5050 by 2020 ebook trends
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In 2013 the Australian Library and Information Association predicted that the ratio of physical to digital resources in library collections would hit 50:50 by the year 2020. This survey collected data about use of digital book content in Australian schools in October 2014 to assist in understanding trends, and predictions and to inform an article for the 2015 Special Issue of the Australian Library Journal.
![50:50 by 2020 ebook trends
Survey of Australian schools
October 2014
Judy O’Connell, Dr Jennie Bales and Pru
Mitchell
O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020
vision for school libraries. The Australian Library Journal, 64(3),194-208.
10.1080/00049670.2015.1048043.](https://image.slidesharecdn.com/alia5050by2020survey-160322090723/85/5050-by-2020-ebook-trends-1-320.jpg)
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5050 by 2020 ebook trends
- 1. 50:50 by 2020 ebook trends Survey of Australian schools October 2014 Judy O’Connell, Dr Jennie Bales and Pru Mitchell O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3),194-208. 10.1080/00049670.2015.1048043.
- 2. 2020 vision 456 Australian schools predict: What proportion of the school’s collection will be digital in the year 2020
- 3. What influences our digital vision? Keyword analysis of reasons for predicting 50:50 ebook collection by 2020
- 4. So, what is an ebook?
- 5. Ebook categories 1. ebooks Electronic versions of print books, typically with pagination and linear structure. Can be read or listened to on an ereader, tablet or on a computer. May require software. 2. etextbooks Electronic versions of print textbooks, including images, maps and exercises. Typically with tools for bookmarking and note-taking. Often also presented in a corresponding online format with embedded multimedia elements, links to related internet sites, quizzes and tests. 3. enhanced ebooks may include a. interactive storybooks b. hypertext ebooks c. transmedia ebooks Inspired by Lamb (2011) & Larson (2009)
- 6. Primary schools under-represented -20% -15% -10% -5% 0% 5% 10% 15% ACTallschools NSWF-12 NSWPrimary NSWSecondary NTallschools QLDF-12 QLDPrimary QLDSecondary SAF-12 SAPrimary SASecondary TASF-12 TASPrimary TASSecondary VICF-12 VICPrimary VICSecondary WAF-12 WAPrimary WASecondary 12.3 Schools and Students—August 2010, ABS http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/1301.0~2012~Main %20Features~Primary%20and%20secondary%20education~105
- 7. Government schools under-represented According to ABS (August 2010). 12.3 Schools and Students -30 -25 -20 -15 -10 -5 0 5 10 15 20 25 Government Catholic Independent
- 8. Role of respondent by school sector
- 9. Devices provided by schools 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Primary F-12 Secondary Interactive whiteboards School desktops School laptops School tablets Loan ereaders Loan tablets
- 10. BYOD: what students bring 0% 10% 20% 30% 40% 50% 60% 70% Primary F-12 Secondary Personal devices (inc tablets) Personal laptops Personal ereaders
- 11. Etextbooks in less than 50% schools
- 12. Etextbooks low priority in primary 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Primary F-12 Sec All textbooks are etextbooks Some etextbooks in use Considering etextbooks No plans for etextbooks
- 13. School libraries manage etextbooks 0% 10% 20% 30% 40% 50% 60% 70% 80% Parents School bookroom School library Subject/class coordinators Primary F-12 Sec WA 27% 0% 38% 77%
- 14. Enhanced ebooks in fewer collections 0% 10% 20% 30% 40% 50% 60% 70% No enhanced ebooks or apps Book apps and/or enhanced ebooks Websites with online literature collections Online subscriptions Primary F-12 Sec
- 15. Who selects enhanced ebooks/apps 0% 10% 20% 30% 40% 50% 60% 70% Teacher librarians Teachers Subject coordinators ICT Coordinators Principal/Assistant Principals Librarians Library technicians Students Support staff Parents
- 16. Ebooks 5% or less of library collections
- 17. Ebook providers in Australian schools 2014 0% 10% 20% 30% 40% 50% 60% Kobo Infobase Bolinda Student/staff created… Gale Apple iBooks Amazon OverDrive Spinney Press Project Gutenberg Wheelers ePlatform 0% 10% 20% 30% 40% 50% 60% Bolinda Macmillan Direct from author OverDrive Curriculum Press Project Gutenberg Wheelers ePlatform Student/staff created… Amazon Apple iBooks Top 10 ebook providers overall Top 10 ebook providers Primary schools
- 18. How long has your school provided access to ebooks?
- 19. Evaluating impact of ebooks
- 20. Ebook budgets % increasing (slowly)
- 22. Overall barriers to ebook adoption 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Insufficient technology to support 1 to 1 access Lack of devices for ereading Limited budget for resources Limited budget for ebook infrastructure don't know major issue somewhat of an issue a minor issue not an issue
- 23. Barriers for schools with no ebooks 0% 10% 20% 30% 40% 50% 60% 70% Insufficient technology to support 1 to 1… Lack of devices for ereading Limited budget for resources Limited budget for ebook infrastructure Lack of systemic support Content required is not available in ebook… No demand for ebooks from users Lack of technical support Lack of understanding of managing ebooks Limited options for acquiring ebooks Difficulties integrating into library system Staff or administrative resistance Parent resistance No ebooks Overall
- 25. References Australian Bureau of Statistics (2010). 12.3 Schools and Students Australian Library and Information Association (2013). 50:50 by 2020. Australian Library and Information Association (2013), Ebooks and elending issues paper. King, J. (2014). E-books for leisure and learning: The Brisbane Boys' College experience. Access, 28(3), 42-46. Lamb, A. (2011). Reading redefined for a transmedia universe. Learning & Leading with Technology. 39(3), 12-17. Larson, L. (2009). E-reading and e-responding: New tools for the next generation of readers. Journal of Adolescent & Adult Literacy, 53(30), 255-258. doi:10.1598/JAAL.53.3.7. O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3),194-208. 10.1080/00049670.2015.1048043. School Library Journal (2014). Survey of ebook usage in U.S. school libraries: Fifth annual survey. Softlink (2014). Australian School Library Survey
Notes de l'éditeur
- In 2013 the Australian Library and Information Association predicted that the ratio of physical to digital resources in library collections would hit 50:50 by the year 2020. This survey collected data about current use of digital book content in Australian schools to assist in understanding trends, and predictions for the next 5 years. It was conducted by researchers from Charles Sturt University School of Information Studies. Several factors influenced the research ALIA 50:50 by 2020 statement, and special issue of Australian Library Journal on this theme Literature search indicating limited research on this topic in schools Research by SCIS as part of Syba Signs workshops 2014, and session by Jenni King, Brisbane Boys College as a case study of a school library well advanced in the adoption of ebooks. As of April 2014, Brisbane Boys’ College (BBC) has about 900 e-books, including 100 e-audiobooks, hosted on six platforms (one being purchased at the moment), all integrated seamlessly into our library management system (LMS), Oliver, and featuring a bright-orange e-book icon to make them stand out. These electronic books are available on both linear and nonlinear platforms. (King, 2014, p. 42).
- 5% of all respondents predicted their school would still not have any ebooks in the year 2020. Five of these cited lack of interest – specifically from school administration (2), and students (1). Five respondents cited infrastructure issues, while 6 believed budget for ebooks was unlikely. One primary school responded “we prefer to focus on printed text and feel the ebook situation is still in its infancy, so will wait for it to stabilize.” 5% of respondents predict collections will be 80% or more ebooks by 2020 Just over 5% of respondents predicted that ebooks would make up 80% or more of their school collection, with 2 schools predicting 100% digital collection by 2020 due to “school wishing to go totally digital and paperless” (QLD F-12 Independent), and “the deputy principal pushing digital resources and insisting on culling huge numbers of books” (NSW Independent Primary). 14% agree with ALIA prediction of 5050 by 2020 Of the 14% of respondents who predicted 50% of their collection to be ebooks in 2020, Primary schools (15) mentioned “increasing availability of quality resources” (NSW Government primary), and “younger students will still require hard copy books but older students will become more and more comfortable with reading from devices” (WA Independent primary).
- Secondary schools (28) and Combined primary and secondary schools (20) raised issues such as “bandwidth does not allow us to import records at the moment” (QLD Catholic secondary), “students are choosing to use nonfiction books less and online resources more” (VIC Catholic secondary) and “there is a still a preference for print - especially from seniors” (ACT Catholic secondary).
- Respondents were asked to define what they meant by ebooks. The following analysis of all definitions shows common keywords. Further analysis of these definitions revealed several themes. Attitude negative lazy reading TAS Primary school Government Hard work. Students often come back and ask for the hard copy off the shelf (SA Catholic F-12 school) Fragile luxury (WA Independent Primary school) Attitude positive Fascinating , exciting, informative NSW Government Primary school) Just like a real book but without the dust (NSW Government Secondary school) Audience Wonderful resource for reluctant readers TAS Primary school Government Not necessary in Primary Schools SA Primary school Catholic Devices Digital book read on an e-reader, tablet, phone, laptop or PC (ACT Independent Secondary school) Books accessed on smart boards, through Overdrive, World Book online, internet, kindles iPads (NSW Catholic Primary school) Texts that require a screen (QLD Independent F-12 school) Features Electronic versions of books with added features such as definitions or links to other materials (SA Independent Primary school) Format In most cases, a digitized version of a print book (NSW Independent F-12 school) Online digital materials (SA Independent Primary school) Inevitable Inevitable technology NSW Secondary school Catholic Knowledge level I don't know much about them. I assume they are books to be read online (SA Government Primary school) Usefulness Very handy for travelling but not for the beach or the bath; annoying when the power fails (NSW Government Secondary school) Portable, convenient, restricted (QLD Independent F-12 school)
- Definitions inspired by Lamb, A. (2011). Reading redefined for a transmedia universe. Learning & Leading with Technology. 39(3), 12-17. Larson, L. (2009). E-reading and e-responding: New tools for the next generation of readers. Journal of Adolescent & Adult Literacy, 53(30), 255-258. doi:10.1598/JAAL.53.3.7.
- As this survey was based on a volunteer sample it is interesting to determine the relative proportion of respondents from each state and level of schooling. The low relative response from NSW and Victorian primary schools, and the fact that only one response was received from NT schools should be noted. Why are primary schools so poorly represented?
- The sector of school was provided by most respondents. According to ABS (2010) figures the proportion of total schools by sector in Australia is Government 71%, Catholic 18% and Independent 11%. It should be noted that government schools are underrepresented in this survey, while independent schools are overrepresented. 12.3 Schools and Students—August 2010, ABS http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/1301.0~2012~Main%20Features~Primary%20and%20secondary%20education~105
- Respondents were asked to indicate their role. Library staff made up all but 3% of the responses.
- According to the 2014 survey of ebook usage in U.S. school libraries the two key factors in adoption of ebooks are “limited access to ereading devices and cost” (School Library Journal, 2014). Responses show that the technology in use in schools is provided by the school in more than 80% of schools. Personal devices are in use in around half the K-12 and secondary schools, but only 30% of primary schools. Lending of ereaders or tablet devices occurs in less than 20% of these schools, and dedicated ereaders have low level of penetration in schools (6% in primary schools, up to 20% in secondary schools). There is a notable difference in the use of school-owned tablets from 71% of primary school respondents to only 40% in secondary schools. K-12 and secondary schools report higher rates of personal mobile devices (including tablets) of over 60%, compared to primary schools 33%. When the type of technology being used in schools is considered by sector, there is a higher rate of school-ownership of computers than use of personal devices in the government sector. The Catholic sector shows a 50:50 split in tablet use between school tables and personal devices, and the Independent sector reports a higher percentage of personal devices (68% BYOD tablets, 51% personal laptops)
- As ebook publishing and purchasing is geared to individual users, it is often when students have their own device that ebooks come into their own. This shows the devices that students were bringing to school at the time of the survey. Personal ereaders are not as prevalent as tablets and laptops, but perhaps higher than many would have predicted.
- Across all schools, 2% of schools were totally digital in terms of textbooks, with 45% purchasing some textbooks in digital format. 16% are considering a transition to digital, and 38% have no plan to in the foreseeable future. For secondary schools there was a range of experience We have had limited success with digital textbooks, ICT problems are a big issue. In a process of moving towards all digital textbooks Grade 8 & 9 students will own their own iPads and be purchasing at least 4 textbooks for each year level. We have been with Learningfield for 12 months, likely to have 60-70% etextbooks next year Jacaranda publications Some textbooks are digital but not a lot and the school is considering it but not an option unless students have one-to-one access.
- It is clear that digital textbooks are not widely implemented in Australian primary schools. This is not surprising as primary schools also have a low level of print textbook use.
- In secondary schools a range of responsibility. In one the library manages the distribution of codes but the head of department organises the purchasing. In another subject co-ordinators choose the textbooks but parents purchase them and problems are looked after by the IT co-ordinator. Two K-12 schools mentioned that parents are responsible for purchasing a subscription to Learning Field. From there staff are responsible for the content with high level support from the teacher librarians. Parents purchase through a third company - in this case the school book supplier, Campions. One secondary teacher librarian stated “My main motive for promoting digital textbooks is to remove the need to chase up returns of thousands of print textbooks every year.” WA figures: Parents 27% Bookroom 0% Library 38% Coordinator 77%
- This question sought to tease out the different formats of book content used in schools. While many books are converted to digital format with minimal change to content and layout, there is a category of enhanced ebook, often consisting of ‘born-digital’ content that seeks to make use of interactive or enhanced features afforded by technology. The apps available on mobile devices are considered in this category. Less than half the schools reported use of this category of apps or enhanced ebook content. Despite the fact that many of the websites containing online literature collections can be accessed at no cost, this category of content was reportedly used in only 21% of schools. Primary schools were more likely to report use of enhanced ebooks (52 %) than secondary schools (44%). Online subscription services were the most used. In addition to the examples provided in the survey, some of the additional titles listed by primary schools included: Fitzroy Readers Reading Eggs x 5 Sunshine Online x 2 Tumble books Reading books only one series at present This is not done through the library. Bookflix in 2015 We do not have any access to any paid subscriptions - we use Scootle and any others that are free. We also have access to the Brisbane Catholic digital library but class teachers are very slow to use this resource. I think we have a couple of the Macmillan digital library ebooks. But they are very rarely used. K-12 schools indicated their Primary campus used enhanced ebooks. Others did not know what was being used in this area.
- Teacher librarians are reportedly the most likely in a school to be involved in making purchasing decisions. This possibly reflects the cohort who responded to this survey. Teachers and subject coordinators were involved in over half the respondent schools. Comments about the selection of enhanced ebooks and apps included: All final decisions are made with the Principals pending approval All involved but library central location for access etc And anyone who shows an interest - again, exactly as per our print collection. Head of Curriculum x 3 Head of IT, Director of Learning I have asked, but been refused to centralise the iPads borrowing from the library as the Head of Special Ed said most of them 14 out of 24 were gained due to her students. The Principals secretary was trained to put apps on these devices, but I have not been privy to what apps are on what devices. Teachers have for the most given up asking to have apps put on as the secretary is often not available to do this job and when the wait is too long, it is often not relevant any more. All round very frustrating.
- Of the 417 respondents to this question, 31% have no ebooks in their school’s collection, while 69% schools provide at least some ebooks. Over half of the schools surveyed report that between 1 – 5% of their collection consists of ebooks. Less than 3% of schools have ebook collections of greater than 20%. No ebooks in 31% of Australian schools 120 schools (27%) have no ebooks currently. When asked the factors affecting this situation, 61% of these schools indicated they had insufficient technology to support 1 to 1 access for personal reading, while 58% blamed a limited budget for ebook infrastructure and a lack of devices for ereading. BYOD is seriously discriminatory - a way to absolve the government of responsibility for equity. Introducing ebooks only makes this worse. BTW BYOD devices are NOT ergonomically designed and I have yet to see any considerations of the future health implications of the overuse of small portable technologies (NSW Government secondary) As well as concerns about infrastructure and equity, the comments section raised questions about availability of content on an ebook platform that does not meet the collection policy. As we have a clear collection policy with content and age restrictions it is felt that ebooks may not fall into particular categories which may restrict students from borrowing (NSW Independent F-12). Schools with ebook collections of greater than 10% The schools that have an ebook collection of greater than 10% reported generally positive experiences, but emphasised the effort required to promote use of ebooks, and the importance of relevance to curriculum. For these schools the major factor was ‘content required is not available in ebook form’. The school with the largest collection of ebooks reported access to over 80,000 ebooks from just one subscription provider (NSW Independent secondary school). This school observes “it requires a lot of time, energy and collaborative planning to promote their use if you are the originator. Integrating into assessment tasks to ensures usage. Better if subject coordinator recommends and endorses product.” Growing interest and use - stats up15% on last year (QLD Catholic primary)
- In WA, top ebook providers overall: Wheelers 52%, Project Gutenberg 36% Apple iBooks 32%, Student/Staff created 32%, OverDrive 24%, Amazon 24% King (2014) describes the two forms of ebook access as “linear platform, where all e-books are loaned individually for a set length of time, just like a normal print text, and also on a non-linear platform... [that] enables e-books to be accessed simultaneously by multiple patrons.” Fiction Fiction accounts for at least half of the ebooks in 76% of schools. There are 20% of schools that have only fiction in their ebook collection. Non-fiction Nonfiction accounts for at least 50% of the ebooks in 18% of schools with only 4% of schools reporting a completely nonfiction ebook collection Reference 13% of schools with ebooks have some reference ebook titles, but reference comprises a small proportion of collections for these schools. Given there are budget constraints in developing digital collections there is some disquiet about whether simply duplicating a physical print version of a text with a digital version that is otherwise identical is justified. Some school libraries have preferred to invest in audio versions of texts which offer an additional multimedia format. Cahill & Richey (2014) report that while there is limited research into the value of audiobooks to literacy development and content knowledge of listeners, there is evidence from publishers that audiobooks are popular in the 18-24 year old market. Our survey showed that only 20% of schools that have ebooks included audiobooks in their collection, and for 3% of these the audiobook component made up more than 10% of their digital collection. Most of these schools had enrolments of 750-999 students and included primary, F-12 and secondary schools across all sectors.
- A schools response to this survey is likely to be influenced by their experience level with ebooks. Participants were asked to identify the length of time their school has been using ebooks.
- collection and patron interest so small that it is not worth tracking at this point in time digital resources are downloaded on to the school network for teacher's to use for Units of Inquiry (SA independent IB PYP primary school) discussion with staff team members ebooks permanently loaded on tablets are not tracked observation of clients usage of resources during lessons in the Library report from Wheelers Platform and library software reports from Wheelers and Britannica statistics from eBook providers still working on the logistics and ways to purchase. teacher responsibility (Primary school) text eBooks managed by own department
- It is interesting to compare this with the expenditure rates in other library sectors. Expenditure on Electronic Resources in the Australian public library sector increased by 33% in 2012-13 compared to the previous year, and more than 83% over the previous 5 years. (Australian Public Libraries Statistical Reports 2012-13, p. 17, http://nsla.org.au/sites/www.nsla.org.au/files/publications/NSLA.Aust_Pub_Lib_Stats_2012-13.pdf )
- Responses to question 25 Students are key here – good to see Ebooks to remind us what this is all about Use was definitely an issue in the comments from schools – underuse, digital resources are invisible – they need twice as much promotion – there in the centre Also need management. Issue of borrowing is unique to library. Catalogue is hiding in there
- Of the options provided the following four factors were identified as a major issue by the highest overall percentage of participants. Limited budget for resources Limited budget for ebook infrastructure Lack of devices for ereading Insufficient technology to support 1 to 1 access for personal reading The issues for primary schools are the same as the overall responses, but with a greater number of schools identifying these as a major issue. Limited budget for ebook infrastructure (49%), limited budget for resources (55%), lack of devices for ereading (55%) and insufficient technology to support 1 to 1 access (59%).
- Factors for schools with no ebooks Responses to this question from the one third of Australian schools who currently have no ebooks indicate similar factors as major issues but the ratio rises from one third of respondents overall, to over a half from those schools with no ebooks. When asked how important are the following factors in influencing the adoption and use of ebooks by your school, schools without ebooks cited insufficient technology to support 1:1 access for personal reading (61%), lack of devices for ereading (58%), limited budget for ebook infrastructure (58%); limited budget for resources (54%), and lack of technical support (38%).
- Two years later ALIA revised their prediction of 50:50 downward to 80:20