Shen (2011)

Shen, J. (2011). The E-Book Lifestyle: An Academic Library Perspective. The Reference Librarian, 52(1/2), 181-9. Retrieved October 23, 2011, from Library and Information Science database. doi: 10.1080/02763877.2011.529401

In this case study, Shen reports on the recent upsurge in demand among both students and faculty for ebooks at the Cal State Poly library. Using statistics available in late 2010 (no references are from 2011), Shen presents a brief history of ebook consumption in the popular market, in public libraries, and among university students and faculty. She says "the move towards downloadable e-books has practically been non-existent in academic libraries" (p. 182).

Shen presents tables that show the Cal Poly experience: From 2003-04 to 2009-10, print book checkouts and renewals dropped from 300,000 to 100,000 (per year, it seems). Meanwhile, from 2006-07 to 2009-10 ebook usage increased from 20,000 per month to 65,000 per month. She also presents statistics showing student use of laptops and smart phones, which seems essential information for a library planning to promote ebooks.

Shen provides the following links to ebook reader programs at universities:
• Cal Poly San Luis Obispo: http://lib.calpoly.edu/learningcommons/services/checkouts/
kindle/
• Duke: http://library.duke.edu/ereaders/
• Fairleigh Dickinson University: http://view.fdu.edu/default.aspx?id=7467
• Penn State: http://libraries.psu.edu/psul/lls/sony_reader.html
• Texas A & M: http://library.tamu.edu/services/mediareserves/borrow-a-kindle

Shen addresses the issue of differences in ebook adoption by students and faculty. She argues that students are accepting ebooks much more readily than faculty. She concludes: "Over a period of four years, off-campus faculty use of e-books almost doubled, whereas student use more than tripled" (p. 185). I would interpret that as both faculty and student adoption increasing extremely quickly.

Shen says, "Currently, e-book reader programs at academic libraries have all been limited to pleasure reading. This is a reflection of the relative wealth of fiction titles available for e-book readers" (p. 185). Her first sentence seems a bit of an overstatement to me. Breitbach and Lambert's report from Cal State Fullerton indicated that they excluded "pleasure reading" from their program. I need to monitor this question as I continue reading.

Shen refers to the following features of ebook use that merit further research on my part: the ability to bookmark, highlight, and make notes (p. 187).

Shen identifies marketing as a key issue in moving toward ebook use. In my situation, I think the device would market itself. Students would hear about others checking a Kendle out from the library and want to know more.

Shen provides a lot of references to ebook sales statistics as of 2010.

My thoughts
Shen's statistics on the use of ebooks at Cal State Poly are a surprise to me. Seems like ebook access is completely outpacing print book usage. If I interpret her graphs right, 65,000 uses a month equals 650,000 circulations during a 10-month school year. That is more than twice the number of print circulations in 2003-04, before the beginning of the drop. Should I try to be in touch with someone like Tevin to see if he's using ebooks at UC Santa Cruz?