Ok, to be honest, I almost titled this post “iRead” but I don’t want to jump on any bandwagons!
So, yes, I read. A lot. It’s one of my few real talents – reading, reading, reading. Since January I’ve read 180 books (well… started 180 books. some were so bad I couldn’t finish) in a variety of genres and for a variety of audiences. Format, on the other hand, was limited to print and ebook. Frankly, I prefer print but for ARC/ARE books, I’ll accept (grudgingly) the e version. When I left my last school, several friends banded together and bought me a Kindle, making it easier to get e books. At my current school I have an iPad (there’s a 1:1 program) but I never read on that.
Here’s the thing: there’s something wonderfully immersive about a print book. I open the book up… dive into the world the author has created (that’s true even for non-fiction books)… and woe betide any animal, human or feline, who disturbs me. When I’m reading on my Kindle, I don’t feel as immersed.
Last year I was given a copy of the recent Brown/Haverford/Trinity/a few other schools e-book survey. The results didn’t surprise me, but I suspect they surprised the administrators: students don’t want to go e: they prefer print for both research and pleasure reading (sorry, no link). The Chronicle reported something similar in 2013, and Publisher’s Weekly and the Financial Times did the same in 2014.
And in a completely unscientific survey of 100 students at Porter’s (nearly 1/3 of the student body), the girls said the same: give us print, please.
As mentioned earlier, we have a 1:1 program, with a mandate from the administration that if a textbook is available in e format, that’s what the students should buy. I’ve heard from some parents, and not a few students, that it works for them with math and science texts, but for their English books? Please, can we have print? Some are buying two versions, the e and the print, so that they can read in their preferred format and still comply with school requirements.
How has this affected our collection? We subscribe to Credo Reference and EBSCO’s Academic E-books, giving the students a wide range of books for research. They’re pretty heavily used, which is great because we certainly couldn’t keep that many books on hand! It’s also allowed us to remove older books from the collection, knowing that the information is covered in the online collection (and eliminating the “wow – this book might just fall apart in my hands” factor). But in terms of the fiction collection, we’re still going strong with print.
Last [academic] year I was a panelist for a conference discussion on ebooks. One of the other panelists uses Axis 360 at her school and has great success; part of that is because she has a co-ed population and it’s a great way to get sensitive books into the hands of readers (by “sensitive” I mean GLBTQCA* books, or books about health/emotional issues… and quite possibly “girl” books being read by boys). If I had that population, it might work better at Porter’s. The previous librarian subscribed to some Follett shelf books, and there are six Kindles with books loaded (we even borrowed the themed Kindle idea espoused by Courtney Lewis at Wyoming Seminary. They’re a hard sell here!
Still, as we move forward into AY15, we’ll be thinking more about this question and trying to see what combination works best with our students. Note: our students. As the previous paragraph illustrates, YMMV when introducing ebooks into your collection. Some schools just force them down students throats (Cushing Academy, I’m looking at you!) but to me, that feels wrong. Far better is to keep taking the pulse of the students, seeing what they want and what’s out there (devices, programs, availability, etc.).
How are you dealing with this issue/conundrum? And how do uRead?