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News: Breakthrough, Bust, or Building Block? - Inside Higher Ed
Higher education was front and center Wednesday as Amazon unveiled a new version of its Kindle reader that is specifically designed to be friendlier to books and newspapers than other digital devices are.
Flanked on a stage at New York's Pace University by administrators from several colleges (as well as newspaper executives), Amazon officials played up the extent to which the bigger, PDF-enabled Kindle (price: $489) could speed up the use and embrace of electronic textbooks on campuses -- driven in part by partnerships with three textbook publishers and experiments in which six colleges will incorporate the Kindle into their curriculums.
Even as they enthused about the promise of the enhanced technology, though, Amazon's collaborators and other experts on e-publishing took varying views about the extent to which the introduction of the new Kindle and Amazon's direct entry into the electronic textbook market was likely to be a game changer.
Anyone who has even remotely followed the trends in textbook publishing will be intimately familiar with the cries of wolf that have periodically promised that the moment is here (or just around the corner) for the transformative shift from paper to pixels. "E-textbooks have been 'this year's breakthrough' for the last 10 years," said Richard F. Bellaver, associate director of Ball State University's Center for Information and Communications Sciences, who has studied e-book technology.
Some of Amazon's partners in the Kindle project, like Adrian Sannier, chief technology officer at Arizona State University and a self-professed "big Kindle fan," are extremely bullish that Amazon's gambit could be "one of the two or three major events that cause the digital textbook revolution to really happen," as he put it Wednesday. That is less because of the textbook-friendly improvements in Kindle technology, Sannier said (though he praised that, too), than because of what he described as Amazon's singular ability to create a supportive "ecosystem" for electronic publishing based on the company's unmatchable distribution model.
"What we've been looking for is the third party, the 'iTunes' in this crowd who can find a way to break the logjam" between textbook publishers and would-be buyers, Sannier said. "With the Kindle, from your bed, you can buy the book and 60 seconds later, you're reading it. With three major publishers joining with them, all the machinery exists to take their content and turn it into Amazon content very quickly. This could be the confluence, not only of a device but of an ecosystem for the device, along with the cooperation of leading publishers, that allows it all to come together."
The president of one of the other universities in the Kindle project seemed far less certain she was participating in a breakthrough moment. Speaking from a taxi on her way to LaGuardia airport after speaking at the Amazon event, Case Western Reserve University's Barbara Snyder said that she, like Sannier, is "personally a big Kindle fan," and that Case was excited that its faculty members and students, through their experimentation with and use of Kindle, would provide feedback to help improve it.
But Snyder also described herself as someone who "likes my old newspapers and books, too," and pointed out that even as digital books have emerged, "the fact that Kindle is out there doesn't mean nobody is buying books. ... It's great to have choice," she said, "and it will probably be about choice for a long time, and I think that's great."
Amazon's Approach
Despite frequent bold predictions that it was about to take off, the electronic textbook market has emerged in fits and starts over the last decade, serving a steadily growing but still small segment of the college student population. Activity has picked up in the last few years, with the arrival of new technologies like Kindle and the Sony Reader, among others; the emergence of entities like CourseSmart, a consortium of major publishers seeking to jump-start an e-textbook market; and slightly larger-scale experiments on campuses and even within state university systems.
Views on the reasons for the failure of e-textbooks to take off vary. Most observers agree that while the hardware can always be improved, technological limitations are no longer the major deterrent. Some say that publishers have been too slow to develop and market their electronic offerings, disinclined to put at
risk the bigger margins they get from (new and used) books in print; others point to a relative lack of interest from faculty members and students on the demand side, often more attributable to a lack of familiarity or knowledge than an active dislike.
Enter Amazon, whose name aptly described its increasingly dominant position in e-commerce and book selling. Jeff Bezos, the company's CEO, noted that Amazon is selling books that are available on the Kindle at 35 percent of the rate of sales for the same books in print, nearly triple the proportion before February's introduction of Kindle 2 (the original Kindle was unveiled in late 2007).
At Wednesday's event at Pace, he held aloft the company's new Kindle DX with a biology textbook displayed, showing off its 9.7 inch, auto-rotating screen and PDF reader. Those features, Bezos said, would add to the appeal of existing Kindle features such as the ability to take notes and highlight, search across book libraries, and replace a heavy backpack with a lightweight device. (Disclosure: Inside Higher Ed has reached an agreement with Amazon to make our content available on Kindle.)
But for many of those involved, the moment was less about the seemingly better technology for textbooks (and newspapers) than about the collaboration between Amazon, colleges and publishers. Officials of six colleges -- Princeton University, Reed College, and the University of Virginia's Darden School of Business, in addition to Arizona State, Case Western and Pace -- shared the dais with Bezos to describe how they would all incorporate Kindle into their curriculums in pilot experiments designed to test how students use e-textbooks and whether using them improves learning (or not).
The colleges are taking different approaches. Case will give Kindles to about 40 students in three courses and compare their reading performance, note taking skills, and retention of information with a control group of peers in the same courses who read the old-fashioned way (note: written with a smile). "We hope the data our research provides will lead to more choices," Snyder said. "We already know that different students learn best in different ways, and that one size doesn't fit all when it comes to learning and retention."
Given its size, Arizona State's first experiment (to be followed by others, said Sannier) will be significant larger, focused on the roughly 1,000 students in its honors college. Princeton, meanwhile, will focus on sustainability, said Serge Goldstein, its associate chief information officer, hoping to cut down on the "massive amount of printing" students do of reserve course readings they take out from Princeton's library. The university hopes to "make a dent" in the 10 million pages of paper that students print each year, Goldstein said, as well as getting data about whether students who use the machines learn differently.
Amazon and the university will split the roughly $60,000 cost of distributing the devices to students, Goldstein said -- hastening to add, given the economic climate, that Princeton's share will come not from its endowment or operating money but from a donor-sponsored fund to bolster sustainability.
The other significant piece of the Amazon textbook project is hugely important but ill-defined: the involvement of publishers. In making the Kindle announcement, Amazon trumpeted the fact that "[l]eading textbook publishers Cengage Learning, Pearson, and Wiley, together representing more than 60 percent of the U.S. higher education textbook market, will begin offering textbooks through the Kindle Store beginning this summer," which would make available books from a dozen different imprints, from Person's Addison-Wesley and Longman & Prentice Hall, Cengage's Wadsworth and Delmar, and Wiley Higher Education.
But neither Amazon nor the publishers themselves offered much of anything in the way of details, with a Wiley spokeswoman saying only that the company would "announce more details on specific titles and pricing this summer when the books go live," and a Cengage spokeswoman offering a statement that reflects the torn loyalties of many publishers.
She wrote: "Cengage Learning is committed to offering instructors educational materials in a variety of formats and price points through traditional, digital and hybrid products. ... The majority of students and professors still prefer print textbooks, however, digital solutions are becoming more popular. We recognize that the market for electronic materials is fluid and that our customers will be exploring a variety of alternatives for some time to come. We plan to work with a variety of partners who have significant roles to play in this area, as Amazon clearly does."
That is the sort of ambivalence that would seem to test the optimism of e-book boosters such as Arizona State's Sannier, who said he thought the involvement of three big publishers in Amazon's foray was "a hell of a good start" and would, as their participation solidified, make it hard for other publishers to hold out.
"One day, we all know that traditional textbooks are going to give way to electronic textbooks," he said. "The question is, is this the day? When I look at the momentum the Kindle is getting in the market place, and Amazon's distribution model, it's coming."
Yes, coming, but how soon? wondered Michael Granof, Ernst & Young Distinguished Centennial Professor in Accounting at the University of Texas, whose 2007 op-ed in The New York Times envisioned a new textbook model that leaned heavily on digital editions but retained a place for hard copies. There is "no question," he said, "that electronic books are the thing of the future," and Amazon's new Kindle strategy could be an "important step forward."
But practically, Granof noted that as chairman of the board of his campus's bookstore, UT has seen relatively limited demand for electronic textbooks from the thousands of students in courses for which digital versions are available -- a few score out of more than 12,000 "potential sales," he said.
And more philosophically, as an aside at the end of a phone interview, Granof recalled being at the 1964 World's Fair in New York, where then-Bell Telephone showed off its Picture Phone that, in the not-too-distant future, it projected, would be the standard mode of tele/video-communication. Well, vSkype and iChat are here now, Granof noted, but 55 years later, "we still haven't quite achieved that vision."
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Comments on
Breakthrough, Bust, or Building Block?
eTexts are not new
Posted
by Donald H. Dyal
, Dean of Libraries
at Texas Tech University
on May 7, 2009 at 9:15am EDT
My son entered dental school nearly ten years ago. He never bought a physical textbook. All of his course materials were loaded onto a MAC laptop that was never out of his sight. The notion that this is new technology is misleading; the issue has been and always will be open-mindedness to innovation and new ideas. Frankly, the textbook industry (including faculty-produced textbooks), out of greed, has gouged enough money from captive students. Whether the new Kindle is the path forward @ nearly $500 each will await an answer. However, eTexts are not new.
Digital Copyrights?
Posted
by Ann Martin
, Assessment Coordinator
at Lac Courte Oreilles Ojibwe Community College
on May 7, 2009 at 9:15am EDT
How do the digital textbooks and Kindle interface with the digital copyrights and piracy law? For instance, if I buy a digital textook to be viewed on Kindle, can I sell the "textbook" after I am done with it? Will there be a "used book" market or will there be no such thing as a used digital book market?
Color, please.
Posted
by Stephen Francoeur
, Info. Services Librarian, Newman Library
at Baruch College
on May 7, 2009 at 10:00am EDT
Until the Kindle moves beyond black-and-white displays and into color ones, I think this reader's value for textbooks is pretty limited.
$
Posted
by Wossamotta U.
on May 7, 2009 at 10:00am EDT
Both previous commenters bring up excellent points that may demonstrate expanded sources of revenue for textbook publishers. First, to what extent have textbooks lost ground to cheaper coursepacks over time, and could the reduced production costs of electronic publication bring back some of the value in a textbook, or in including entire textbooks in syllabi? Second, to what degree can additional revenue be generated by an inability (real or perceived) to deal "used" books, especially as mitigated by significantly reduced prices for the electronic version?
It's about the book experience
Posted
by Pam
on May 7, 2009 at 10:30am EDT
I don't have any opposition to the technology per se and e-texts, particularly with text to voice output, are a godsend for those with dyslexia and visual impairments. (I work in a department of communicative disorders). However, call me old-fashioned, but I love books! I like holding a book in my hand, turning the pages, writing in the margins, turning down corners of pages, etc. That's why I still haven't embraced even audio books. I would be devastated if we became a paperless society.
"used" text idea
Posted
by Observer
on May 7, 2009 at 10:30am EDT
Ann Martin raises and interesting question. What happens to "used" texts if everything is digitzed on a Kindle?
What if we look at it like software (which it is) instead of a book (which it isn't). What if the "textbook" copy was licensed to the college - not sold directly to the student? The institution could buy multiple licenses for a specified duration of time - say 2 or 3 years. They would then have students pay a fee to cover the cost. If the institution could use the same version for multiple years and sub license it to multiple students, it should cost much less than a new book every year.
Maybe this is already being done?
just a thought
Rubicon
Posted
by Patrick Aievoli
, Owner
at DigiEd Corporation
on May 7, 2009 at 11:30am EDT
This is the equivalent of crossing the Rubicon. This device with its ability to save hundreds of dollars and to deliver product in seconds is a major event in textbook publishing. We need to start looking at this through the student's eyes and seeing how this will be adopted. At best it is five years away from becoming the standard. eBooks are here to stay and the economy forced that to happen.
There's no such thing as a used Kindle text
Posted
by Tony Sanfilippo
, Penn State Press
on May 7, 2009 at 12:15pm EDT
Kindle's current model doesn't allow the sharing of Kindle editions. The device is not only tethered to the Amazon distribution platform, it restricts re-distribution to a user's credit card registered with the device. For a student to sell their Kindle editions they will need to sell the device the editions live on, and potentially access to their Amazon account.
This model seems ideal for publishers and Amazon, but it seems rife with potential problems and additional costs for students.
While the details about the new Kindle's Web browser aren't yet available, the current version does not work with Flash or plugins like Zotero. If they truly want to re-invent how students study, they will need to give them access to the digital tools they are already using.
IMHO, if Amazon really wants to lead the way to a digital text future, they need to move away from proprietary and tethered devices and onto the student's desktop. If they can manage sending Kindle editions to iPhones, surely they can create e-editions that allow students to use them on their desktop. On that desktop these files need to have copy and paste functionality, need to be digitally cite-able, and need to allow for collaborative study. None of those functions are available in a Kindle edition. Ebooks need a great distribution platform, and Amazon has one, but they seem so bent on competing in the device market that they seem to be forgetting that what made them the powerhouse that they are today was attention to the needs and wants of the customer. The Kindle model doesn't seem to prioritize the customer at all and seems yet another opportunity to exploit students.
Posted
by Ben
on May 7, 2009 at 12:15pm EDT
Ann Martin: The Kindle uses digital rights management to prevent "sharing" or piracy; although, I believe, on the recently released Kindle 2 you can share a book between Kindles on the same account, say a family with multiple Kindles. So effectively, e-books will destroy the used book market unless Amazon were to allow buying/selling across Kindle accounts.
I see two major obstacles: As has already been stated, the b/w format of the screen will be a drawback for some subjects (sciences, art) that rely heavily on color graphics and pictures. Text heavy areas like literature or history will probably do very well. Second the high initial price of the Kindle will discourage students from purchasing them unless the savings and availability of textbooks makes it worth it. If a freshman can't save at least the purchase cost of the Kindle in the first or second year, why put out that kind of money?
I wonder
Posted
by casualsit
on May 7, 2009 at 3:15pm EDT
I wonder if the number of typos and grammar errors in the article are in direct proportion to the relevance of the article's topic of electronic books. We already have research: nearly every subject of every study thus far reads with less focus, worse comprehension, and they read with less concentration and contemplation. While much of this research deals with reading online, it seems that we're trying to replicate the online experience in the Kindle family (at least in screen format), which would seem to have the psychological effect of the user seeing the text as an online experience. It "dumbs down" the entire experience, as might be suggested by the correlation between rampant technological innovation and the decline in reading ability and comprehension.
For people who want this: fine. But I see the "campus darlings"at several institutions trying to use this fad as the "cure" for the ills of textbook pricing. THAT seems to be the crux of this issue. And by the way, what's wrong with showing students that, despite the obscene mark-ups levied by both publishers and bookstores, there is some value in compensating authors, researchers, and the like for putting together the material of these books.
Posted
by University Press Editor
on May 8, 2009 at 5:00am EDT
It's just a gimmick. And an expensive one at that. When it's $19.95 and you can buy a text for a dime I'll start to worry about the printed book.
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