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Have e-books delivered on their promise to provide a 24/7 digital library


Anna Vernon

on 23 June 2011

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Transcript of Have e-books delivered on their promise to provide a 24/7 digital library

A little quiz Q1: We studied the behaviours of users in 4 subject areas over a year – business and management, engineering, medicine and media studies. Which subject was the highest user of e-books we licensed?

a.Business and management studies
c.Media Studies
d.Engineering Q2: We undertook two user surveys (combined responses of 52,000) where we asked users to self report on their behaviour and use of e-books. In one question we asked them how they get hold of e-books. Which got the highest response?:

a. Free of the internet
b. From a friend or colleague
c. Own university library
d. Another library
e. Bought a copy Q2: In the user surveys we asked students to think about the e-books that they have read recently and what proportion they read online. What was the most popular answer?:

a. Read the whole e-book
b. Dipped in and out of several chapters
c. Read one whole chapter
d. Read several whole chapters
e. Looked at the e-book briefly Q3: In the surveys, users were asked to
say how they read the e-book.
Did most users:
a.Read from the screen
b.Print out and read
c.Did a bit of both Q4: In our deep log analysis of the MyiLibrary platform we could observe real time behaviours (not self reported).
What was the average time spent viewing an e-book?
a.5 minutes
b.13 minutes
c.20 minutes Q5: During what period of the day
did users tend to view e-books?

a.Morning (9 am – 11am)
b.Lunchtime (12 – 2pm)
c.Afternoon (2pm – 6pm)
d.Evening (6pm – 9pm) And the answers are Answer 1 Answer 3 Answer 4 Answer 6 Aiding discoverability and use Students are ‘navigating from one system to another - all of which have different functionalities and different bells and whistles with respect to searching, limiting, indexing, saving etc and it is confusing for users....users have to literally re-frame their minds when moving from one system to another and this requires patience, persistence and is time consuming.’ (UBiRD) I’ve come across an interface of a book where it was available as a PDF single page by single page – screw that! I know where I can get the whole book! (Student) The library of the future and e-books: tips 1. Enable easier and more reliable remote access
2. Promote your library brand - personalise and customise e-book platforms
3. Promotion works, develop a strategy for your library
5.Use a variety of different promotional methods-
e-books are essentially invisible.
6. Only promote effective products and pressurise those which aren't.
7. Use and enhance the library catalogue-it's still the main route to content
8. Until platforms are truly intuitive training and inductions by libraries are still essential
9. Library systems should become more like the Web, and embedded in users' workflows. high peaks and troughs of use Business students are more likely than to use more than 5 e-book titles in a month.

Medical students, in contrast when questioned did not use e-books. Subject fingerprinting Students in business, engineering, media studies and medicine (n=9,030) How many e-book titles have you used in the last month? Students and teachers consume e-books in small chunks: for grazing and fact extraction.

Much of the time is spent navigating and finding content: Power Browsing and cutting and pasting.
Users prefer to print out material for note taking rather than using the functionality of the platform Currently the use of e-books reflects fact extraction and information. This might be due to poor platform usabilty but suggests than print titles are still required and complements the use of print. The user perspective:
How e-books are used The user perspective cont.
Much viewing of e-books (60%) is directly from or a mixture of print and screen. Irrespective of age. e-books are used throughout the day and night, with the heaviest use occuring between 8am and 2pm. Almost a third of use was off campus Thank you! For the second round we will acquire 60 new titles, under terms of the model licence.
 JISC Collections will pay ebrary on a pay per view basis. For each title in this pay per view round we have a usage ‘target’ and when this is reached colleges will have access to it until 2014, (or in perpetuity if colleges wish to continue to subscribe to the ebrary platform). For titles that do not reach the usage target we will write to colleges to explore purchase options. 3% of colleges do not have an OPAC
network capacity
Low use of e-resources
Reliance on freely available content Bridging the
digital divide 3000 e-books free of charge to every FE college in the UK. Cost £1.9 million
1 copy of the FE e-books, in print £116,879.10.
15.2 million page views since September 09
Seen engagement and demand from colleges for e-textbooks but use is still 'supplementary'
Core titles still aren't being made available Any questions?
a.vernon@jisc.ac.uk Barriers:
Only (60%) are currently Athens Shibboleth/UKAMF compliant e-book interfaces should be like driving a car, the basic components should work the same and not require a manual to be able to drive it. Morning Are e-books delivering on their promise; to provide a 24/7 digital library? e-books provide fantastic opportunities for students and researchers enabling results in minutes, that would take years in the physical library. Both the University of Liverpool/Springer and e-books Observatory studies found that:
“What users like about e-books is that they can get to them whenever they want to and from wherever they happen to be
What users do with e-books is to treat them like a huge database of information, which they mine for the facts needed to answer their immediate questions

Isn’t this Google?
If publishers and libraries are to be successful in the digital age, they must work together to ensure that ‘paid for content’, is as accessible and as readily available as the ‘free’ content found through a Google search To realize this vision, there are technical problems to be overcome:
Authenticated access needs to become easier – currently it is often a tedious barrier to ‘paid for content’
All publishers all need to provide free MARC Records (or the next generation of bibliographic records) to libraries and to expose metadata to the search engines and knowledge bases
Publisher platforms need to improve, to enable fast landing on the search results.
No-one has the patience for 13 clicks to get to page they are looking for Increasingly library users have Kindles, iPads and smart phones
Users will expect to be able to access e-books on their devices of choice – but how is this going to work? small college operating on a single site
diverse range of learners from pre-entry, apprenticeships, teacher education to degree level but vocational focus.

Carshalton use their usage statistics to make the case to fund additional e-books to add to their existing collection (currently from the books budget).
Clear after speaking to Carshalton, that historic divisions between learning technology advisors, IT and library staff aren't present and this unsiloed approach extends to e-resources promotion which is focused on content and the deconstruction of e-resources by embedding chapters in Moodle.

Library staff provide staff training and create lesson plans with e-books on Moodle.
All students are required to attend a study skills course where they are given a tour round the resources.
Title lists and business cards created and handed out at inductions and e-book covers are improted into Moodle with embedded links.
IP on campus with Athens off campus to make it as easy as possible for students to login Know your users! We undertook two user surveys (combined responses of 52,000) where we asked users about their behaviour and use of e-books. Top 20 titles:

BTEC Level 3 National Business, Book 1
BTEC Level 3 Business Book 2
BTEC National Health and Social Care Book 1
BTEC National Information Technology Practitioners Book 1
BTEC National Uniformed Public Services: Book1
BTEC National Uniformed Public Services Book 2
BTEC National Children's Care, Learning and Development
BTEC National Sport Book 1 (2nd Edition)
BTEC National Sport and Exercise Sciences
BTEC Level 3 National in IT (2nd Edition)
BTEC National Construction : Building Services Engineering a
Child Development : An Illustrated Guide (2nd Edition)
BTEC First : Children's Care Learning and Development
Development, Coaching and Fitness : BTEC National Sport
BTEC Level 3 National Health and Social Care
BTEC Level 3 National Public Services
BTEC Level 3 National Sport and Exercise Sciences (3rd Editi
BTEC Level 2 First Business
BTEC National Travel and Tourism Book 2
Performance and Excellence 2nd Edition Students read longer when directed via a VLE Create promotional materials Aiding discoverability and use: making the invisible visible include e-books in your LMS Moodle
modules No plugs in/
Proprietary software wobblers dummy books federated
searching plug your most
popular titles library website coffee mornings Info lit/
skills training include library branding send link of popular titles
to teaching staff speak to staff business students must likely to download more than 5 books a year. > Answer 5 average 13 minutes use book covers link to your other resources Secrets from highest users: Carshalton www.libsuccess.org
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