The document lists various content farm and spammy user generated content websites. It then provides statistics from research on technology usage in education, including that 58% of instructors believe technology positively impacts student engagement and 87% of students believe online libraries and databases have the most significant impact on their learning. The document discusses challenges for teaching and academia in the coming decade related to issues like globalization, technology context, and the future of textbooks.

2. Steal
This
Idea

3. List of content farms and general spammy
user generated content sites:
 Experts Exchange (experts-exchange.com)
 All Experts (allexperts.com)
 eZine Articles (ezinearticles.com)
 Answers (answers.com)
 Find Articles (findarticles.com)
 Answer Bag (answerbag.com)
 FixYa (fixya.com Helium (helium.com)
 Articles Base (articlesbase.com)
 Hub Pages (hubpages.com)
 Ask (ask.com)
 InfoBarrel (infobarrel.com)
 Associated Content (associatedcontent.com)
 Livestrong (livestrong.com)
 BizRate (bizrate.com)
 Mahalo (mahalo.com)
 Buzle (buzzle.com)
 Mail Archive (mail-archive.com)
 Brothersoft (brothersoft.com)
 Question Hub (questionhub.com)
 Bytes (bytes.com)
 Squidoo (squidoo.com)
 ChaCha (chacha.com)
 Suite101 (suite101.com)
 eFreedom (efreedom.com)
 Twenga (twenga.com)
 eHow (ehow.com)
 WiseGeek (wisegeek.com)
 Essortment (essortment.com)
 Wonder How To (wonderhowto.com)
 Examiner (examiner.com)
 Yahoo! Answers (answers.yahoo.com)
 Expert Village (expertvillage.com)
 Xomba (xomba.com)
 )

7. The nasty facts
about Google &
Bing and
consumer search:
SEO / SMO
Content Farms
Advertiser-driven
Geotagging

8. Strategic
Analytics

10. What We Never Really Knew Before (US/Canada)
 27% of our users are under 18.

We often 59% are female.
 believe a lot
29% are college students.
that isn’t
 5% are professors and 6% are teachers.
true.
 On any given day, 35% of our users are there for the very
first time!
 Only 29% found the databases via the library website.
 59% found what they were looking for on their first search.
 72% trusted our content more than Google.
 But, 81% still use Google.

11. 2010 Eduventures Research on Investments
 58% of instructors believe that technology in courses positively impacts student engagement.
 71% of instructors that rated student engagement levels as “high” as a result of using technology
in courses.
 71% of students who are employed full-time and 77% of students who are employed part-time
prefer more technology-based tools in the classroom.
 79% of instructors and 86 percent of students have seen the average level of engagement improve
over the last year as they have increased their use of digital educational tools.
 87% of students believe online libraries and databases have had the most significant impact on
their overall learning.
 62% identify blogs, wikis, and other online authoring tools while 59% identify YouTube and
recorded lectures.
 E-books and e-textbooks impact overall learning among 50% of students surveyed, while 42% of
students identify online portals.
 44% of instructors believe that online libraries and databases will have the greatest impact on
student engagement.
 32% of instructors identify e-textbooks and 30% identify interactive homework solutions as having
the potential to improve engagement and learning outcomes. (e-readers was 11%)
 49% of students believe that online libraries and databases will have the greatest impact on
student engagement.
 Students are more optimistic about the potential for technology.

13. What do we need to know?
 How do library databases and virtual services
compare with other web experiences?
 Who are our core virtual users? Are there gaps?
 Does learning happen? How about discovery?
 What are user expectations for true satisfaction?
 How does library search compare to consumer
search like Google and retail or government?
 How do people find and connect with library virtual
services?
 Are end users being successful in their POV?
 Are they happy? Will they come back? Tell a friend?

14. Top-Level Benchmarks
Gale-Cengage Browse Survey
August 01, 2010 - August 31, 2010
90 90 90 89 90 90 90 90 90
88 87 87
85 84
78 77
71 75 76
73 74 74
71 72 72 72
70 70 69
68
65
62
59 59
48 48
41
37
33
30 30 30 30 30
0

15. Emboldened Librarians hold the key

16. So how must library and
educator strategies change?

17. Discovery & Ideas

18. Books

19. We have a shallow understanding of the
Codex – the book format(s)
Transition from scrolls – illumination – codex
– and beyond

21. Strategic Challenges for Reference and
Research Work
in the Coming Decade

22. The BASICS
 Data
 Information
 Knowledge
 Wisdom NOT
 Behavior

23. Death of Reference
 Who
 What
 Where
 When
 Why
 How

24. How & Why Questions
 Now that’s research
 The interview is more involved
 Transformational not Transactional
 Expertise counts
 Expertise is shared mutually
 Groups and patterns matter

25. What does all this mean?
 The Article level universe
 The Chapter and Paragraph Universe
 Integrated with Visuals – graphics and charts
 Integrated with ‘video’
 Integrated with Sound and Speech
 Integrated with social web
 Integrated with interaction and not just
interactivity
 How would you enhance a book?

26. What is Changing?
1. Evidence-based Reference Strategies
2. Experience-based Portals: The New Commons
3. Personal Service on Steroids
4. Quality Strategies: Consumer vs. Professional
Search
5. Social Networks and Recommendations
6. Trans-literacy Strategies
7. People-driven Strategies
8. Curriculum and Research Agenda
9. Service and Programs

27. Recommendations
 Strengthen Your Personal Brand
 Reposition the Library and Librarian
 Don’t Tie Yourself to Collections or Physical
Space
 Network with Your Users Socially
 Measure, Don’t Count
 Know
 Risk
 Engage

28. Challenges for Teaching and
Academia in the Coming Decade

29. Context
 Information and Knowledge-based economy
 Globalization
 Being a leading education economy
 Stress on core markets (US)
 Changing knowledge about current crop of
students (genome, eye tracking, gaming, IQ,
ICT and social behaviours, etc.)
 Information ethics and copyright

30. Books
 Reception of Reading and Experience
 Fiction – paper, e-paper
 Non-Fiction
 Articles - disaggregation
 Media – physical vs. streaming
 Learning Objects
 Stories vs. Pedagogy

31. Technology Context
 Cloud (SaaS, PaaS, IaaS)
 Laptops and Tablets
 Mobility / Smartphones
 Bandwidth (Wired, WiFi, Whitespace)
 Learning Management Systems
 Streaming video and audio vs. download
 HTML5 and Apps – the battle
 Advertising auction models and ‘product’
 New(ish) Players (Amazon, Apple, G, B&N, Uni’s,
states/provinces/nations)

32. The BASICS
 Containers for Pedagogy
 Created by Teams (e.g. 40,000 authors a year
for Cengage alone) (yes that’s a lot of lawyers)
 Copyright and complicated layering of millions
of rights (creators - pictures, graphics, video,
tests, text, documents, etc.)
 Serious Lawsuits: Feist, Texaco, LSUC, Tasini,
NatGeo, Authors Guild, GBS, etc.
 Complex extension opportunities (links to
articles, databases, library assistance, etc.)

33. Textbook Challenges
 Format Agnosticism
 Browsers: IE, Chrome, Firefox, Safari
 Devices: Macintosh, PC Desktops & Laptops
 Mobile: Laptops, Tablets (iPad, Fire, etc.)
 Mobile: Smartphones (iPhone, Blackberry,
Android, Windows, etc.)
 Container: PDF, ePub, .mobi, Kindle, etc.
 Learning Management System: Blackboard /
WebCT, D2L, Moodle, Sakai, etc.
 Purchasing (Amazon, B&N, Chegg, CengageBrain,
Apple Store, University Textbook Store, etc.)

34. Should we tie students and professors to
a specific and proprietary device or
operating system?

35. What is the priority?
Price, Cost, Value, ROI
Managing or Mandating the Adoption Curve
Learning and Progress
Societal Impact = 17%, 40%, 70%?

36. Death of the Textbook?
 Shallow pool innovation – e-copies
 Open Access Textbooks?
 Coursepacks and e-coursepacks?
 Apple?
 Google?
 Etc.

37. What is Changing?
1. Componentization of pedagogy
2. Enhanced textbooks (tests, tracking, video,
etc.)
3. Advanced e-learning
4. Ability to archive
5. The purchaser matrix (individual student,
class, institutions, state/province/country)
6. Textbook boundaries (library links first…)

38. Pricing Models
1. Buy the print copy
2. Buy the exact electronic copy of the print
3. Buy both (bundling)
4. Rent the print or e-copy for a specified period
5. Create custom coursepacks in print or e-copy
6. Buy at the course level included in fee
7. Buy at the institution / enterprise level
8. Buy at the state/province level
9. Espresso Book Machines
10.Pay-per-use, micro-payments, ‘Square’ and
phones

39. This era will see a Fundamental
Reimagining the Textbook
For the present there will be those who
resist and the resisters will be the
majority.

40. Reimagine Service
Reference and Research

41. Consider the differences . . .
 Computer Commons
 Mall
 Service Commons
 Information Commons
 Knowledge Commons
 Learning Commons
 Science Commons
 Centre or Central?
 Physical / Virtual Hybrid

42. Mobility

43. A 1965 iPhone