comfort with computers. These observations, probably, forced Grensing-Pophal (2010) to raise a question if users will ever be ready to, entirely give up print as an information source. He himself answers this question saying that as the consumers become more familiar with the advantages of e-textbooks its impact on the print textbook market is unavoidable. E-books and e-journals are the two most favoured e-resources amongst the academic readers. However, within them the scholarly e-book is accepted much more slowly than e-journals (Romero-Otero et al., 2010). Similarly, Swain (2010) as well as Wu and Chen (2010) observed that student express keen interest in e-journals followed by e-books. In Pakistan, it was found that students are more satisfied with e-journals than e-books and the faculty members of Iranian and Pakistani Universities depended
on all types of e-resources except e-books (Negahban and Talawar, 2010). It has been noticed that the electronic reference collection has seen far greater used than the electronic monographs. At the same time, it is noticed that the use of e-monographs is directly proportional to the size of the collection (Lamothe, 2010). Thus, it could be concluded that use of e-books varies from their type to type.
E-books: review
5.2 Use of e-books: subjectivity on account of subjects Kimball et al. (2010) as well as Herlihy and Yi (2010) believed that discipline-specific e-book usage analysis would help to ensure effective use of shrinking budgets. Herlihy and Yi’s (2010) study indicated that the use of e-books in the science and technology area declined noticeably over the years; while education, history, social sciences, literature and language usage decline was steady. Shereff (2010) claimed that the biomedical contents lend itself especially well to electronic format. The geoscience scholars have their own features as far as e-books are concerned. These features have implications for publishers who wish to make the e-book format viable for the geoscience discipline (Foote and Rupp-Serrano, 2010). Morgan (2010) observed that substantial usage is made of medical e-books. However, Bierman et al. (2010) observed that there are no marked differences in e-book usage between the faculty of pure and applied sciences. These results suggest that at present there is no set subject-based pattern about the use of e-books. The above findings of the e-books usage reported in the literature are very inconsistent. One reason for such inconsistent results could be that the e-book use is just picking up and it will take some time to settle the trends. Secondly, most of these researches have limitations of geographical area covered, subjects and genre of e-books studied, types of user group examined etc. As all these parameters vary, the results also vary. One of the implications of these trends is that more research is needed on e-book use. Results of such a research will be useful to libraries in their e-book collection development and services. Results of such a research could also be useful to publishers in deciding which subjects on which e-books should be published and which format to give priority for example, textbooks, reference books etc.
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6. E-book market – the growth continues Presently the e-book market is growing with the exponential rate in its multiple dimensions. Some indicators of this growth are: . The growing number of consortia transactions (Sanville, 2010). . E-book collection in libraries have grown dramatically over last decade (Wu and Mitchell, 2010), for example, the e-book collection at the Laurentian University, Canada, grew from a single book in 2002 to more than 60,000 books in 2008 (Lamothe, 2010). . The rapid development of specific collection by publishers and online distribution system (Garcia et al., 2010). Yet another indicator of the growing e-book market is that the e-readers, e-technology and e-textbooks are becoming increasingly common (Grensing-Pophal, 2010) and this may be due to increasing popularity of e-books among the readers (Kosciejew, 2010). The popularity of e-books is not only growing amongst the college and university users but it is also growing amongst the public library users. A user survey of public
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library indicated that there is high level interest in e-books and e-audiobooks and strong demand for technologies such as the iPhone, iPad and Amazon’s Kindle (Duncan, 2010). All these expressions indicate that the e-book market is bigger and deeper than one may think (Shaw, 2010). The growing e-book market is a good scenario, particularly for the e-book publishers, as it will compel them to provide engaging contents (Kho, 2010). The growth in popularity and market of e-books will have many changes ahead for the publishing industry, libraries and readers (Balas, 2010). Some changes are already noticed, for example, the publishers are becoming bullish; library budgets as well as users are shifting from print to digital (Kaser, 2010). The education landscape too is changing due to the growing market of e-books, e-readers, e-textbooks (Rivero, 2010b). Cassell and Mercado (2010) observed that the e-book market is not only growing but also changing in many dimensions and suggests that to serve our user community in a better way; librarians must keep up with these changes. When considered geographically, the growth of e-book market does not seem to be uniform all over the world. For example, in France the development of e-book market has been slow due to legal issues, means of access, editorial models, public interest and pricing (Nawrocki, 2010). Similarly, Milloy (2010) observes that in Great Britain, there was no negative short-term impact of e-books on print sale. The e-book market is growing and will continue to grow. This will help increase the use of e-books. However, to sustain this growth e-book publishers shall strive to provide more quality e-books. One of the benefits of this growing e-book market is that the libraries will be able to get quality e-books and more competitive offers from the publishers and aggregators. 7. Supply side of e-books: publishers/aggregators The e-book suppliers themselves are performing multiple roles. Now it is difficult to have a clear-cut bifurcation of their role. A publisher may be working as vendor for other publisher’s e-books, or a firm may acquire rights to market the e-books published by another publisher. Also due to the growth of online retail sales, speed of innovation and generational shift in the media consumption the publishing is being redefined (Hawkins, 2010). Google Books, ebrary, NetLibrary, R2 Digital Library from Rittenhouse, STAT!Ref from Teton Data Systems are some of the major players on the supply side of the e-books. Google Books project has built a digital book ecosystem so that consumers can purchase books from its partner publishers using any web-enabled device such as a smartphone, a netbook, a personal computer, or a dedicated reading device. An important plus point of Google Books is its device neutrality (Cramer, 2010b). Comparison of OPACs of research libraries with the Google Books shows that the later does serve as a general research collection ( Jones, 2010). More information about the history, characteristics, contents, search system and display format of Google Books could be found in the article written by Codina and Abadal (2010). However, not that everything is good about Google Books. Libraries, the primary customers of institutional subscriptions have expressed concerns about the Google Book Search Settlement saying that without competition, profit-maximizing pricing might ensue. In another words, to avoid monopolisation, competition is needed (Terry, 2010a). Dougherty (2010b) concerns about the impact of Google Books, particularly on
academic libraries and raises few basic questions such as; will libraries become obsolete because of Google Books? Whether libraries and librarians will be so directly involved with digitisation projects of Google, which could ultimately lead to the demise of traditional learning and scholarly endeavour? The OvidSP (Registered) information service is another e-book supplier. It offers a unified platform to access a wide range of information resources (e-journals, e-books, etc.) to professionals in the health-care and medical areas. An important feature of this e-book supplier is its additional information retrieval capabilities (Eito-Brun, 2010). There are some other agencies, which are experimenting to add value to the e-content services. For example, EBSCO acquired the e-book aggregator NetLibrary from OCLC and launched the EBSCO Discovery Service, which plans to integrate e-books and searches. For more information about this acquisition and the value addition one may refer to Collins (2010). Initially the e-book emerged as a digitized version of a printed book. Even now, 25 per cent of the present e-content is original and 75 per cent copied (Litmanen-Peitsala, 2010). This composition of the e-books gave rise to the digitisation projects all over the world. Turiel (2010) describes a selection of 100 local and international digitisation projects currently in operation at national libraries and other institutions around the world. Another variety of e-content supplier is E-books On Demand (EOD). EOD is a European Union funded project. EOD service is currently available in more than eighteen libraries in ten countries. EOD enables users to order public domain books as PDF eBooks. The requested books are digitized, delivered as an eBook and saved long-term in a digital library. The EOD service is implemented within the framework of a network (Muhlberger and Gstrein, 2010). A detailed account of this service established in the National and University Library, Slovenia is provided by Svoljsak and Klasinc (2010). The basic advantages of the network lie on the one hand in the reduced workload of individual libraries and on the other hand in the recognition of the value of the EOD service for the user and the public. The e-book publishing’s status, challenges, strategies etc. does change from country to country. For example, the Spanish publishing companies and other players in the traditional book value chain are facing number of challenges (Costa-Knufinke, 2010). The author suggests a five level scale to systematize the level of alignment between the publishers and e-books. Similarly, the e-book subscription agents in Spain do adopt different trade strategies and have their own point-of-view with regard to management, marketing and users of scientific and technical e-books (Romero-Otero et al., 2010). Each of the e-book providers has its own features. Shereff (2010) reviewed two e-content provides, i.e. the NetLibrary (Registered) and Thieme E-Book Library, covering aspects such as search interface, electronic content usability, and biomedical content. Heyd (2010) compared three e-book platforms that provide electronic versions of traditionally published medical books, i.e. OCLC’s NetLibrary, R2 Digital Library from Rittenhouse, and STAT!Ref from Teton Data Systems. The varying features of e-book publishers does pose many problems to library community and therefore they would prefer far greater uniformity across e-book publishers in areas such as simultaneous publishing, printing ability, access models, resource sharing use, compatibility with handheld reading devices, etc. (Hodges et al. (2010b)). From the e-book supply trends, it could be summarised that the e-book supply practices are yet to settle. As a result, there are different platforms and supply
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practices. In such a situation, libraries need to be cautious while selecting their e-book publishers and aggregators. They should generally go for short-term purchase/subscription agreements in the initial stage. 8. Copyright and DRM Copyright and digital rights management (DRM) are the two issues that will dominate e-book discussions for many years (Abram, 2010a). In fact, piracy, copyright, and licensing issues are making e-book ownership more perilous than we may think (Schiller, 2010b). Therefore, while acquiring e-books and making them available to the public, libraries must consider copyright and licensing issues (Sookman and Glover, 2010). For detailed discussions on the legal issues arising due to copyright laws, one can refer to Codina and Abadal (2010). Due to the true global nature of the modern e-book projects like the Google Books, it becomes difficult to apply one specific country’s e-book copyright law, as they differ from country to country and are complex too (de Lange, 2010a). Esteve (2010) studied the Google Books project from legal perspective considering three aspects, i.e. Google, the intellectual property owners and their rights and libraries. In spite of various copyright Acts and laws related with e-books, issues of copyright are still unresolved. For example, the US Department of Justice (DOJ) in its fourth filing expressed that the class settlement mechanism used by the parties during the Google Book Search settlement did not address the initial complaint: Whether the scanning of books to provide an online searchable index constitutes fair use (Terry, 2010b). de Lange (2010b) assessed the significance of the Google’s project, the lawsuit and its settlement to libraries, bookstores and the book market. He also outlines the criticism levelled against the Settlement and examines the commercial and legal implications of Google’s possible exploitation of the rights of authors, publishers, readers, consumers, and libraries. Harris (2010a, b) provides a very useful advice about the e-book copyright to the publishers. He states that the e-book publishers should recognise copyright issues associated with materials such as cover artwork, tables, maps and charts, and excerpts from other works. After the e-book is ready to for publication, the aspiring publisher must carefully inspect the wording of the copyright notice/warning to include on the book. The primary purpose of the DRM technology is to prevent piracy of literary works and infringement on author and publishers’ copyrights. However, de Jager (2010) feels that it only frustrates law-abiding users who are unable to access a product via the various e-reading systems on the market. The author believes that availability of DRM-free e-books will help resolve this problem. Printed books are digitized to make them available globally through the network mechanism. Getting the necessary permissions for digitizing works that are still in copyright is one of the more difficult tasks. A significant part of the challenge lies in identifying and contacting the rights holders. The ARROW project, funded under the European Commission’s eContentplus programme, has brought together an array of partners to try to develop mechanisms that will help connect those seeking to digitize books with those who are able to give them the necessary permission (Bide, 2010). As all enactments are results of specific situations, in case e-books also, more suitable copyright and DRM related enactments will take place as and when a situation arises. Copyright laws and DRM rules and regulations have wider implications for e-book
publishers and aggregators. These regulations are of equal concerns to libraries as they affect library’s e-book policies and practices.
E-books: review
9. E-book readers E-book readers are devices that enable people to read e-books. A typical e-book reader looks like a printed book. E-book reader is referred to by various names. These include e-book readers, e-readers, mobile reading devices, book devices, devices for reading on-the-go, etc. Mobile devices are the most revolutionary development in the e-books (Harris, 2010a, b). E-book readers have many potential uses and there could be alternatives to e-book readers (Drinkwater, 2010).
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9.1 Varieties of e-book readers A large variety of e-book readers is available in the market. These include, Kindle of Amazon, Barnes and Nobel’s Nook, Sony’s Digital reader, Cybook and Opus from Brookeen, Apple’s iPad, iLiad by IREX Corporation, etc. (Dougherty, 2010a). In addition to these Stanza, Kindle for iPhone, Books WordPlayer, Textunes, Aldiko, Wattpad, eReader Pro, Classics and Ambling Bookplayer etc. are the e-readers available in the market. de Jong (2010) compared the various e-readers for cost, format, DRM features, book purchase option, and other properties. Schiller (2010a) observes that from amongst these devices the Kindle and Nook have had a great impact on the marketplace. However, he predicts that there is more ahead in the evolution of a potentially paradigm-shifting device. While praising the Kindle for its features Quint (2010) expected further perfection by way of full interoperability as well as both platform and seller independence. Medeiros (2010b) provides detailed information about the features and limitations of the iPad and explains how the product could grow into a more useful device in future. Scott (2010) provides an evaluative account of iPad, Nook and Kindle. The variety is not just in the e-readers; it exists also in distributors and licensing schemes (Keck, 2010). This variety presents a set of choice for individuals; at the same time, selecting suitable devices could be a challenge. Standardisation in the specifications of e-book readers can help solve these problems. Though few e-book standards (specifications) have evolved, they are largely driven by the major e-book reader vendors. It will be better if the libraries, library schools and e-book publishers get involved in the preparation of standards for e-book readers (Abram, 2010a) and while doing so they shall consider user’s wish list about an ideal e-book reader (Mallett, 2010). According to Massis (2010), only the standard e-book reader will survive the competition. Each of the e-reader has its own unique features like scrolling, paging, or background colour, menus, etc. which may be considered while selecting an e-book reader. According to de Jong (2010), users are interested most in the richness of the menu and titles offered by the device, other features are of secondary importance to them. Scientists, engineers and administrative staff give priority to capacity, screen size, screen technology, weight, touchscreen, note-taking capability and battery life of the reading device (Allmang and Bruss, 2010). Apart from these features, the type of content to be read on the e-reading devices is also a criterion for its selection. Presently, e-book readers are mostly used to read fictions and textbooks (Harris, 2010a, b). Their suitability for consulting reference sources need to be explored. Thus, the e-book reading devices are growing in terms of manufacturers, versions, features, applications, etc. and this growth is yet to reach its saturation.
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9.2 What makes e-book readers popular? In October 2009, e-readers were expected to post a sale of 3 million for 2009, and more than 6 million in 2010 (Dougherty, 2010a). These figures are one of the indicators of growing popularity of e-readers. Falling devices prices, more content availability, better retail distribution, lots and lots of media buzz, no backlighting combined with e-ink brand’s Electronic Paper Displays (EPDs) are the reasons for the increase in the sale of e-readers. In addition to these, increased use of e-books for academic purpose, developments in formats that make the content more dynamic and the capability of e-books to integrate with multimedia have also increased the popularity of e-book readers (Harris, 2010a, b). Availability of free e-books is another reason for the growing demand for e-book readers (Kennedy, 2010). The availability of free e-books, however, has no adverse effect on the sale of printed books; rather it has increased (Hilton and Wiley, 2010b). Trends in e-book reader’s market are encouraging. The competition amongst the e-book reader’s manufacturers is growing. This will be beneficial for libraries and users in getting e-book readers with more features and that too at cost that is more competitive. At the same time, the different e-book manufacturers should standardize the e-book reader, as far as its functionality is concerned. 10. E-books acquisition/pricing models Presently there exist many e-book supply/acquisition/pricing models. These, for example include: patron driven model (Hodges et al., 2010a; Levine-Clark, 2010), unrestricted simultaneous usage model, pay-per-use e-book or with restrictions like e-only or print-only options model (Milloy, 2010), consortia model (Stern, 2010); pay-per-view (PPV) model (Schell et al., 2010). Then there are bulk purchase and selective purchase models (Lamothe, 2010), one time purchase and subscription models (Herlihy and Yi, 2010), author-initiated model (Kennison et al., 2010), open source e-textbook model (Hilton and Wiley, 2010), etc. Another model is access or ownership model. The access versus ownership issue first emerged at the arrival of full-text databases. This issue has now re-emerged in the context of e-books and could be resolved with innovations in search facilities (Ojala, 2010). Format-wise, e-books are downloadable on portable e-readers, others are online versions of printed textbooks or web-published e-books. From subject coverage point-of-view, there are multidisciplinary e-book publishers, specialist e-book publishers and general e-book publishers (Chapoy and Merrien, 2010). Too many seems to be too good for many formats of e-books and varieties of pricing models make available libraries many options to choose from (Heyd, 2010). Many libraries try to get e-book versions of their print collections. For this, it will be better if the aggregator’s holding matches with the library’s print collection. This, however, seems to be a remote possibility, at least for the present. A study of nursing and business collection found that less than one-third of print books acquired for an academic library have e-book equivalents available from aggregators (Pomerantz, 2010). Each of these models has its own merits and demerits. For example, the patron driven model provides more choice to the users and it assures use of each selected e-book. The consortia model attends many issues related with selection, payment, cataloguing and searching of e-books. The pay-per-view model is suitable for libraries facing budget cuts. The subscription-based model (which provides updates) shows
increased usage whereas; collection acquired as one-time purchase (without updates) shows declining usage over time. The great variety of e-book acquisition/pricing models has raised many rights and business model issues between authors, publishers, and distributors to be resolved (Buczynski, 2010). Since the e-book market is still evolving the new pricing models and many issues are emerging regularly. This means there could emerge many more models in the near future and it may take some more time for the situation to stable. Due to the availability of so many pricing models, it remains a challenge to find one that allows libraries to acquire more e-books when budgets may be largely committed to journals (Bucknell, 2010). Intelligent negotiations by librarians and convincing deals from the publishers could help face this challenge. The “ten commandments” recommended by Bruley and Nguyen (2010) could be of great help to the publishers in offering good pricing models. Libraries and publishers working together may also help develop flexible e-book pricing models (Thompson, 2010). The large variety of acquisition/pricing models is more of an opportunity than a challenge to libraries for it will allow them to consider and choose different models for different purposes. Secondly, considering the great variety of libraries and their varied requirements it is good to have variety of pricing models. At the same time, the e-book publishers and aggregators will continue to offer innovative, attractive pricing models to stay in the competition. 11. Promotion of e-books Promotion is an essential activity for enhancing the sell/use of any product or service. Marketing create awareness about the product/service among its potential customers/users. E-book service is relatively a new service of the library. Buczynski (2010) observes that either people do not know what e-books are or know what they are but cannot find them at their local library. In such a situation, marketing could increase the use of e-books (Lonnroth, 2010). 11.1 Promotion by libraries Sometimes the user may be aware of e-books, but he may not be in a position to use it due lack of knowledge. It is observed that the level of knowledge about e-books amongst users is still narrow (Garcia et al., 2010). Berg et al. (2010) found that current generation of undergraduates who are highly computer literate, do not intuitively know how to navigate and use e-books and so need to be educated. Public libraries too need to create literacy about e-contents and e-readers (Duncan, 2010). College libraries have already realized the importance of creating e-book literacy; therefore, they are covering e-books in their instruction programmes (Ward et al., 2010). However, it is observed that college students do not require any help and guidance in using e-books, probably because the younger students like to experiment with new technology and are willing to use their intuition to work things out (Kiriakova et al., 2010). Libraries are beginning to address the gap between patron awareness of electronic books in general and a library’s holdings and circulation options (Buczynski, 2010). In fact, the National E-book Observatory Project (2007-2009) was launched by the JISC (Joint Information Systems Committee), UK to promote e-textbooks in UK universities by the library, academics and publishers (Lonsdale and Armstrong, 2010). The project used deep log analysis, benchmark surveys and focus groups to develop a rich picture of
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library e-collection management and use by students and academics. Lonsdale and Armstrong offer pragmatic guidance on e-book promotional methodologies. Lin et al. (2010) and his co-authors suggested a threefold formula for the promotion of e-books. These included highlighting the advantages of e-book; creating online discussion forums to initiate usage intention discussions and using the mouth-to-mouth publicity technique. The Pembroke School in England adopted the “treat seat” programme in which boys, who had worked particularly well, were given a chance to choose one e-book and read it on the iPod Touch. The treat seat served as an extra incentive for other students to do well so that they can also enjoy this special privilege (Smith, 2010b). This not only encouraged serious study but also help promoted e-books. Public libraries are also showing keen interest in promoting use of e-books. For example, the ebrary Public Library of Palo Alto, California launched Complete Pilot Programme that features more than 20,000 e-books published by leading publishers (Duke, 2010a). In spite of the availability of many promotional techniques, it is observed, that often, most of the libraries have no formal strategy for the promotion of e-resources (Lonsdale and Armstrong, 2010). Therefore, based on their experience in Pakistan, Warraich and Ameen (2010) suggested that a promotional strategy and a feedback mechanism should be developed to improve e-books usage. For this purpose, help could be taken from the LIS professionals because they have better knowledge of the information needs of their potential clients. More efforts will be needed on the part of library for creating e-book literacy. 11.2 Promotion by publishers and aggregators Like the library community, publishers and aggregators are also using innovative techniques to promote e-books. For example, the Living Social, as a part of promotion strategy, developed a personalised e-reader that allowed users to read free of cost the first book in a series. The two-weak campaign generated 1.5 million unique page views in the e-reader, along with 74,000 visits to the landing page and 4,20,000 notifications sent in Facebook (Cramer, 2010a). Another very unique e-book promotion effort is of the Early European Books, (a project of the ProQuest) that featured high-resolution colour facsimile images of European books produced in the 15th and 16th centuries and which can be accessed freely by members of public libraries, schools, academic institutions, and other institutions in Denmark (Duke, 2010b). Is not it interesting to know what is promoted more, e-books or e-book readers and what is the rationality for favouring one over the other during promotion. In this context, it is observed that e-book readers to a large degree receive more media attention than e-books themselves (Buczynski (2010). Further study is needed to understand the rationality of such behaviour. 12. E-book cataloguing and services Cataloguing of e-books is another emerging area of modern librarianship. Numbers of problems arise in cataloguing of e-books due to great diversity of e-book providers, service models, and content types. Cataloguing of e-books also becomes critical because the cataloguing rules/standards concentrate on individual record; not on data management at collection level (Wu and Mitchell, 2010). Zhao and Zhao (2010) explored the various issues and challenges surrounding e-book cataloguing and processing within academic libraries. Catalogue records of each e-book title enhances discovery by
library users, but cataloguing individual books may be impossible when e-books are purchased from large consortia. Martin and Mundle (2010) suggested tools and methods that will help improve catalogue record quality while working in consortia settings. Beall (2010) discussed altogether different problem in searching information from e-books. According to Beall one may miss relevant information from e-books if the variations in the place names are not controlled. The author suggested number of vocabulary control measure to overcome this problem. It seems to be the time that Lancaster’s prophesy of paperless industry is coming to the day with the establishment of America’s first library without printed books. In another words it is a library of e-books (Duke, 2010c). Some hybrid libraries are also providing e-books to their users. For example, the University of Lyon I (Cottart, 2010) and University of Angers (Bourrion, 2010) has integrated e-books in their collection and are providing e-book loan services. As it is just a beginning of a new library services, librarians are experiencing some practical problems ( Joint, 2010). Most of the present libraries are hybrid libraries as far as their collection and services are concerned. Many libraries are acquiring e-versions of printed books in their collection. In the context of versions of books, this being a transit time for libraries, should libraries withdraw the printed version after acquiring e-version of a particular printed book? According to Medeiros (2010a), at least from the secondary school library’s point-of-view such a decision will be unwise as it may not serve well for students who go on to attend universities where print books predominate. In fact, such a decision will be unwise from all types of library’s point-of-view. Therefore, each title of the printed book in the collection need to be assessed before it is withdrew from the collection. 13. New skills and competencies for LIS professionals The e-book has its own features. It contains contents that have a definite structure. Searching appropriate information from the e-book itself require some skills. The e-book reader is a product made of hardware and software. Skills are required for efficient handling of the e-book reader also. It is expected that the LIS professionals should be able to understand and use e-books and other e-resources. According to Smith (2010a) the LIS professional must have technological, commercial and documentary skills and competencies for acquiring and managing e-books. The LIS curriculum must incorporate these components so that e-book handling skills will be imparted while implementing the curriculum (Epron and Bertrand, 2010). The LIS professionals must also be able to resolve the copyright and DRM issues and guide the user and the publisher/aggregator in this respect. It seems that in future, information professionals will be in demand for their advice on issues related with copyright and DRM (Abram, 2010a). In the context of e-book acquisition and use the LIS professionals should be able bargain properly with the aggregators to incorporate pro-library terms and conditions in the license agreement. E-book loan service could be the next most challenging and attractive service of libraries. It involves many issues including availability of e-book reading devices and budget for e-books and e-book reading devices, copyright and DRM, handling of the e-book readers by the users, their maintenance, etc. More experience of libraries in this regard will help to frame proper policies and practices.
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14. Conclusion E-books have arrived and are going to be a valuable component of library’s collection. However, the printed book is going to have its influence on all related agencies. The market and use of e-book is growing and will continue to grow. This will help to practice “green librarianship”. This will also have impact on the physical size of the libraries. Increase in e-books will also lead to competitive e-book pricing models and attractive e-book supply services. The e-book use studies indicates that their use is increasing. Libraries need to evolve useful practices and procedures to acquire, store, process and circulate e-books. The LIS curricula has to take immediate note of the growing number and use of e-books and accordingly include topics such as e-books, e-book readers, e-book publishing, e-book aggregators, DRM, e-book use and services, acquisition and management of e-books, etc. This will help to have skilled work force to mange e-books in the library. Though the literature covered by this article discussed many aspects of e-books it did not pay much attention to e-book services and bibliographic control of the e-books. The writers and researchers should consider these two areas in future. In general, the literature published on e-books does indicate that e-books have finally arrived in the libraries and will keep on influencing all related agencies. References Abram, S. (2010a), “E-books part 2: trends and standards”, MultiMedia & Internet@Schools, Vol. 17 No. 4, pp. 24-7. Abram, S. (2010b), “Thinking about e-books”, MultiMedia & Internet@Schools, Vol. 17 No. 3, pp. 18-19. Allmang, N.A. and Bruss, S.M. (2010), “What customers want from Kindle books”, Online, Vol. 34 No. 1, pp. 36-9. Balas, J.I. (2010), “Has the e-book’s time finally come?”, Computers in Libraries, Vol. 30 No. 2, p. 40. Barlow, S. and Skidmore, S. (2010), “To e or not to e? That and a lot of other questions . . .”, The School Librarian, Vol. 58 No. 2, p. 70. Baumann, M. (2010), “Bringing digital textbooks to the masses”, EContent, Vol. 33 No. 1, pp. 12-13. Beall, J. (2010), “Geographical research and the problem of variant place names in digitized books and other full-text resources”, Library Collections, Acquisitions, & Technical Services, Vol. 34 Nos 2/3, pp. 74-82. Becker, B.W. (2010), “Understanding and applying the technology forecast of the 2010 Horizon Report”, Behavioral & Social Sciences Librarian, Vol. 29 No. 2, pp. 162-5. Berg, S.A., Hoffmann, K. and Dawson, D. (2010), “Not on the same page: undergraduates’ information retrieval in electronic and print books”, The Journal of Academic Librarianship, Vol. 36 No. 6, pp. 518-25. Bide, M. (2010), “ARROW – steps towards resolving the ‘orphan works problem’”, Serials, Vol. 23 No. 1, pp. 35-8. Bierman, J., Ortega, L. and Rupp-Serrano, K. (2010), “E-book usage in pure and applied sciences”, Science & Technology Libraries, Vol. 29 Nos 1/2, pp. 69-91. Bourrion, D. (2010), “The livrel question”, Documentaliste – Sciences de l’Information, Vol. 47 No. 2, pp. 54-5. Bruley, C. and Nguyen, C. (2010), “The [delicate] art of the negotiation of e-books in the academic sector”, Documentaliste – Sciences de l’Information, Vol. 47 No. 2, pp. 62-3.
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Duncan, R. (2010), “Ebooks and beyond: the challenge for public libraries”, Australasian Public Libraries and Information Services (APLIS), Vol. 23 No. 2, pp. 44-55. Eito-Brun, R. (2010), “Ovid Universal Search, a web solution for accessing e-resources”, Profesional de la Informacion, Vol. 19 No. 4, pp. 409-16. Epron, B. (2010), “Introduction: new market, new issues”, Documentaliste – Sciences de l’Information, Vol. 47 No. 2, pp. 28-9. Epron, B. and Bertrand, A. (2010), “Electronic resources: a new issue for the competences of library professionals”, Documentaliste – Sciences de l’Information, Vol. 47 No. 2, pp. 65-6. Esteve, A. (2010), “Legal analysis of the Google Books Project from the perspective of intellectual property rights”, BiD: Textos Universitaris de Biblioteconomia i Documentacio, No. 24. Foote, J.B. and Rupp-Serrano, K. (2010), “Exploring e-book usage among faculty and graduate students in the geosciences: results of a small survey and focus group approach”, Science & Technology Libraries, Vol. 29 No. 3, pp. 216-34. Garcia, J.A.C., Arevalo, J.A. and Rodero, H.M. (2010), “Electronic books: the third wave of the digital revolution”, Anales de Documentacion, Vol. 13, pp. 53-80. Gimazane, R. (2010), “The integration of electronic issues in public policy on books and reading [2005-2010]”, Documentaliste – Sciences de l’Information, Vol. 47 No. 2, pp. 56-9. Grensing-Pophal, L. (2010), “Are textbooks obsolete? An education in the impact of electronic textbooks”, EContent, Vol. 33 No. 3, pp. 18-22. Harris, L.E. (2010a), “E-book publishing creates new responsibilities”, Information Outlook, Vol. 14 No. 1, p. 55. Harris, S. (2010b), “Device independence and mobility help e-book growth”, Research Information, No. 47, pp. 18-19. Hawkins, D.T. (2010), “TOC conference explores the changing publishing industry”, Information Today, Vol. 27 No. 4, pp. 26-7. Herlihy, C.S. and Yi, H. (2010), “E-books in academic libraries: how does currency affect usage?”, New Library World, Vol. 111 Nos 9/10, pp. 371-80. Heyd, M. (2010), “Three e-book aggregators for medical libraries: NetLibrary, Rittenhouse R2 Digital Library, and STAT!Ref”, Journal of Electronic Resources in Medical Libraries, Vol. 7 No. 1, pp. 13-41. Hill, R. (2010), “The world of multitasking teens: how library programming is changing to meet these needs”, Young Adult Library Services, Vol. 8 No. 4, pp. 33-5. Hilton, J.L. III and Wiley, D.A. (2010a), “A sustainable future for open textbooks? The flat world knowledge story”, First Monday, Vol. 15 No. 8, p. 2. Hilton, J. III and Wiley, D. (2010b), “The short-term influence of free digital versions of books on print sales”, JEP: The Journal of Electronic Publishing, Vol. 13 No. 1, pp. 1-11. Hodges, D., Preston, C. and Hamilton, M.J. (2010a), “Patron-initiated collection development: progress of a paradigm shift”, Collection Management, Vol. 35 Nos 3/4, pp. 208-21. Hodges, D., Preston, C. and Hamilton, M.J. (2010b), “Resolving the challenge of e-books”, Collection Management, Vol. 35 Nos 3/4, pp. 196-200. Joint, N. (2010), “The electronic book: a transformational library technology?”, Library Review, Vol. 59 No. 2, pp. 83-91. Jones, E. (2010), “Google Books as a general research collection”, Library Resources & Technical Services, Vol. 54 No. 2, pp. 77-89. Kaser, D. (2010), “Publishers get bullish on e-books in context”, Information Today, Vol. 27 No. 11, pp. 1-4.
Keck, A.J. (2010), “Diktuon: finding e-books”, Theological Librarianship: An Online Journal of the American Theological Library Association, Vol. 3 No. 1, pp. 1-3. Kennedy, S.D. (2010), “E-books by the numbers”, Information Today, Vol. 27 No. 9, pp. 15-17. Kennison, R., Panourgia, N. and Tartar, H. (2010), “Dangerous citizens online: a case study of an author-press-library partnership”, Serials, Vol. 23 No. 2, pp. 145-9. Kho, N.D. (2010), “E-readers and publishing’s bottom line: the opportunities and challenges presented by the explosion of the e-reader market”, EContent, Vol. 33 No. 3, pp. 30-5. Kimball, R., Ives, G. and Jackson, K. (2010), “Comparative usage of science e-book and print collections at Texas A&M University libraries”, Collection Management, Vol. 35 No. 1, pp. 15-28. Kiriakova, M., Okamoto, K., Zubarev, M. and Gross, G. (2010), “Aiming at a moving target: pilot testing e-book readers in an urban academic library”, Computers in Libraries, Vol. 30 No. 2, pp. 20-4. Kosciejew, M. (2010), “Crossing the digital rubicon: from print books to e-books and beyond”, Feliciter, Vol. 56 No. 3, pp. 119-20. Lamothe, A.R. (2010), “Electronic book usage patterns as observed at an academic library: searches and viewings”, Partnership: The Canadian Journal of Library and Information Practice and Research, Vol. 5 No. 1, pp. 1-22. Lenart, M. and Masse, C. (2010), “The digital book: selections and use”, Documentaliste – Sciences de l’Information, Vol. 47 No. 1, pp. 14-15. Letchumanana, M. and Tarmizib, R.A. (2010), “Utilization of e-book among university mathematics students”, Procedia Social and Behavioral Sciences, Vol. 8, pp. 580-7. Levine-Clark, M. (2010), “Developing a multiformat demand-driven acquisition model”, Collection Management, Vol. 35 Nos 3/4, pp. 201-7. Lin, C., Tzeng, G., Chin, Y. and Chang, C. (2010), “Recommendation sources on the intention to use e-books in academic digital libraries”, The Electronic Library, Vol. 28 No. 6, pp. 844-57. Litmanen-Peitsala, P. (2010), “There will be no e-books in twenty years”, Kirjastolehti, No. 3, pp. 10-12. Lonnroth, H. (2010), “We’re marketing!”, Scandinavian Public Library Quarterly, Vol. 43 No. 1, pp. 14-15. Lonsdale, R. and Armstrong, C. (2010), “Promoting your e-books: lessons from the UK JISC National E-Book Observatory”, Program: electronic library and information systems, Vol. 44 No. 3, pp. 185-206. Mallett, E. (2010), “A screen too far? Findings from an e-book reader pilot”, Serials, Vol. 23 No. 2, pp. 140-4. Martin, K.E. and Mundle, K. (2010), “Notes on operations cataloging e-books and vendor records: a case study at the University of Illinois at Chicago”, Library Resources & Technical Services, Vol. 54 No. 4, pp. 227-37. Massis, B.E. (2010), “E-book readers and college students”, New Library World, Vol. 111 Nos 7/8, pp. 347-50. Medeiros, N. (2010a), “Books, books everywhere, but nary a one in print: Cushing Academy eliminates print books from its library”, OCLC Systems & Services: International Digital Library Perspectives, Vol. 26 No. 1, pp. 5-7. Medeiros, N. (2010b), “ILL and iPad: reflections on the fast and furious”, OCLC Systems & Services: International Digital Library Perspectives, Vol. 26 No. 2, pp. 65-8. Milloy, C. (2010), “Why e-books mean business”, Research Information, No. 47, p. 17.
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[email protected]
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