|Published online: May 2, 2014||$US5.00|
After embracing patron-driven acquisitions (PDA) models for e-books and publishing two articles on PDA, librarians at a small university wanted to investigate faculty attitudes toward e-books. Usage statistics showed heavy use of e-book collections, but information on faculty usage was merely anecdotal. A short survey was developed and sent to all teaching faculty in all disciplines to help Stetson University’s collection development librarians match print and e-book selections to faculty preferences more effectively, thus increasing usage of titles purchased. Additionally, the results indicated whether faculty training was needed in the use of e-books. Preliminary data from faculty indicated that interest in e-books ranged from enthusiastic to uninterested. The majority of respondents were in the middle of those two extremes, expressing hesitant curiosity about e-books provided by the library. Most were interested in learning to use e-books, download them to mobile devices, and use them within learning management systems such as Blackboard. In the interest of promoting faculty collegiality, a strategic, personalized training program was developed to introduce faculty to features of library-provided e-books. This article presents the survey instrument, survey results, and summary of the faculty e-book training program.
|Keywords:||Academic Libraries, E-Books, Faculty, Training, Collaboration|
Associate Dean, duPont-Ball Library, Stetson University, DeLand, Florida, USA
Cataloging Librarian, Technical Services, duPont-Ball Library at Stetson University, DeLand, FL, USA
Music Specialist and Research Librarian, duPont-Ball Library, Stetson University, DeLand, FL, USA
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