E-books - essentials or extras

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E-books - essentials or extras

  1. 1. e-books - essentials or extras: The University of Auckland Library experience Ksenija Obradovic LIANZA Conference 2004
  2. 2. Overview  experience of the University of Auckland Library in implementing e- books into the learning environment  perception of e-books by staff and students
  3. 3. Definition of e-book  “e-book” - monographic piece of text made available electronically, regardless of size and composition  no difference between digitized vs. born digital; parallel published vs. born- digital; linear text vs. hypertext; straight text vs. value added text
  4. 4. Access  Data Bases  LEARN Course pages  Voyager Library catalogue
  5. 5. e-books holdings added per year 2004 5158 2003 76799 2002 4404 2001 5258 2000 29 1999 3 1998 279 Total e-book holdings: 91930 This data for this report was created 8/31/2004
  6. 6. Sources of bibliographic records  buy records from vendors  add 856 to existing hard copy record  create record for e-book
  7. 7. Access from Voyager  purchased e-books (e.g. netLibrary, ebrary, Oxford Reference Online)  free fulltext electronic versions of monographs  electronic information supplementary to the printed book
  8. 8. Links are not added to:  any e-versions which are available free for a limited period only  pages which have links to Word or zipped files  Tables of Contents, Publishers' web sites, Overviews of the book (but not deleted any from imported records)
  9. 9. Some issues related to managing e-books  no bibliographical control  vendor does not inform us when e- books are no longer available  receipt of e-books and bibliographical records does not necessarily coincide
  10. 10. netLibrary and ebrary  total of 6,794 netLibrary titles and 11,915 ebrary titles  two different models
  11. 11. netLibrary user sessions 0 500 1000 1500 2000 2500 3000 3500 4000 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Month usersession 2001 2002 2003 2004
  12. 12. ebrary user sessions 0 500 1000 1500 2000 2500 3000 3500 4000 4500 Jan Feb M ar Apr M ay Jun Jul Aug Sep O ct Nov Dec usersessions 2002 2003 2004
  13. 13. netLibrary user sessions by topic for July  Business & Economics 938  Computers 697  Social Sciences 77  Education 33  Medicine 31  Language & linguistics 30  Literature 28  Arts 25  Political Science 22
  14. 14. ebrary usage by topic for July User Sessions Pages viewed   Computers 428 7840  Business & Economics 376 4938  History 114 1272  Science 109 787  Medical 96 1144  Social Science 79 900  Language arts 62 716  Literary criticism 49 282
  15. 15. Targeted groups  Library staff  Students enrolled in the e-book course  Students based in the North Shore campus
  16. 16. Methods of accessing  Staff – mostly use Voyager  North Shore based students prefer LEARN course pages  E-book course group are divided: the North Shore based respondents prefer LEARN course pages, while the others show preference to Voyager catalogue
  17. 17. Print vs. electronic  all three groups prefer print to electronic version  ratios of preference vary: two thirds of staff and e-book course students prefer print version; however among North Shore students, print version is preferred by a small margin  In all three groups some participants indicated that they do not have a preference, and the choice would depend on the situation
  18. 18. Reasons to choose print:  Easier to read  More familiar  No time limit  Can mark important lines  Can read on the bus  Too long to download big bits of books  E-books too slow  Easier to look through  Getting out of the house
  19. 19. Reasons to choose electronic:  Availability  A few people can access it at the same time  I don’t have to carry the books around
  20. 20. Importance of the e-book features  Access anytime, anywhere is regarded as very important by majority of course students, and by almost all staff  Access to key reference materials and definitions as one reads the e-book is valued more by library staff than by course and North Shore students  All three groups assume that elements such as animation or video are of little importance. However, students find them more useful than library staff
  21. 21. Importance of the e-book features, 2  Ability to print content is regarded as very important by majority of students and staff  All three groups are polarised in their preference for electronic version resembling printed – some really like it, some do not care at all  Almost all library staff rate access to searchable content as very important. Some students agree, but not all.
  22. 22. Copyright restrictions  all staff aware  about one third of students not aware
  23. 23. Frequency of use  Staff - more often than the other two groups  North Shore based students and Course students - usually once a month or less than that. Only a few respondents said that they use e-books more than once a week  However, asked if they would like more e- books in their subject areas, majority of all three groups answered yes
  24. 24. Other comments:  e-books are great for quick facts but a real pain to read page after page  e-books are incredibly useful for titles that are in high-usage  e-books enable searching across the whole collection, not just one book
  25. 25. Other comments, 2:  e-books instead of Short Loan copies  e-books give students a good start if recommended text not available  A few students commented that thanks to the questionnaire their awarenes of e-books had been raised
  26. 26. The general impression  printed and e-book have their place in academic libraries  in many instances print is desirable format - users often browse e-book to see if it is useful, and then get printed copy for a more substantial reading  e-books provide another level of library service
  27. 27. Future  use of e-books relies on Subject Librarians incorporating them into their collections  also relies on publishers providing more recommended texts and further exploring the possibilities that electronic text could offer to libraries

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