There are so many things to
consider when pondering the use of eBooks in libraries, particularly in school
libraries. First, there are accessibility considerations that include the type
of platform the books will be available on; whether they will be “one book-one
user” accessible or available to multiple, unlimited users simultaneously;
whether they can be purchased as single titles, as part of a bundled
collection, or as part of a Patron Driven Acquisition (PDA) model. There are
also questions about cost to consider such whether eBooks will take the place
of print books or will exist alongside the print collection as a separate
category of media. Patron usage patterns and expressed needs for eBooks are
also a key area of consideration.
There are numerous articles in the
literature about the use of eBooks in libraries. Many researchers look at eBook
usage in specific types of libraries, narrowing their focus to academic
libraries, public libraries, or school libraries; a few compare and contrast
findings across types. To prepare for this post, I read the following articles:
Ashcroft, L. (2011).
Ebooks in libraries: An overview of the current situation. Library Management, 32(6), 398-407. doi:10.1108/01435121111158547.
Doiron,
R. (2011). Using e-books and e-readers to promote reading in school libraries:
Lessons from the field. Paper presented
at World Library and Information Congress: IFLA Conference, San Juan, PR.
Retrieved from http://conference.ifla.org/ifla77
.
Sanborn,
L.D. (2011). Ebook collections for high schools. School Library Monthly, 28(1),
37-39. Retreived from http://www.schoollibrarymonthly.com
.
Ashcroft (2011) provided an
overview of eBook usage surveys conducted primarily at academic and public
libraries in the US and the UK from 2007 – 2009. She emphasized the need for
libraries of all types to promote their collection of eBooks to their patrons.
Making sure patrons were aware of how to use eBooks was also stressed. One of
the most obvious, yet most profound statements that Ashcroft makes is that “three
years is a long time in the ‘e-world’” (p. 399). While school libraries are
only briefly mentioned in any of the surveys Ashcroft reviewed (due to low
participation by school librarians), her summary is still very relevant for
school librarians since school library patrons often have access to public
libraries at the same time they are using their school libraries, and because
many school library patrons will utilize post-secondary academic libraries
after they leave the K-12 setting. Collaboration between and across library
types helps users gain better understanding of and acceptance of eBook
collections.
Doiron (2011) provided a wide
cross-section of information about eBook usage, budgetary considerations, and field-tested
advice. His overarching message is that each school library is unique. So,
while learning about what has worked or been challenging in regard to eBooks in
other school libraries is a valuable tool, there is no one model or situation that will be ideal in all school libraries. Reading about, talking about, and observing usage
and acquisition patterns in other school libraries should be viewed as a starting
point, not a step-by-step guide, for any school librarian working to build or
enhance their own eBook policies, collection strategies, and budgetary
considerations. Dorion suggests that staying current on research regarding the
ways eBooks can enhance the reading experience for young, or struggling,
readers , is especially important for teacher-librarians since their goal has
always been, and will continue to be, “encouraging students to develop positive
lifelong reading habits” (p. 9). I think Doiron is absolutely correct in
suggesting that teacher-librarians need to familiarize themselves with the
various eBook reader platforms, note taking options, and ease of use so they
can use personal examples/skills to assist their students. Polling teachers and
students about the devices they already own/use to access eBooks is also a
great suggestion Doiron provides; it seems reasonable to expect that usage
rates will go up if you are providing eBooks that are compatible with platforms
that your users are comfortable using.
Sanborn’s (2011) article was particularly interesting
because it provided a list of actual eBook resources/collections/subscriptions that
are appropriate for high school libraries. She includes ball-park pricing,
making an effort to keep her recommendations under the $5000 mark, so readers
can get a real sense of whether the platforms described would be economically
feasible for their school. One of the
suggestions that caught my eye was the ebrary “Public Library Complete” option
that, as of her writing, allowed schools free access to a 21,000+ volume
collection if it was purchased by their town library. Not all school libraries
and public libraries have strong collaboration partnerships, but opportunities
like this would certainly make such collaborations worthwhile and would foster
lasting connections for users.
All of the authors remind readers to
investigate and utilize free eBook services. Google Books, the Hathi Trust,
Project Gutenberg, Open Library, and Internet Archive are a few suggestions.
They also all remind readers that most eBooks can be accessed on school
computers, laptops, smart phones, and similar devices, so worrying about adding
eReaders (Kindles, Nooks, etc.) does not have to keep you from growing your
library’s eBook collection.
Overall, these articles provide lots
of interesting perspectives to ponder and consider about using eBooks in
library settings. I’m not in a school library yet, but as these authors
predict, I also believe that eBooks will continue to grow in popularity.
Students already spend lots of time online, so for most, reading eBooks will be
second nature. School libraries that can successfully meet the learning needs
of their users through both print and online sources will be helping their
students meet 21st century learning goals. As a fan of print books,
I hope that eBooks never completely replace print, but I definitely see the
advantages that enhanced content, ease of use, portability, and accessibility have
for students.
