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.
12.
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?
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
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.)
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.