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Textbooks: A Value Proposition

11/13/2007

Editor’s note: Where do you stand on the digital textbook debate? E-mail us at editors@campus-technology.com; select responses will be published in our March 2008 issue.

Consider the following two bullets: The first presents the issue of textbook price increases as often framed by three important audiences—faculty, financial aid counselors, and students. The second describes the typical response of state legislators. The remainder of this article proposes ways to increase the value of learning materials that surprisingly, and perhaps more convincingly, address the concerns of all parties. Whether we acknowledge it now or not, the yellow brick road leads to a digital future.

Sayer’s rhetorical questions, the financial aid counselor’s spreadsheets, and the students’ ire are echoed in more formal language in a preliminary bill focused on textbook pricing about to emerge from the Ohio Senate . Modeled on similar legislation drafted in Minnesota, the proposed bill focuses on three broad deliverables: easily navigated textbook websites with clearly priced and unbundled learning assets available for individual purchase; early forewarning of forthcoming new textbook editions that would depress or eliminate the used book market for current versions of texts; and exploration of alternatives to traditional publishing and distribution methods (textbook rental programs, custom publishing, and eTextbooks are offered as three examples). The Minnesota and Ohio explorations follow initiatives in Connecticut, Florida, Massachusetts, Mississippi, New York, Oregon, and Washington, and at last count 25 other states with variants on these three themes or other proposed remedies (


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