netLibrary eBook Usage at the University of Rochester Libraries

Two studies were conducted overuse of netLibrary ebook titles. Thebook collection and compare thaThe second study focused on the u

Study Size and Make-up of the netLibraryshared ownership of a collection otwo academic, special, public and coordinated by Nylink, a regional Nylink made title selection with tcollection spans a very wide spectScience, Business & Economics, Hshared one, only one patron from given time. In other words, if a papatron from the University of Roc In January through March, the Unin a netLibrary trial. This trial profields of management, business anto members of the University of R Access and Promotion: MARC recinto the University of Rochester’s months when the collection was ntotal of only 397 accesses from thethe MARC record load, the Univeincrease in use. The University oNylink consortium to load the MAfor the fact that the University of use of the ebook collection, thoug In addition to the MARC records,the Libraries’ website and bibliogrwell as those reported by other intitles within a library’s catalog is dLibrary Recommendation 1: All e Data collection: Using netLibrary’generated at the end of each montthat month for each title in the cotimes a patron was denied access t

the Spring 2001 (January – May) semester regarding the e first was to examine the use of the overall netLibrary t to the use of the paper editions of those same titles. se of ebooks for course reserves.

1: Overall Ebook Collection

Collection: The University of Rochester Libraries has f 3,613 netLibrary ebook titles. A consortium of sixty-school libraries throughout New York State, which was OCLC-affiliated network, purchased these titles. he input of the participating libraries. Although the rum of subjects, there are concentrations in Computer istory and Sociology. Since the ebook collection is a any participating library can view an ebook title at a tron from Brooklyn CUNY is viewing an ebook, then a hester is blocked from the title.

iversity of Rochester’s Management Library participated vided access to an additional 618 ebook titles within the d economics, bring the total number of ebooks available ochester community to 4,231

ords for the entire netLibrary collection were loaded Voyager catalog in late January. In the prior five ot represented in the Voyager catalog, the ebooks had a University of Rochester. In the five months following rsity of Rochester has had over 3,000 accesses—a 755% f Rochester was one of the few libraries within theRC records into its catalog. This probably accounts

Rochester attributed for more than 16% of the totalh it was only 1 of 62 participating libraries.

the netLibrary ebook collection was promoted through aphic instruction classes. However, our experiences, as stitutions, strongly suggest that inclusion of the ebook irectly tied to a high increase in use of the collection. books should be represented in a library’s catalog.

s “Library & Resource Center,” an activity report was h. The report recorded the number of accesses during llection, as well as the number of turnaways (number of o a title because it was already in use).

Month # of Accesses # of Unique Titles

Accessed in that Month # of Turnaways

January 2001 449 191 23 (8 titles) February 2001 913 290 56 (22 titles) March 2001 729 287 81 (19 titles) April 2001 571 237 62 (28 titles) May 2001 390 159 142 (23 titles) TOTAL 3,052 364 Unfortunately, the usage statistics that netLibrary supplies lack details that could help determine how the ebooks are being used. For instance, it is not possible to determine the length of time an ebook is used. Did the patron read the ebook for 2 minutes or 2 hours? Nor do the usage stats reveal who is using the ebooks. Do 12 accesses on a title represent the same person using an ebook 12 times or did 12 different people open the ebook? Data of this type would be very useful in better understanding how patrons are using ebooks and why. netLibrary Recommendation 1: Expand the types of usage data available in its “Library & Resource Center” to include information about how the ebooks are being used (i.e. duration of access; how many different patrons accessed; number of different pages viewed within a text; type of search that led patron to the title, etc.) In addition to the regular collection of usage statistics, a link to a web-based, “netLibrary Assessment Survey” was placed on the University of Rochester’s branded netLibrary homepage. The purpose of the survey was to assess how patrons were using the ebooks, the pathways they followed to reach the ebooks and whether the patron believe the Libraries should continue to purchase ebooks (copy of the survey in Appendix A). Findings & Conclusions: Overall, participation in a consortial purchase of netLibrary ebooks was beneficial. The University of Rochester used 757 different titles, or 18% of the total collection, during the Spring 2001 semester. Each member of the consortium had a very small voice in determining what titles would be included in the collection. As a result, the majority of titles (82% or 3,474 titles) were of no use or interest to patrons of the University of Rochester Libraries. However, some of the ebook titles that were popular on the University’s campuses were titles that likely would not have been placed into the collection if the University of Rochester compiled it. For instance, the University of Rochester Libraries owned (in paper) only one of the ten netLibrary ebooks most frequently accessed by its patrons (see Appendix B). In other words, because the netLibrary ebook collection did not exactly mirror the collection development policies of the Libraries’ print collection, previously unrecognized areas of patron interest were revealed, such as gaming theory and IT titles. Moreover, the consortial pricing permitted the University of Rochester to purchase perpetual access to these ebook titles at a considerable discount. Had the University of Rochester used the same amount of money to purchase its own netLibrary ebook collection, it would have a collection of approximately 155 titles- not 5,000 (a final batch of ebook titles is expected to be added to the collection in early fall 2001, bringing the

total to 5,000 titles). The University of Rochester has paid approximately $1.73 per title, and the only processing cost was the time of one staff person to load the MARC records into the catalog. If only the titles used by the University of Rochester are counted, the cost per title is $11.44, which is still significantly cheaper than the price of the paper version of the book, as well as netLibrary’s non-consortial pricing (1.5 times the hard back list price). Library Recommendation 2: Consider additional consortial purchases of ebooks as a economical and easy means to build critical mass in an ebook collection. The ebook titles that had the most usage fell with the following subject areas: Subject Total # of Accesses Total # of Unique Titles

Accessed Economics & Business 765 (310 for 1 title) 147 Computer Science 665 136 Technology & Engineering 161 40 Psychology 136 23 Medicine, Health & Wellness

104 47

Literature 100 61 Anatomy & Physiology 70 15 Sociology 66 34 Education 55 25

(Go to http://www.lib.rochester.edu/main/ebooks/subject.htm for a full breakdown.)

The majority of computer science and technology & engineering titles are of the type that the University of Rochester Libraries would not naturally purchase, such as Practical C++ Programming and Sams Teach Yourself Illustrator 8 in 24 Hours. This is because these IT (information technology) titles quickly go out of date and are rarely on the shelf when needed by a patron. However, for these very same reasons, it does not make sense to try to build a collection of IT books using netLibrary. A collection of titles purchased from netLibrary is a static collection. Therefore, within a year or two, most of the IT ebook that the University of Rochester currently has access to from netLibrary will be too dated to be of use. No one will want to read Using Visual J++ 6 when there is a Using Visual J++ 7 . Furthermore, the non-consortial pricing of a netLibrary title is 1 ½ times the list price of the paper edition. Wht pay 1 ½ times more for an ebook edition, when it will become obsolete as quickly as the cheaper paper edition? Moreover, 42.5% of the turnaways were for IT titles. As with paper-based books, patrons were frustrated by the fact that they could not get access to IT books because someone else was using them. Although the usage statistics reveal a strong interest in IT ebooks, netLibrary’s model suffers from the same limitations as a traditional brick-and-mortar library. Library Recommendation 3: netLibrary usage statistics indicate that patrons find the ebook format to be an acceptable format for IT title. Libraries should consider purchasing access to an ebook collection of IT titles that 1) supports multiple, simultaneous users and 2) include new editions of titles as published, such as Books 24x7. (See Appendix C)

The user surveys revealed that 63% (19/30) had difficulties using netLibrary. Their problems included frequent browser crashes, slow load times, copyright violation notices appearing at inappropriate times and difficulties navigating through text. The number of reported difficulties was elevated by the fact that some patrons reported the narrow range of the collection and checked-out titles as difficulties. Moreover, it is more often the dissatisfied user, rather than the satisfied user, who completes a user survey. But with that said, it appears clear that a patron’s experience with netLibrary is greatly impacted by the quality and speed of netLibrary’s server, and complaints of slow load times and frequent crashes are not unique to the University of Rochester. In May, Rob Kaufman, CEO of netLibrary, announced that his company was planning a significant upgrade to their technological infrastructure in order to provide faster, more reliable connectivity. If they are successful in this upgrade, many of the connectivity difficulties should be eliminated. In spite of the many difficulties reported, a surprising 22 of 26 (85%) who responded to the question believe that the Libraries should purchase additional ebook titles. Only 29% (9/31) reported reading large portions of ebook titles. Most either browsed through one or more titles or searched for a single term across the collection. This corresponds with the general findings that most people are not comfortable reading large portions of text on a computer screen. Unfortunately, netLibrary limits printing to 50,000 characters at a time, making it cumbersome to obtain a paper copy for off-screen reading. Library Recommendation 4: Purchase of additional ebook titles should not include dense, scholarly monographs, but rather titles that can be used in small segments, such as instructional (The Complete Guide to Natural Sleep), IT (Using Visual J++6) or textbook titles (Mergers and Acquisitions from A to Z). An obvious advantage of an ebook over the paper format is the immediate availability of the title once it is checked back in. For instance, the most popular netLibrary title was Macroeconomics by Robert J. Barro. The title was accessed 310 between January 1st and May 31st, 2001. Physical circulations of this magnitude simply are not possible with paper books. Moreover, ebooks are never lost, stolen, damaged or misplaced. Library Recommendation 5: Libraries should purchase the ebook format for heavily circulating titles, when available. If the ebook titles are given short circulation periods, such as one day, a greater number of patrons would have access to the book in a given period of time.

Study 2: Ebooks on Reserve In January, a list of the monographs on course reserve at the Rush Rhees Library, University of Rochester, in Spring 2001 was compared with a list of currently available netLibrary titles. A total of seventeen titles from ten different courses were found in common. These titles were purchased with funds from the River Campus Libraries collection budget and the LSTA Electronic Book Evaluation Project grant. The average cost of perpetual access for the titles was $70.68, as there were no consortial purchasing options. The MARC records for these titles were added to the Voyager catalog and the

titles were listed in the Course Reserve module along with the paper format of the title. The circulation periods of the ebooks were set to mirror the circulation periods of the paper versions of the book. Therefore, students were provided with the option of either the paper or ebook version of their course reserve titles, which had identical circulation periods. The students in each of the ten classes received a handout during the first week of classes which detailed their options of either paper or ebook reserve titles and explained how netLibrary titles were located and accessed. (Copy of handout in Appendix D). At the end of the semester, the students were asked to complete a survey (Appendix E). In addition, usage stats for the ebook and paper formats of each title were compiled on a weekly basis.

Findings & Conclusions: When given the choice, 3 to 1 (66 to 183 circulations) students opted for the ebook over the paper versions of their course reserve reading. Of the thirty-six returned surveys, 44% (16 of 36) reported reading material from the ebook version of their course reserves material. Of those who did use the ebooks, only three reported any difficulties (slow connectivity and title always checked out). Surprisingly, only four of the sixteen found it uncomfortable to read their course materials from a computer screen. This would suggest that the assigned readings were no more than a chapter or two. When asked whether they preferred their course reserve material in paper or ebook format, 17 selected paper and 14 indicated ebook. Reasons for the paper preference included 1) having a personal copy for quick reference; 2) not as harsh on the eyes; and 3) does not require ownership of a computer and Internet connection. Several students also indicated that they preferred the paper format so that they could highlight and annotate the text. This suggests that many students are unaware of annotation features in netLibrary’s off-line Reader. netLibrary Recommendation 2: Details or a teaser about the annotation tools in their netLibrary Reader should be included on their homepage and the “Reading Room” section of their website. In spite of a slight majority indicating a preference for paper books, an overwhelming 25 out of 26 respondents believe the Libraries should continue to purchase ebooks for use on course reserve. Although they personally might not want to read an ebook, the students seemed to see the value of ebooks for other students. Unfortunately, when the students explained the reasons why they preferred ebooks or supported the Libraries’ additional purchases of them, it became apparent that the students did not fully understand the limitations of netLibrary. For instance, more than once a student cited the benefit of not having to wait if something is already checked out. In actuality, no more than one user can view a netLibrary title at any given time. In addition, students liked ebooks because “it saves the student money.” What these students are actually referring to is the fact that the Libraries do not charge for printing, but do charge for photocopying. Therefore, if a student could print out his/her reserve reading from a computer rather than photocopy it, he/she would save money. However, netLibrary’s copyright protection limits printing to less than 50,000 characters at a time, so that the printing of most reading assignments would be time consuming. Students assumed that

the netLibrary ebook titles had the same accessibility and functionality as the scanned articles in .pdf format on reserve. If the students better understood the limitations to netLibrary’s printing andaccessibility, they might not be as enthusiastic about netLibrary. This is not to say that all of the students’ favorable comments about ebooks were based on misconceptions. Many students commented on the convenience of ebooks which are accessible online when the library is closed and do not require a physical visit to the library. An ideal ebook system for use for course reserves would be one that would allow for simultaneous users or had a pricing model that would permit multiple copies to be rented for the semester. In addition, printing must be possible to allow students to have a personal copy (for educational purposes) that they could annotate and carry to class. Such an ebook system does not yet exist, although elements can be found scattered throughout the combined models of netLibrary, Questia and ebrary. So perhaps the realization of such an ebook system is not too far in the future. Library Recommendation 6: The cost and functionality of ebooks is not yet at a level to make it cost effective to purchase ebook titles for use on course reserves. Exceptions could be made for a title that is going to be on reserve for several semesters and/or a title that would have heavy usage from a large class of students. Submitted by Susan Gibbons Digital Initiatives Librarian University of Rochester & LSTA-Funded eBook Project Director September 10, 2001 mailto:sgibbons@rcl.lib.rochester.edu

Appendix A

netLibrary Assessment Survey Please take a moment to fill out this short survey in order to help us determine how the collection is being used and the level of interest in netLibrary ebooks. 1- Did you have any difficulties using netLibrary?

• Yes • No

1a- If yes, please explain the difficulties you had. 2- How did you use the netLibrary ebooks? (check all that apply)

• Browsed through one or more titles • Searched for a single term or concept across the collection • Read large portions of a title

3- How did you get to the netLibrary system?

• Course Reserve List in Voyager • Author, title, subject or keyword search in Voyager • Library's "eBook" webpage • Other- Please specify:

4- What types of books did you use? (check all that apply)

• Scholarly texts • Reference books (e.g., dictionaries, encyclopedias) • Textbooks • Instructional books (i.e. Java Programming for Dummies)

5- What types of searches did you do? (check all that apply)

• Title • Author • Keyword • Full Text • Publisher • ISBN • Publication Year

6- Would you like to see netLibrary titles added to the electronic course reserves collection, in addition to the paper text, whenever possible?

• Yes • No

Comments:

Appendix A

netLibrary Assessment Survey (continued)

7- Should the library purchase additional netLibrary titles?

• Yes • No

Comments: 8- Please indicate your status.

• Faculty • Staff • Undergraduate Student • Graduate Student • Alumni • Other

Additional comments:

Appendix B

Title Subject Publisher Pub Date

ISBN # of Copies UR

Owns

# of Lifetime Circs in Paper

Format

# of ebook Circs in Spring

2001 Macroeconomics Economics &

Business MIT Press 1997 0262024365 2 (1 is

missing) 13 310

Essentials of Human Memory

Psychology Psychology Press

1999 086377546 Copy on order

N/A 90

Sams Teach Yourself Visual C++6 in 24 Hours

Computer Science

Macmillan USA, Inc.

1998 067231303 0 N/A 61

Strategies & Games Economics & Business

MIT Press 1999 0262041693 Copy on order

N/A 51

Windows NT TCP/IP Network Administration

Technology & Engineering

O’Reilly & Associates

1998 1565923774 0 N/A 36

Sams Teach Yourself Visual Basic 6 in 21 Days

Computer Science

Macmillan USA, Inc.

1999 0672315424 0 N/A 33

Sams Teach Yourself Microsoft Access 2000 in 24 Hours

Computer Science

Macmillan, USA, Inc.

1999 0672312891 0 N/A 30

Exploring Java Computer Science

O’Reilly & Associates

1997 1565922719 0 N/A 23

Using Microsoft Access 2000

Computer Science

Macmillan USA, Inc.

1999 0789716046 0 N/A 21

175 High-Impact Resumes Economics & Business

John Wiley & Sons, Inc.

1999 0471314765 0 N/A 21

Appendix C

Books 24x7 is a collection of approximately 1,000 IT titles. Unlike netLibrary, a subscribing library has access to a constantly growing collection of titles. The newest editions of titles are added to the collection upon availability, while the older titles are kept in the collection for future reference. Moreover, an unlimited number of simultaneous users can access a title at any given time. WALDO, the Westchester Academic Library Directors Organization, provides consortial purchasing of Books 24x7 for academic, public special and K-12 libraries within New York State. A yearly subscription for Books 24x7 through WALDO is $0.62 per FTE. For the University of Rochester Libraries, this would translate to approximately $4466 per year. The following is a brief fact sheet on Books 24x7.

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Appendix D

The following is an example of a handout that was given to each student enrolled in a course that had an ebook title on reserve.

Course: EDU492 Professor: H. Wechsler Recently, the University of Rochester Libraries purchased a collection of electronic books (ebooks) from netLibrary. Whenever possible, we have included into this collection any title that a professor wants on reserve for his/her course. In additional to the paper copies, the ebook versions are also available for the following books on reserve for EDU492: • Cook, Constance Ewing. Lobbying for Higher Education: How Colleges and

Universities Influence Federal Policy. Nashville: Vanderbilt University Press, 1998 • Rhoades, Gary. Managed Professionals: Unionized Faculty and Restructuring

Academic Labor. Albany: State University of New York Press, 1998 These titles are listed on your professor’s Course Reserves listing in Voyager, the Library’s catalog (go to the Library’s homepage http://www.lib.rochester.edu and click on Course Reserves). When you select an ebook title from the course reserves list, you will see the following information:

By clicking on the Internet Link, you will be taken to netLibrary’s “About This Book” page:

Each of these electronic books (ebooks) can be checked out for the same length of time as your professor has indicated for the paper copies. To check out ebooks, first you need to create an account. This account must be created using any computer on the University of Rochester campus. Once you have created an account, you can access these ebooks from any computer with Internet access by first logging in. To create an account, click on "Create Account" at the top of the page:

Once an ebook has been checked-out, you have the option to read it on-line or download it onto your personal computer and read it off-line for the duration of your check-out period. To read off-line, you must first download the netLibrary eBook ReaderTM free software onto your computer. This software provides the ability to make notes, copy and paste text, print sections of the book and facilitates the creation of citations and bibliographies. Go to http://www.netlibrary.com/nl_ebook_reader.asp for more information. As this is the first time that we have included electronic books into our reserves collection, we are very eager to receive your input. Therefore, please pass along your comments and experiences to any library staff member. For more information or assistance, contact Susan Gibbons, Digital Initiatives Librarian at 275-6320 or sgibbons@rcl.lib.rochester.edu.

Appendix E

Electronic Books on Course Reserve Student Assessment Survey

Please take a few minutes to answer some questions about your experiences this semester using electronic book (ebook) editions of course reserve materials. Your answers will be used by the Library to help assess its future purchases of ebooks. Please note: these

reserve.

1) Did you use the ebook version of any of your course reserve books? _____ Yes _____ No

1a) If no, why not?

2) What difficulties, if any, did you have accessing the ebooks?

3) Did you find it uncomfortable to read course reserve materials off of a computer screen? _____ Yes ______ No ______ I did not use the ebooks

4) Given the option, would you prefer to read the ebook or paper version of a book? Please explain why.

5) Do you believe the Library should continue to purchase ebooks for course reserves when possible? Please explain why.

Thank you very much for you time!