1. Edward W. Walton Brick & Click Academic Library Symposium November 1, 2013

2.  My Interest ◦ Research began more than 15 years ago ◦ Wondered would e-books supplant printed books  1990s and Early 2000s ◦ E-books existed ◦ Few Adopters (Innovator Stage)  Late 2000s (2007) ◦ Kindle sparked growth of e-book use in trade market  Expectation ◦ Students will embrace e-books (Unrealized) ◦ E-books will make inroads into academia

3.  Conundrum ◦ The e-book is a conundrum. It is loved. It is hated. Sometimes, the lover and the hater is the same person.  Book -- Romanticized Technology ◦ The e-book is an innovation that is purported to replace the printed book, a beloved and romanticized technology. ◦ To successfully replace the printed book, the e-book must overcome significant cultural barriers to become a mainstream technology.

4.  Diffusion of Innovations Theory (Rodgers, 2003) ◦ Getting an innovation through the adoption process is extremely difficult when the current practice is entrenched within the culture. ◦ To be adopted, an innovation must possess a compelling advantage over the technology that it proposes to supersede or there must be sufficient external motivation to compel adoption over the perceived advantage of the current practice.

5.  Broad Questions: 1.Does the e-book provide a compelling advantage that will entice students to embrace the innovation? 2.Are there compelling external motivations influencing students’ decision to adopt the use of e-books?

6.  Six Major Areas of Research 1.Impact of E-books on Academic Libraries 2.Desired Features and Technical Issues 3.Impact of E-books on Student Learning 4.Use Rates in Academic Libraries 5.Purpose Students Use E-books 6.Students Preference for Books vs. E-books

7. 1. Impact of E-books on Academic Libraries ◦ Academic Quality ◦ Accessibility ◦ Acquisitions ◦ Competition ◦ Currency ◦ Efficiency ◦ Reserves

8. 2. Desired Features and Technical Issues ◦ Access to Multiple E-books ◦ Appearance ◦ Awareness ◦ Bookmarking ◦ Desirable Features ◦ Disparate Systems ◦ Navigation ◦ Portability ◦ Searchability ◦ Reading on Screen ◦ Technology Issues

9. 3. Impact of E-books on Student Learning ◦ Use as a Textbook ◦ Learning Outcomes 4. Use Rates in Academic Libraries ◦ E-books Used ◦ Patterns of Use

10. 5. Purpose Students Use E-books ◦ Complete Course Assignments ◦ Convenience 6. Reading Preference ◦ Prefer Printed Books ◦ Limited Reading ◦ Use for Research

11.  Investigate whether eight factors are related to e-book adoption (use) by undergraduate students at SBU ◦ Leisure Reading ◦ Textbook Use ◦ Conducting Research ◦ Assigned Reading ◦ Read in a Classroom ◦ Availability of E-book & Printed Book Impact on Use ◦ Using an E-book Because of Forced Adoption ◦ Using an E-book Because of Convenience

12.  Southwest Baptist University ◦ Liberal Arts Institution w/Professional Degrees  6 Associates, 45 Bachelors, 4 Masters, 1 Specialist, 2 Doctoral ◦ Traditional, Non-traditional and Online Programs  Research Focus ◦ Traditional Undergraduate Students (1,405)  E-book Collection ◦ 2002 – First Collection (19,768) ◦ Additional Collections & Individual Titles Acquired ◦ Survey Date – 95,415 (33.2% of Titles Available)

13.  Instrumentation ◦ Survey -- 15 Questions  Convenience Sample ◦ Participants Selected During Chapel Service ◦ Study Conducted in Spring 2012  263 Participants (18.7% of Population) ◦ Freshman – 87 (33.1%) ◦ Sophomore – 78 (29.7%) ◦ Junior – 70 (26.6%) ◦ Senior – 28 (10.6%)

14.  Chi Square Analyses (X 2 ) ◦ RQ1 & 2: Two-Way X 2 ◦ RQ3 & 4: One-Way X 2  If X 2 Value Exceeds X 2 cv (Critical Value) ◦ Correlation Found Between Factors ◦ Run Standardize Residual Test ◦ Residual >= | 2 | -- Identifies Cells w/Correlation

15.  Question (RQ1): How often is students’ use of e-books related to (a) reading for leisure; (b) reading a textbook; (c) using to conduct research for a class assignment; (d) reading an assigned reading for a class; or (e) reading an assigned reading in class?  Null-Hypothesis (RQ1) There is no difference in the frequency of students’ use of e-books for leisure reading, textbook use, conducting research, assigned reading, and in- class reading.

16.  Pearson’s Two-Way Chi Square ◦ df = 16 (Degrees of Freedom) ◦ X 2 cv = 7.96 ◦ X 2 = 143.54 (Exceeds X 2 cv ) ◦ Asymp. Sig. =.00 (<.05) ◦ Correlation Found to Exist Between Purpose and Frequency of Use ◦ Run Standardize Residual Test

17. Frequency NeverRarelyOccasionallyUsuallyAlways Purpose Leisure Reading Count Expected Residual 135.0 165.7 -2.4 56.0 37.1 3.1 40.0 38.3.3 22.0 16.9 1.3 10.0 5.0 2.2 Textbook Count Expected Residual 178.0 165.1 1.0 36.0 37.0 -.2 35.0 38.2 -.5 11.0 16.8 -1.4 2.0 5.0 -1.3 Research Count Expected Residual 124.0 165.1 -3.2 37.0.0 59.0 38.2 3.4 31.0 16.8 3.5 11.0 5.0 2.7 Course Reading Count Expected Residual 159.0 165.7 -.5 41.0 37.1.6 46.0 38.3 1.2 15.0 16.9 -.5 2.0 5.0 -1.3 In-Class Reading Count Expected Residual 230.0 164.4 5.1 15.0 36.8 -3.6 11.0 38.0 -4.4 5.0 16.7 -2.9.0 5.0 -2.2

18.  Negative Relationship ◦ Never Used Category (-2.4)  Positive Relationship ◦ Rarely Used Category (+3.1) ◦ Always Used Category (+2.2)  Some students Rarely use and some students Always use e-books for leisure reading

19.  Negative Relationship ◦ Never Used Category (-3.2)  Positive Relationship ◦ Rarely Used Category (+3.4) ◦ Occasionally Use Category (+3.5) ◦ Always Used Category (+2.7)  Some students Rarely, some students Occasionally and some students Always use e-books to conduct research

20.  Negative Relationship ◦ Rarely Used Category (-3.6) ◦ Occasionally Used Category (-4.4) ◦ Usually Used Category (-2.9) ◦ Always Used Category (-2.2)  Positive Relationship ◦ Never Used Category (+5.1)  Most students Never use e-books to read aloud in class

21.  All Categories Unrelated to Students Use of E-books  Students use of e-books is Unrelated to textbook use and reading assigned readings outside of class

22.  Students Use of E-books Related to ◦ Leisure Reading ◦ Conducting Research  Students Non-Use of E-books Related to ◦ Reading Aloud In-Class  Students Use of E-books Unrelated to ◦ Textbook Use ◦ Reading Assigned Readings Outside of Class

23.  Question (RQ2): How often is students’ use of the printed book and e-book related to which format is accessible?  Null-Hypothesis (RQ2): There is no difference in the frequency of students’ use of e-books and printed books when both the printed book and the e-book are available.

24.  Pearson’s Two-Way Chi Square ◦ df = 4 ◦ X 2 cv =.711 ◦ X 2 = 233.25 ◦ Asymp. Sig. =.00 (<.05) ◦ A relationship exists between the available format and students’ choice to use printed books or e- books.

25. Frequency NeverRarelyOccasionallyUsuallyAlways Format Printed Book Count Expected Residual 18.0 77.7 -6.8 20.0 38.9 3.0 36.0 36.9 -.1 75.0 46.9 4.1 122.0 60.6 6.6 E-book Count Expected Residual 136.0 76.3 6.8 57.0 38.1 3.1 37.0 36.1.1 18.0 46.1 -4.1 8.0 59.4 -6.7

26. Printed Books  Negative Relationship ◦ Never Used (-6.8)  Positive Relationship ◦ Rarely Used (3.0) ◦ Usually Used (4.1) ◦ Always Used (6.6) E-books  Negative Relationship ◦ Usually Used (-4.1) ◦ Always Used (-6.7)  Positive Relationship ◦ Never Used (6.8) ◦ Rarely Used (3.1)

27.  When both the printed book and the e-book were available, some students Rarely, some students Usually and some students Always chose to use the Printed Book  Students’ prefer to use the printed book  If the printed book is available, the e-book is not used

28.  Question (RQ3): How often is forced adoption related to students’ choice to use an e-book?  Null-Hypothesis (RQ3): There is no difference in the students’ frequency of using e-books when the printed book was not available.

29.  Pearson’s One-Way Chi Square ◦ df = 4 ◦ X 2 cv =.711 ◦ X 2 = 106.15 ◦ Asymp. Sig. =.00 (<.05) ◦ A relationship exists between forced adoption and the frequency of students’ use of e-books.

30. Frequency NeverRarelyOccasionallyUsuallyAlways E-book Use Count Expected Residual 15.0 52.2 -37.2 23.0 52.2 -29.2 53.0 52.2 -.8 61.0 52.2 8.8 109.0 52.2 56.8

31.  E-book Only Available Format ◦ Negative Relationship  Never Used Category (-37.2)  Rarely Used Category (-29.2) ◦ Positive Relationship  Usually Used Category (8.8)  Always Used Category (56.8)

32.  When the e-book was the only format available, some students Usually and some students Always used the e-book  If the e-book format is the only format available, students used the e-book (Forced Adoption)

33.  Question (RQ4): How often is convenience related to students’ choice to use e-books?  Null Hypotheses (RQ4): There is no difference in the frequency of students’ use of e-books due to convenience.

34.  Pearson’s One-Way Chi Square ◦ df = 4 ◦ X 2 cv =.711 ◦ X 2 = 62.80 ◦ Asymp. Sig. =.00 (<.05) ◦ A relationship exists between convenience and the frequency of students’ use of e-books.

35. Frequency NeverRarelyOccasionallyUsuallyAlways Convenience Count Expected Residual 22.0 52.6 -30.6 44.0 52.6 -8.6 46.0 52.6 -6.6 51.0 52.6 -1.6 100.0 52.6 47.4

36.  E-book Use Due to Convenience ◦ Negative Relationship  Never Used Category (-30.6)  Rarely Used Category (-8.6)  Occasionally Used Category (-6.6) ◦ Positive Relationship  Always Used Category (47.4)

37.  When use of the e-book was convenient many students Always used the e-book  Students use e-books when it is convenient

38.  Factors Affecting Students’ Use of E-books ◦ Use  Leisure Reading  Conducting Research  Forced Adoption  Convenience ◦ Not Use  In-Class Reading  Printed Book is Availability ◦ Unrelated to Use  E-Textbook  Assigned Reading (Outside of Class)

39.  Compelling Advantage? ◦ Leisure Reading ◦ Conducting Research ◦ Convenience  External Motivation? ◦ Forced Adoption (Only E-book Available)  Adoption Inhibitor? ◦ Availability of Printed Book ◦ Increased Difficulty Learning with E-textbooks (Perception) ◦ Not Reading Aloud in Classroom

40.  “If you build it, they will come”  Prefer Print ◦ Not Opposed to Electronic  Forced Adoption ◦ “Do you have this in a book”  Convenience ◦ Getting to the Library ◦ Late Night Writing ◦ Find a Resource

41.  Recognition: ◦ Digital Library w/Analogy Collections (Rather than) ◦ Analogy Library w/Digital Collections  E-book Collection (Today) ◦ 226,000 E-books vs. 192,000 Printed Books ◦ 334,000 E-journals vs. 100 Print Journals  E-books following Periodical Pathway ◦ Begin w/Fits and Starts ◦ Surpass all the Hurdles ◦ Majority Adoption

42. Questions

43. Dr. Edward Walton Dean, University Libraries Associate Professor of Library Services Southwest Baptist University 1600 University Ave Bolivar, Mo. 65613 E-mail: ewalton@sbuniv.edu Phone: 417-328-1619