Learning symposium

1. A question:
• https://www.polleverywhere.com/my/polls#!/my/polls

2. TO TEXTBOOK OR NOT TO
TEXTBOOK?
In order of appearance:
Bruce Gilbert
Priya Shenoy
Teri Koch

3. Overview:
• 1) The nature/extent of the problem and proposed solutions (Bruce)
• 2) What is already being done at Drake (Priya)
• 3) What a few other institutions are doing / future directions (Teri)
• 4) How you can get involved
• 5) Q and A

4. Overview of this section:
• 1) The nature/extent of the problem and proposed solutions (Bruce)
• a) Some definitions
• b) State of the art and trends
• c) What’s driving the changes?
• d) Something to keep in mind!

5. Some definitions:
• 1) Digital Rights Management (DRM):
• “a class of technologies that are used by hardware manufacturers, publishers,
copyright holders, and individuals with the intent to control the use of digital
content and devices after sale”
• EXAMPLE: Adobe Digital Editions, and the “ePub” format

6. Some definitions:
• 2) Open Access Initiative (OAI)
• OA literature is digital, online, free of charge, and free of most copyright
and licensing restrictions. OA removes price barriers (subscriptions,
licensing fees, pay-per-view fees) and permission barriers (most copyright
and licensing restrictions).
• (See: http://legacy.earlham.edu/~peters/fos/overview.htm )
• It does NOT remove copyright, however!
• Example: Oaister.org and Drake’s own eScholarShare

7. Some definitions:
• 2) Open Educational Resources (OER)
• are teaching, learning, and research resources that
reside in the public domain or have been released under
an intellectual property license that permits their free use
or re-purposing by others.
• Example: Merlot.org and “MOOCs” (“sort of” for the latter!)

8. What is an eTextbook?
• Definition of “textbook” in an electronic environment is expanding:
• Required course material
• Course ware
• Learning objects
• Currently many eTextbooks are digitized print
• Flat PDFs (e.g., PDF under glass, like a photocopy)
• eTextbooks are evolving to take advantage of technology.
• Adaptive tools (context sensitive quizzing)
• Cloud based
• Study curation tools
• Social tools

9. Where does it begin?
• 1. “Traditional” textbooks are increasingly over-priced.
• A number of faculty have approached librarians about different approaches to
“traditional” textbooks that most view as increasingly over-priced.

10. Where does it begin?
• 1. “Traditional” textbooks are increasingly over-priced.
• A number of faculty had approached librarians about different approaches to
“traditional” textbooks that most view as increasingly over-priced.
• Have already presented to:
• A & S Dept. Chairs
• CBPA Faculty meeting
• Chemistry
• CPHS
• Admissions
• Deans

11. Where does it begin?
• 1. “Traditional” textbooks are increasingly over-priced.
• Widespread agreement @Drake:
• - Textbook prices are an issue
• - If we could get a significant percentage of faculty to use free, or very
low-cost, “alternatives,” we could both enhance Drake’s exceptional
learning environment and improve our standing among students
(prospective AND current)

12. When it comes to inflation..
• http://t.co/YczdeVFHVM

13. Price of texts is NOT trivial!
• 1. “Traditional” textbooks are increasingly over-priced.
• PIRG Nationwide survey: 65% of all students had decided against buying a textbook because
it was too expensive.
• In fact, this survey found that 94% of students who had foregone purchasing a textbook were
• concerned that doing so would hurt their grade in a course.
• More than half of these students felt significant concern for their grade.
• Not only are students choosing not to purchase the materials, but they are
• knowingly accepting the risk of a lower grade to avoid paying for the textbook.
• http://uspirg.org/sites/pirg/files/reports/NATIONAL%20Fixing%20Broken%20T
extbooks%20Report1.pdf

14. “Textbook” TRENDS:
• 1) Cowles Library has an increasing number of resources (some with no
DRM!) available for textbook use. (Priya)
• 2) Many alternatives to “bookstore purchase of a textbook by a student” have
sprung up.
• 3) Open Educational Resources have made it possible to bypass the
“textbook” concept altogether.

15. Many alternatives to “bookstore purchase of a textbook
by a student” have sprung up.

16. Background: Confluence of trends regarding
textbooks
• Evolving profit/loss structure for textbooks. Campus bookstores feeling
pressure (flat sales, dynamic pricing)
• Digital & print rentals on the rise as purchase alternative (e.g., Amazon,
Chegg)
• Print is still popular; including increasingly custom print (e.g., chapters 2-
3, etc.)
• According to Franny Kelly (eTextbook product manager at Wiley) “2016
will be the tipping point for digital” surpassing print in popularity.

17. Amazon: Textbook rentals

18. Chegg: Textbook rentals as alternative to purchase

19. “Open Access” movement
• 2. Open Access Initiative has made much available that was not
previously accessible

20. “Open Access” movement
• 2. Open Access Initiative has made much available that was not
previously accessible
• Are Drake Faculty “on board” with support for the
Open Access Initiative?
• YES or NO?

21. “Open Access” movement
• 2. Open Access Initiative has made much available that was not
previously accessible
• Are Drake Faculty “on board” with support for the
Open Access Initiative?
• The answer is YES. Two ways:
• 1) Through putting their scholarship (students and
staff, too!) in eScholarShare:
http://escholarshare.drake.edu/

22. eScholarShare

23. “Open Access” movement
• 2. Open Access Initiative has made much available that was not
previously accessible
• Are Drake Faculty “on board” with support for the
Open Access Initiative?
• The answer is YES. Second way:
• 2) University-wide policy on Open Access (only
University in Iowa to have one)

24. “Open Access” @Drake: Passed April 2013
• Drake University Open Access Policy Text (as amended)
• The Faculty of Drake University is committed to disseminating its research and scholarship as widely as possible. The
Faculty recognize the public benefit of such dissemination, including that providing greater access to scholarship promotes
social justice. This policy is also intended to serve faculty interests by promoting greater reach and impact for scholarly
publications, assisting authors’ retention of distribution rights, and ensuring long-term preservation of the scholarly output of
the University.
• In keeping with these commitments, the Drake Faculty Senate recognizes that Cowles Library has created an Open Access
repository of the scholarly output of faculty (eScholarShare). Each faculty member grants to Drake University permission to
make electronically available his or her scholarly works that the author has chosen to distribute as Open Access. Drake
University will permanently store and index those works for the purpose of open dissemination. In legal terms, under this
policy, Drake Faculty author(s) or copyright owner(s) grant to Drake University the non-exclusive, royalty-free right to
reproduce, convert to an updated electronic format, publicly display/perform and/or distribute their submission (including the
abstract) worldwide in any format or medium, including but not limited to print, photographic, electronic, audio and/or video.

25. “Open Access” movement
• 2. Open Access Initiative (and Open Educational Resources(OER)) has
made much available that was not previously accessible
• How does Open Access (and OER) help the Textbook issue?

26. “Open Access” movement
• 2. Open Access Initiative (and Open Educational Resources(OER)) has
made much available that was not previously accessible
• How does Open Access (and OER) help the Textbook issue?
• a) Through repositories of Open Textbooks
• and
• b) Through repositories of Open Educational Resources

27. “Open Access” movement
• How does Open Access (and OER) help the Textbook issue?
• Open Textbook
Repositories: (MN)

28. “Open Access” movement
• 2. Through Open Repositories of Educational Resources: MERLOT.ORG

29. Pt.1, Summary:
• If you believe any/all of the following:
• a) “Traditional” Textbooks are too expensive
• b) Open Educational Resources present exciting new possibilities
• c) The Library can help! (more later)

30. Pt.1, Summary:
• Drake instructors should NOT be afraid to experiment!
• The institution has no current contractual arrangements that would
preclude any instructor from adapting a “non-traditional” approach to
textbooks!

31. TYPES AND EXAMPLES OF
ETEXTBOOKS USED AT DRAKE
Priya Shenoy, Pharmacy and Science Librarian
Cowles Library, Drake University

32. What are we using at Drake?
• Springer
• Ebsco eBooks
• Access Pharmacy
• Ingram Coutts book vendor
• APhA’s Pharmacy Library

33. Examples
• No DRM
• Springer
• Epub
• Ebsco ebooks
• Ingram Coutts
• Subscription model
• APhA’s Pharmacy Library

34. No DRM - Springer
• Unlimited
• Concurrent usage
• Own in perpetuity!
• Save
• Print

35. No DRM - Springer
•PDF for any eReader
•$24.99 b/w “MyCopy” for students

36. No DRM - Springer
• Two semester pilot (Math 184-85) Intro Real Analysis I & II - Professor Dan
Alexander
• Elementary Analysis: The Theory of Calculus
• 422 uses and downloads in 2013
• Can’t track after download

37. No DRM - Springer
• library.drake.edu

38. Quotes
• Professor Dan Alexander
• “Cowles Library brings its services to where the students are.
I didn't realize the extent to which this was true until one day
in class when several students pulled out their smart phones
after I had referred to a passage in the book. My first thought
was, is the book so bad that its mere mention drives students
to texting? My second was to firmly remind them of my no
texting policy. But something didn't seem right: they seemed
to like the book and my students aren't the type to pull out
their phones and text during class. Then it hit me: they had
the book stored on their phones for easy access!”

39. Quotes
• Professor Dan Alexander:
• “This situation repeated itself several times over the
semester, and the fact that they could hold their text book
in their pocket actually made referring to the text a useful
tool in class, far more so than when they have to lug big
books around.”

40. Quotes
• Professor Dan Alexander
• “I loved the opportunity to use the online Springer collection for a
text book and plan to use it whenever I can. The book itself was
an excellent choice for my two semester Real Analysis course
(Math 184-85) and my students appreciated getting it at a
reasonable cost. I was little surprised, initially, at least, that
almost no one choose hard copy and instead used e-texts, in
.pdf, which made the text free.”

41. Epub - Ebsco eBooks
• Single/multiuser platform
• Variety of publishers (aggregated content)
• Downloadable format
• DRM controlled via Adobe app
• Print/download limitations
• Long-term ownership not guaranteed

42. Epub - Ebscso eBooks
• Professor Royce Fichtner - FYS 041, “Can you reason
with the law?”
• An Introduction to the Legal System of the United
States

43. Epub - Ebsco eBooks
• library.drake.edu

44. Epub - Ebsco eBooks

45. Epub – Ingram Coutts
• Therapeutics I, II, & III – course series in Pharm.D.
curriculum – Phar 190, 191,192
• Pharmacotherapy Principles and Practice

46. Epub – Ingram Coutts
• library.drake.edu

47. Ingram Coutts : Usage
• 2nd edition
• 2013 = 37,955 section uses
• 2014 YTD = 34,859 section uses.
• 3rd edition
• Sep-Dec 2013 = 3,105 section uses
• 2014 YTD = 40,324 section uses.

48. Subscription Model - APhA’s Pharmacy Library
• Yearly subscription model – through CPHS
• Unlimited access
• Multiple tertiary resources
• Other functionalities
• Active Learning Exercises, NAPLEX review

49. Subscription Model - APhA’s Pharmacy Library
• Professor Wendy Mobley-Buckstein and June Johnson –
Phar 169 “Self Care & Non-Prescription Course”
• Handbook of Nonprescription Drugs: An Interactive
Approach to Self-Care

50. Subscription Model - APhA’s Pharmacy Library

51. Subscription Model - APhA’s Pharmacy Library

52. APhA’s Pharmacy Library Usage
•Handbook of Nonprescription Drugs
• Jan - Jun 2014: 38,271 views

53. Examples
• No DRM
• Springer
• Epub
• Ebsco ebooks
• Ingram Coutts
• Subscription Model
• APhA’s Pharmacy Library

54. ACADEMIC COMMUNITY
RESPONSES (EXAMPLES) &
FUTURE DIRECTIONS
TERI KOCH
COLLECTION DEVELOPMENT LIBRARIAN

55. Academic Community Responses to escalating textbook
costs
•Development of Open Textbooks usually with
institutional and/or grant support
•What is an “Open Textbook”: books that are freely
available using some version of an open copyright
license (such as “Creative Commons”). Many allow
for modification of content to suit instructor’s needs.

56. OPEN TEXTBOOK INITIATIVES
Two examples

57. Open SUNY textbooks
• Open SUNY textbooks:
http://opensuny.org/omp/index.php/SUNYOpenTextbooks/catalog
• Open SUNY Textbooks is an open access textbook publishing initiative
established by State University of New York libraries and supported by SUNY
Innovative Instruction Technology Grants. This pilot initiative publishes high-
quality, cost-effective course resources by engaging faculty as authors and
peer-reviewers, and libraries as publishing service and infrastructure. (description from
web site)
• Characteristics:
• Have already published 22 free online textbooks with more planned.
• Had over 15,000 users for 2013-2014

58. Open SUNY continued
• Cost savings example for two classes in Spring 2014:
Title # Students Savings @ avg. cost $83.59 YBP
Natural Resources Biometrics 41 $3,427
User's Guide to Planet Earth 144 $12,037

59. Open SUNY

60. Open Stax
• http://openstaxcollege.org/
• Open Stax College: Offers
• 7 peer-reviewed open-source textbooks online for free (5 more by end of 2014)
• print prices start at $30. Based at Rice University and funded by major foundations (Gates &
Hewlett foundations)
• eventual goal is to create textbooks for 25 of the most-attended college courses in the U.S.
• OpenStax College print titles are currently in more than 3,000 college stores
• Partial list of colleges/universities who have used Open Stax books:
--Arizona State, Arkansas State, Auburn, Ball State, Baylor, Bryn Mawr College, Florida
State, Indiana State, Rice, etc.

61. OpenStax College: Peer-reviewed open source
eTextbooks

62. UNC-Charlotte library project – Case Study: Promoting
eBook collections for course adoption
•UNC-Charlotte Library “E-textbooks at Atkins
Library” FAQ page:
http://library.uncc.edu/et/faq.php
•Developed a database of both already owned
eBook titles, and titles they would agree to
purchase for faculty to adopt for course
“textbooks” or assigned readings

63. UNC-Charlotte library project – Case Study: Promoting eBook
collections for course adoption (cont’d): Criteria employed for
project
“The database is a compilation of eBooks that the library
owns or can purchase for our eBook collection to support
your classes (at no additional cost to the students). All titles
in this database are or can be made available to the entire
campus with unlimited simultaneous users, without Digital
Rights Management (DRM) or proprietary software”
Note: they also only include eBooks for course adoption
that, when purchased, would be available in perpetuity.

64. UNC-Charlotte Project to make eBooks available as
course adopted content:
• Publishers included in project (titles not already owned, but loaded into
database for discovery & eventual purchase if requested):
• Taylor & Francis
• Wiley
• Cambridge University Press
• ABC-Clio
• Elsevier
• Oxford University Press
• *Plus they included titles in this database previously purchased in packages
that met the base requirements (unlimited users, no DRM, perpetual access).

65. E-Textbooks at UNC Charlotte: FAQ

66. Database of eBook titles that could be adopted for
courses: http://library.uncc.edu/etextbooks/search

67. eBooks actually adopted as course texts:
https://library.uncc.edu/etextbooks/

68. Example of Syllabus using eBooks from the library
database (usedwithpermission):

69. Summary of UNC-Charlotte case study
• Project began in August 2013
• Work in cooperation with Campus Bookstore. They are not competing since
most traditional textbooks are not currently available either in an electronic
format, or do not fit the stipulated criteria for inclusion in the database
(unlimited users, No DRM, Perpetual access)
• Favorable campus reception
• Costs: For the Spring semester 2014 they spent $4482/32 titles.
• Next steps: exploring making “traditional” textbooks available, exploring how to
make “Open Source” content more available (one-stop shopping)

70. Cowles is considering developing a similar database for
faculty
•Thoughts? We’ll be coming back for questions
shortly!

71. How can I get involved?

72. What can the Library do to help you adopt
alternatives?
• 1. Tutorial on how to embed Library material in BlackBoard:
• https://library.drake.edu/get-help/services-for-faculty/blackboard-
integration/

73. How to Embed library resources

74. How to use SuperSearch to embed
materials in BB:
• http://researchguides.drake.edu/bb-tools
• Step-by-step instructions on using SuperSearch to capture and link Library
resources.

75. An entire set of Web pages
• http://researchguides.drake.edu/textbooks

76. A call to alternatives?
• Repeat: Drake has no current contractual arrangements that would
preclude any instructor from adapting a “non-traditional” approach to
textbooks!

77. A call to alternatives?
• So, see: http://www.studentpirgs.org/open-textbooks/faculty-statement?id=wi
• Open Textbooks Statement of Intent As faculty members, we affirm that it is our
prerogative and responsibility to select course materials that are pedagogically most
appropriate for our classes. We also affirm that it is consistent with this principle to
seek affordable and accessible course materials for our classes whenever possible.
This includes "open textbooks," which are offered online to students at no cost.

78. Q and A!
• Reactions?
• Thoughts?
• Comments?
• Questions?