JISC Collections Update


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RSC Eastern Learning Resources Managers Forum 20th November 2009 presentation by Caren Milloy of JISC Collections on projects.

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  • Currently it is all very confusing, Librarians reported in their focus groups that they spend an a long time trying to figure out what the hell they are being offered. 2. Licensing - the sheer volume of work that goes into licensing an e-book or a collection of e-books is amazing. The pricing structures, the terms and conditions, does it include MARC records, what can we do with the e-book etc.....this is time and money consuming. JISC Collections would like to work with everyone to develop the licensing and pricing and make is transparent and simple. When you buy a book you know what you get and what you can do. Lets make the e-book the same. Simple! HOLISTIC view, testing different subject areas. Real life environemnt Get feedback from libraries about the ease of implementation, and perceived value for money in view of usage and feedback. Seek to analyse the impact of access via the library on publishers’ print sales, as well as review revenue overall as it could be the case that, taken together, revenue from print sales plus income from library provision of the e-version proves to be at least equal to previous revenue from print alone.
  • Librarians want consistency The more complex and different each licence is, the more difficult it is for librarians to manage and disseminate the terms and conditions of use The JISC model licence is accepted and understood by libraries develop – encourage the change to DRM settings to allow unlimited concurrent use and to take account of the peaks, how students actually use the e-books, future proofing for new trends etc….
  • JISC Collections Update

    1. 1. A quick update on JISC Collections Projects and initiatives
    2. 2. Digital Images for Education 24 March 2009 | JISC Conference Edinburgh | Slide
    3. 3. E-books for FE Slide
    4. 4. Access and Discovery <ul><li>UK Access Management: new logo under development </li></ul><ul><li>JISC content presentation layer: Unpacking the content suitcase </li></ul>Slide
    5. 5. Free tools <ul><li>ADAT </li></ul>Slide
    6. 6. E-Journals <ul><li>Museum libraries </li></ul><ul><li>Public Libraries in England </li></ul><ul><li>Public Libraries in Scotland </li></ul><ul><li>JISC Collections for Schools </li></ul>Slide
    7. 7. Improving Value and Efficiency <ul><li>New JISC Collections Website </li></ul><ul><ul><li>Transactional process </li></ul></ul><ul><ul><li>No more paper </li></ul></ul><ul><ul><li>View your account </li></ul></ul><ul><ul><li>Add to basket </li></ul></ul><ul><ul><li>All automated </li></ul></ul><ul><li>Value for money reports </li></ul><ul><ul><li>Establish price per download by college </li></ul></ul><ul><ul><li>Calculate savings made </li></ul></ul><ul><li>Usage statistics portal </li></ul><ul><ul><li>Demonstrator built </li></ul></ul>Slide
    8. 8. Licensing for affiliates <ul><li>Museum libraries </li></ul><ul><li>Public Libraries in England </li></ul><ul><li>Public Libraries in Scotland </li></ul><ul><li>JISC Collections for Schools </li></ul>Slide
    9. 9. Key findings – the importance of the library <ul><li>E-books are now part of the academic mainstream: nearly 65% of both teaching staff and students have used an e-book to support their work or study or for leisure purposes </li></ul><ul><li>The university library is, and will continue to be, the central provider of course text e-books to staff and students. Libraries are a key market for course e-books and the supply chain must develop to foster the market </li></ul>| Slide
    10. 10. Key findings – a ‘safety valve’ <ul><li>Demand for short loan/ reserve collection print titles far exceeds their supply: nearly a quarter of students reported being ‘dissatisfied’ or ‘very dissatisfied’ with library provision, and around half of teaching staff said their students regularly complained about this </li></ul><ul><li>For librarians, e-books offer a valuable back-up for hard pressed short loan collections, a ‘safety valve’ at times of peak demand, rather than a direct substitution for hard copy </li></ul>| Slide
    11. 11. Key findings – complexity & confusion <ul><li>There is too much complexity in the e-books market. Librarians find business models for course text e-books are often inappropriate, the licenses over-complicated, and the prices too high </li></ul><ul><li>Users want a more standardised e-book experience: they are confused by the variety of access mechanisms that are currently on offer </li></ul>Slide
    12. 12. Key findings – busy lifestyles <ul><li>Students told us in the survey the most important benefit of the e-book is 24/7 access </li></ul><ul><li>Use of e-books appears to be based on convenience and the advantages they offer, such as enabling students and staff to fit work and study more easily into their busy life-styles. </li></ul><ul><li>31% of off campus use illustrates how important e-books are for home study – so we have got to get the access right </li></ul>| Slide
    13. 13. Key findings – information ‘grazing’ <ul><li>Behavioural evidence from the observatory study strongly suggests that course text e-books are currently used for ‘grazing’ information (quick fact extraction and brief dip in and out viewing) rather than for continuous reading, which may conflict with assumptions made by publishers </li></ul>| Slide
    14. 14. An overview of use <ul><li>761,352 pages of the JISC e-books were viewed </li></ul><ul><li>65,000 sessions viewed the JISC e-books </li></ul><ul><li>81% of JISC e-book sessions viewed just one e-book </li></ul><ul><li>13 minute sessions, 8 pages per session </li></ul><ul><li>Page view time of 22.8 seconds </li></ul><ul><li>85% of users spending less than 1 minute on a page </li></ul><ul><li>9% used the search facility </li></ul>
    15. 15. Key findings – barriers to take-up <ul><li>Although users value the flexibility and convenience of course text e-books, this may be compromised by technical and other barriers to their effective use. These included limitations on printing and downloading, and slow speeds </li></ul><ul><li>It is clear from the study that users expect e-books to offer an interactive experience to enhance their learning and the tasks required of them; this is not currently being delivered </li></ul><ul><li>Interfaces to e-books need to be developed around principles of user-centred design; they are currently far from ideal </li></ul>| Slide
    16. 16. Key findings – online viewing <ul><li>The two user surveys show a preference for viewing e-book content online, at least for short session, and it is inevitable (and already occurring) that users will want to be able to download library-licensed e-books onto their readers and other portable or mobile devices (including iPods and iPhones) </li></ul>| Slide
    17. 17. Self reported user behaviour How did you read the contents?
    18. 18. Self reported user behaviour How much of that e-book did you read online?
    19. 19. Key findings - metadata <ul><li>The library catalogue and links from library web pages are the major routes by which users discover e-book content </li></ul><ul><li>Given the importance of the OPAC as a means for users to discover e-book content, it is essential that MARC records are supplied with e-books </li></ul><ul><li>Libraries and publishers need to work together to improve the metadata that accompanies e-books in order to promote their discoverability </li></ul><ul><li>Discovery needs to be made as simple as possible for users </li></ul>| Slide
    20. 20. Key findings – marketing & promotion <ul><li>Technical means of discovery need to be supported by other forms of promotion by library staff & course tutors </li></ul><ul><li>The number of students who said they had used a library e-book rose significantly between the 2008 and 2009 surveys, suggesting that library promotion may have a real impact on behaviour </li></ul><ul><li>Institutions need to develop a broad strategy for raising awareness of e-books, & in particular to encourage teaching staff to engage more actively </li></ul>Slide
    21. 21. Key findings – textbook sales <ul><li>Sales in the UK textbook market are relatively flat and continuing pressures on student disposable income means this is likely to continue. </li></ul><ul><li>Between 2004 and 2008 student spending on textbooks fell by nearly one-fifth. </li></ul><ul><li>The pressures to find viable and sustainable business models will intensify for publishers and librarians alike </li></ul>| Slide
    22. 22. Key findings – textbook sales <ul><li>Within the limited time frame of the Observatory Project, no conclusive negative impact on UK print sales was evident. </li></ul><ul><li>This is consistent with a range of evidence that print and e-versions of important course texts are complementary, not substitutes for one another </li></ul><ul><li>E-books are used for quick fact extraction and if the user wants to read at length they may well still purchase the print edition </li></ul>Slide
    23. 23. <ul><li>“ Further research is needed” </li></ul>| Slide
    24. 24. Business Model Trials <ul><li>Aim is to create realistic, simple and sustainable business models using real data from a range of access models </li></ul><ul><li>Reviewed the current e-textbook business model landscape </li></ul><ul><li>Selected a variety a trials following consultation with a range of stakeholders </li></ul><ul><li>Will include the ‘crown jewel’ e-textbooks </li></ul><ul><li>The trials will take place over a full academic year </li></ul><ul><li>The impacts on print sales, time and resource will be measured </li></ul><ul><li>Devise accurate pricing based on actual use </li></ul>A study on the management and economic impact of e-textbook business models on publishers, e-book aggregators and universities
    25. 25. Mobile devices <ul><li>Users are already walking into libraries with their e-readers and asking librarians what they can download </li></ul><ul><li>NetLibrary has announced the launch of five new e-book collections developed specifically for the Sony Reader (http://library.netlibrary.com/Home.aspx) and it is anticipated that other publishers and aggregators will follow with similar initiatives. </li></ul><ul><li>Future work: </li></ul><ul><li>JISC e-books working group – Possible study into mobile technology and licensing </li></ul>
    26. 26. Discovery and access <ul><li>Future work </li></ul><ul><li>Action: JISC e-books working group – Possible study to understanding how users find and access e-books on the library website, what tools do they use? Google Scholar? </li></ul><ul><li>What is the library catalogue of the future? </li></ul><ul><li>Based on this, what metadata is the most useful and will fit with the publishers ONIX flows? </li></ul>
    27. 27. The snazzy e-book <ul><li>VLE integration of modules, customised textbooks, </li></ul><ul><li>Highly interactive </li></ul><ul><li>The future of the e-book </li></ul><ul><li>What do behaviours suggest for the future? </li></ul><ul><li>Future work </li></ul><ul><li>Action: The future of the e-book research based on deep log analysis results </li></ul><ul><li>Action: E-books working group - Study on the impact of interactivity on learning processes </li></ul>
    28. 28. Licensing <ul><li>It’s not easy! </li></ul><ul><li>“… its very complex…you spend a lot of time trying to work out exactly what you are being offered and what the terms and conditions would be and working out what would be the advantage to you, and the relative costs – so that takes up a lot of time” </li></ul><ul><li>Future work </li></ul><ul><li>All of these have a major impact on the licensing for e-books! </li></ul><ul><li>Work to get licensing standardised </li></ul><ul><li>Create new licensing around new models </li></ul><ul><li>Create new licensing for mobile devices </li></ul><ul><li>Develop new standards to be incorporated into e-books licensing – accessibility, plagiarism, COUNTER code release 2, metadata, interactivity, derivatives, statistics, preservation, archiving…. </li></ul>
    29. 29. <ul><li>Thank you </li></ul><ul><li>www.jiscebooksproject.org </li></ul>