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LIR Annual Seminar

The Future of the Textbook Marketplace

Paul HarwoodJISC Collections

25th March 2011

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For journals, it all seemed so easy to get from A to B..

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For books, the journey has not been so straightforward..

• Struggles to find appropriate business models

• Publishers not making all their content digitally available

• Libraries’ budget restrictions and historic commitment to protect the journals budget

• Despite a slow start, the e-book market is now very fast moving and subject to change

• Different types of book and different types of container

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On that note, Esposito is helpful..

• The Institutional Book• The Classic E-book• The Enhanced Book• The Muscular Book• The Social Book• The Staccato Book

Joe Esposito: E-books and their containers. The Scholarly Kitchen, Jan 18th, 2011

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My talk today will focus on how publishers are developing textbooks for students and lecturers and

implications for the library

• Because without a focus on a certain type of ‘container’ it is difficult to do anything other than a surface analysis

• Because I’ve done some work recently in this area

• Because I think textbooks will change dramatically over the next few years

• Because I think they present libraries with an interesting challenge

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Definitions, market places, market size, key players

• Key learning tools in the education and higher education sectors, sectors where teaching practices and learning styles have evolved slowly

• A $10bn industry

• The concept of adoption and market differences

• In the UK: one institution’s core text is another’s supplementary reading

• Textbook market in the UK, is around £200m

• Cengage, Pearson, McGraw-Hill, Palgrave are key players (CourseSmart)

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The evolving textbook marketplace

| Slide 8

Traditional Print Textbook

Hybrid product: print text and CD ROM

Complementary product: digital textbook

Replacement product: enhanced digital textbook Replacement

product: Open Source textbook

Replacement product: Publisher proprietary solution

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The pace of change is relatively slow because.....

• Teaching practice and learning styles have evolved slowly

• Compared with B2B publishing and STM, education markets have been digital laggards (16% of total revenues generated from digital products compared with 36% for B2B and 69% for STM

• Students still value a print version of their textbooks for marking-up etc

•Outsell predicts a 25% growth for the digital textbook market between 2010 and 2012 whilst the print market will decline by around 1% during the same period

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Key trends

• Proprietary publisher offerings (course materials accompanying textbooks)

• Textbook rental (Chegg)

• Open Source textbooks

• Customisation

• Devices

• Embedding into learning workflows

• Price sensitivity/student expectations

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Rental

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Open

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Customisation

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Devices!

• Proliferation

• Which, if any, will dominate?

• For publishers, this means being device agnostic

• Standards

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Aggregating content - CourseSmart

• Original aims and objectives: a tool for evaluation purposes

• Now: an attempt to create a marketplace where students can buy e-textbooks

• USPs:- Price (50% of the price of print versions)- Accessibility: anytime/anywhere- Functionality: copy/paste, mark-up, print

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Now includes content from 14 publishers including founding partners: Cengage, McGraw-Hill, Pearson, Wiley, Bedford, Freeman & Worth

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Bookshops?

Sales & Marketing?

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JISC Collections 29Apportioning of Costs

Textbook and course materials Textbook and course materials Digital developmentsDigital developments

Lots happening – new services, announcements, developments

Lines becoming blurred between online learning and digital textbooks

Developments by publishers, suppliers (e-Learning, Learning Management Systems, VLEs) and also academics

Lots of jargon: “Collaboration tools”; “class management functionality”; “course content delivery platforms”; “multi-dimensional teaching experience”; “interactive classroom experience”; “online learning tools”

Services not only for students but also teaching staff. Some may purely be for managing the learning process, rather than access to content

More customisation of textbooks, particularly by teaching staff

Open access textbooks

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Teaching staff

Services from publishers and learning management suppliers increasingly for teaching staff.

– Course / syllabus preparation,

– Setting assignments

– Course management tools

– Allowing customising of textbooks

Many university departments are approaching publishers directly to licence textbook content. Several publishers reported that such approaches were on the increase, and one publisher estimated that 20-30% of UK higher education institutions are now buying textbook content in this way.

Academic staff creating their own e-textbooks

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Learning management systems

Students and instructors use an LMS to share course materials, calendars, notes, links, syllabi, opinions, assignments and now, textbook content.

Follett Higher Education Group, the college bookstore operator, is leading an effort to make e-textbooks fully interoperable with learning management systems (LMS). Follett became the first to demonstrate this interoperability by sharing professors' textbook notes through the Moodle standards-based LMS

Instructors can now make notes in Follet’s CafeScribe® digital textbooks and click to place the notes in a learning management system for students' immediate access, said Bryce Johnson, Follett's director of eTextbook solutions.

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VLEs

VLEs are playing an increasingly important role in terms of e-textbook provision within higher education institutions in the future

OUP: “A VLE 'cartridge' refers to a downloadable file that comprises VLE content. It is a package of all the lecturer and student materials from a single textbook's Online Resource Centre available on the OUP website. It enables lecturers to import all the content from one Online Resource Centre into their VLE at once. Lecturers need first to adopt the related textbook.

Strathclyde University: “Staff who are using a VLE may well want to encourage students to explore a wide background of library funded information resources. This is particularly important if staff wish to avoid the trap in which the information immediately offered to the class, within the tightly defined virtual space of the learning environment, becomes the only information that VLE-based students ever see.”

How do libraries engage with this environment?

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The Future?

O’Reilly, The Future of Digital Textbooks, Tools of Change Conference, Feb 2010:

Lines are becoming blurred between online Learning and digital textbooks and between producers and consumers of content.

Interactive learning on the Internet offers a mix of free and fee-based models, for public good and private profit

An increasing number of faculty and students are using mobile devices for collaboration and communications.

Features of future electronic textbook:

We’ll read it on a device that combines facets of the cell phone, iPOD, Kindle, flip camera and laptop, with multimedia capabilities

As more books become scanned and digitized, links between digital documents will strengthen their usage and legitimization, making it ever easier to follow the bread crumbs of knowledge

Books will be cross-linked, clustered, indexed, annotated, remixed, and “mashed-up”—combined in new combinations with video, animations, and audio

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Thank you for your attention

p.harwood@jisc-collections.ac.uk