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<div class=Section1>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia;font-weight:bold'>NFAIS Enotes, August 2010</span></font></b></p>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia;font-weight:bold'>Written and Compiled by Jill O’Neill</span></font></b></p>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia;font-weight:bold'> </span></font></b></p>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia;font-weight:bold'>Scholarly Endeavors, Part I</span></font></b></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>Most of those working in the realm of scholarly and
research publication have encountered the concept of the Carnegie
Classification System as applied to various institutions of higher education
(IHE). The classifications were created back in 1970 as a means of
differentiating between different sorts of IHEs and, as I referenced in the
August 2010 issue of <i><span style='font-style:italic'>Enotes</span></i>, over
just a few decades there arose a recognition that the classifications were a
source of competitive envy. At one point, a “doctorate granting
university” had simply been judged by how many federal research dollars
were poured into its doctoral degree programs. Currently, however, a
doctorate-granting university may fall under one of three descriptive
categories (Research I & II and Doctoral I & II; and
Doctoral/Research—Extensive and Intensive) and the definitions of those
categories have been dramatically changed since the 2005 revision (see: <a
href="http://classifications.carnegiefoundation.org/descriptions/basic.php">http://classifications.carnegiefoundation.org/descriptions/basic.php</a>
and </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'><a
href="http://www.carnegiefoundation.org/sites/default/files/publications/elibrary_pdf_634.pdf">http://www.carnegiefoundation.org/sites/default/files/publications/elibrary_pdf_634.pdf</a>).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>The Carnegie Classifications are intended to be primarily descriptive
rather than prescriptive. But the cachet that goes with being (for example) a
Research I institution is significant. Alumni bequests, gifts of endowed chairs
and professorships as well as research grants tend to go to those IHEs that
have already achieved distinction. Membership in the Association of Research
Libraries (</span></font><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>ARL</span></font><font size=2 face=Georgia><span
style='font-size:11.0pt;font-family:Georgia'>) for example is tied to the
classification of the parent institution under the Carnegie Classification as a
research university (although </span></font><font size=2 face=Georgia><span
style='font-size:11.0pt;font-family:Georgia'>ARL</span></font><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> overlays an additional
set of criteria pertaining to continuing commitment to and investment in the
library). </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>As institutions redefine the nature of the learning
experience that they offer, the library behind that educational mission must
also be redefined. To date, the library focus has been primarily on the
transition between print and electronic resources – at least for the past
twenty years. If we accept that the tipping point of that transition has been
achieved, then the next question becomes how collections as well as the
business models in support of access to those collections are redesigned or
modified to serve a more fragmented, but potentially more tightly-targeted user
population.</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>One of the most obvious shifts has been the removal of
on-site access to physical volumes within the library. Kent State’s 2.9
million volume collection will be moved off-site by increments of 5% over the
next decade in order to re-allocate space to other student needs, even as they make
space as well in order to spotlight items within the library’s special
collections (see: <a
href="http://kentwired.com/half-the-books-are-checking-out-permanently/">http://kentwired.com/half-the-books-are-checking-out-permanently/</a>).
Library Dean, James Bracken, believes that is appropriate for a collection
where a full quarter of the print holdings have never circulated. In 2006, </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Kent</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>State</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> was
classified by the Carnegie Foundation as a “high research activity”
institution (<a href="http://einside.kent.edu/?type=art&id=5954&">http://einside.kent.edu/?type=art&id=5954&</a>)
and it has maintained that standing as well as its standing in </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>ARL</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>.</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>There have been other movements to adapt, one such being
the 18-month-old initiative of 2CUL (<a href="http://2cul.org/">http://2cul.org/</a>).
In this initiative, the Columbia University Libraries and the Cornell
University Library, the two CULs of the acronym, decided that they would
attempt a more collaborative approach to collection development and resource
sharing. The first concrete example emerging from this initiative was the
Slavic and East European Collection Development Agreement announced
mid-September see: <a
href="http://www.columbia.edu/cu/lweb/news/libraries/2010/20100916.slavic.html">http://www.columbia.edu/cu/lweb/news/libraries/2010/20100916.slavic.html</a>).
The press release in this instance is worth reading for the quotes from John Micgiel,
director of </span></font><font size=2 face=Georgia><span style='font-size:
11.0pt;font-family:Georgia'>Columbia</span></font><font size=2 face=Georgia><span
style='font-size:11.0pt;font-family:Georgia'>'s </span></font><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>East</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Central</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>European</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Center</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> and from
Anne R. Kenney, Cornell's Carl A. Kroch University Librarian. The emphasis in
both instances is on how this initiative supports the libraries in doing more
with less in support of highly specialized user populations in deep
research. Expedited inter-library-lending (ILL) is one element of the
joint collaboration, but it is worth noting as well that part of that joint
support involves one staff </span></font><font size=2 face=Georgia><span
style='font-size:11.0pt;font-family:Georgia'>FTE</span></font><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> being made
available both virtually and physically to the communities at both institutions
(see: <i><span style='font-style:italic'>Library Journal</span></i>, <a
href="http://www.libraryjournal.com/lj/community/academiclibraries/886842-419/cornell__columbia_2cul_program.html.csp">http://www.libraryjournal.com/lj/community/academiclibraries/886842-419/cornell__columbia_2cul_program.html.csp</a>).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>In addition to moving books off-site and as an antidote to
the poor ROI of non-circulating titles, there has been an increasing interest
in the concept of patron-driven acquisition (PDA). The Online Dictionary of
Library and Information Science (Libraries Unlimited, ABC-CLIO) defines PDA as
“<i><span style='font-style:italic'>An e-book purchasing model introduced
by NetLibrary in which selection decisions are based on input from library
patrons. Working with the vendor, the librarian establishes an approval profile
based on LC classification, subject, educational level, publication date, cost,
and other criteria. E-book titles matching the profile are then shared with the
library's community of users via MARC records in the catalog. Once a specific
e-book has been discovered and viewed by a predetermined number of patrons, it
is automatically purchased for the collection. Libraries with limited budgets
can set spending limits for their PDA plans. Variations on this model have been
developed by Ingram Digital's MyLibrary and by Ebook Library (EBL). Synonymous
with demand-drive acquisition</span></i>”</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>(see: <a
href="http://lu.com/odlis/odlis_p.cfm#patrondriven">http://lu.com/odlis/odlis_p.cfm#patrondriven</a>).
</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>The problem with such a model as mentioned by one speaker
at ALISE in September 2010 mentioned is that the existing systems for the profiling-based
purchasing approaches that have been in use for twenty years may be stretched
to their structural limitations and pushing the limits of capacity (see: <a
href="http://oranjarra.com/images/stories/best%20practice%20and%20cooperation%20in%20resource%20sharing%20among%20academic%20library%20consortia%20a4.pdf">http://oranjarra.com/images/stories/best%20practice%20and%20cooperation%20in%20resource%20sharing%20among%20academic%20library%20consortia%20a4.pdf</a>).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>The same speaker, Stephen Pugh of Oranjarra Partners,
noted issues with each of the four basic approaches currently in place for
purchasing ebooks: lack of tailoring to institutional need in the Big Deal, the
higher costs in title-by-title purchasing, the uncertainty of patron-driven
acquisition in the context of budgets (even as the book content can be proven
to be used), and the challenges to vendor-supported systems in the context of
approval plan buying. </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>The <i><span style='font-style:italic'>Chronicle of Higher
Education</span></i> spoke with James Mouw, Assistant Director for Technical
and Electronic Resources, </span></font><font size=2 face=Georgia><span
style='font-size:11.0pt;font-family:Georgia'>University</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> of </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Chicago
Library</span></font><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>, who indicated that from his perspective with regard to
stand-alone scholarly monographs in electronic form, there were three main
criteria to be considered in purchasing:</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal style='margin-left:.5in;text-indent:-.25in'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>(1)<font
size=1 face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></font><font size=2 face=Georgia><span style='font-size:
11.0pt;font-family:Georgia'>Both print and electronic forms had to be made
available simultaneously in order to permit the library to select the form best
suited to their needs;</span></font></p>
<p class=MsoNormal style='margin-left:.5in;text-indent:-.25in'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>(2)<font
size=1 face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></font><font size=2 face=Georgia><span style='font-size:
11.0pt;font-family:Georgia'>Digital monographs had to be offered for purchase
in such a way as allowed the library to pick and choose individual titles (in
the hopes of licensing duplicates of titles in more than one aggregation of
material). </span></font></p>
<p class=MsoNormal style='margin-left:.5in;text-indent:-.25in'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>(3)<font
size=1 face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></font><font size=2 face=Georgia><span style='font-size:
11.0pt;font-family:Georgia'>Access to that digital content, once purchased, had
to be in perpetuity. </span></font></p>
<p class=MsoNormal style='margin-left:.5in'><font size=2 face=Georgia><span
style='font-size:11.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>With regard to actual pricing, the article suggested that
prices for print and digital had to be in line with one another (see: <a
href="http://chronicle.com/blogs/pageview/e-books-what-a-librarian-wants/26777">http://chronicle.com/blogs/pageview/e-books-what-a-librarian-wants/26777</a>).
</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>And while the larger percentage of academic libraries
don’t generally purchase textbooks for their collections, its worth
recognizing that this is another area where the demands surrounding ebooks from
users are re-shaping the product of content providers. For a particularly
engaging look at that aspect, you may want to view a Prezi presentation made by
Rob Reynolds of Xplana to the AAP/PSP Books Committee (see: <a
href="http://blog.xplana.com/2010/09/the-past-present-and-future-of-higher-education-textbook-publishing/">http://blog.xplana.com/2010/09/the-past-present-and-future-of-higher-education-textbook-publishing/</a>).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>Reynolds identified nine trends with regard to the
evolution of digital textbooks and e-learning content. Those trends primarily
focused on the business models and the rise of open education resources (OER),
but two critical points were also raised:</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<ul type=disc>
<li class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>The development of a common XML format for
e-text-books (which was characterized as a “modified ePub format
with a standard DTD that could be extended by each user”) and</span></font></li>
<li class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>The importance of devices and branded devices (that
is, institutionally-branded versions of tablets to be given to students
with pre-loaded publisher content)</span></font></li>
<li class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></li>
</ul>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>(see: <a
href="http://blog.xplana.com/2010/09/nine-important-trends-in-the-evolution-of-digital-textbooks-and-e-learning-content/">http://blog.xplana.com/2010/09/nine-important-trends-in-the-evolution-of-digital-textbooks-and-e-learning-content/</a>).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>I found it intriguing that Reynolds anticipated that
students were going to accept locked files on locked devices. It’s just
not that hard to play with the ePub format. </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>For the past few months, I have experimented with ebooks. </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Reading</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> on both
the Amazon Kindle as well as on the Apple iPod Touch, I’ve accessed,
consumed, and stored between 150 to 200 titles in various applications. Apart
from those devices, I have sampled titles through Web-based, browser
interfaces, for both the mobile as well as the desktop environment. For fun,
you might look at the following video comparison of reading an EPUB title on a
Kindle (<a href="http://vimeo.com/15015138">http://vimeo.com/15015138</a>) with
a video demonstrating reading via an HTML5 enabled reader (<a
href="http://vimeo.com/15826571">http://vimeo.com/15826571</a>). Both videos
are from a European start-up, Booki.sh (their URL as well as their brand). The
description of their service reads “<i><span style='font-style:italic'>It
works in modern web browsers like Safari, Firefox, Chrome and Opera. You can
read books on your iPad, iPhone, Blackberry, Kindle 3 and similar devices. And
you can access your books online or offline</span></i>.” Monocle is
the open-source software behind this particular interface and the publishers
that I could locate using it were primarily trade-based publishers in </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Europe</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>.
However, as one critic noted, the issue is whether or not users are really
going to always be connected at a decent speed and with an up-to-date browser. </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>I’ve gone so far as to experiment with the Calibre
software (<a href="http://calibre-ebook.com/">http://calibre-ebook.com/</a>)
that enables a user to manage a collection of digital titles, converting an
EPUB file to whatever format is best suited to their particular device. When a
friend in academia asked me to give her my thoughts on an 1873 commentary on
the Episcopalian prayer book intended for young adults of the time, I went
looking for a Kindle-ready edition on Gutenberg and at the Open Library.
Neither had a usable file, but at Google Books, the title surfaced as downloadable
in either PDF or EPub (see: <a
href="http://books.google.com/books?id=pfxDAAAAYAAJ&dq=The%20Bishop%20and%20Nanette&pg=PP1#v=onepage&q&f=false">http://books.google.com/books?id=pfxDAAAAYAAJ&dq=The%20Bishop%20and%20Nanette&pg=PP1#v=onepage&q&f=false</a>]).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>Converting that file through Calibre was a little
time-consuming and the end product was riddled with </span></font><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>OCR</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>-caused typos,
but I was eventually able to read the book on my Kindle. Subsequently another
academic told me of WYSIWYG editorial tools, Sigil (<a
href="http://code.google.com/p/sigil/">http://code.google.com/p/sigil/</a>) and
the Atlantis Word Processor (<a href="http://www.atlantiswordprocessor.com/en/">http://www.atlantiswordprocessor.com/en/</a>).
While the tools are not particularly user-friendly, there’s no reason why
a motivated reader can’t work past the barriers and manipulate existing
EPUB files. Readers of light entertainment will happily make do with
publishers’ ready-made offerings, but academic users may want to work
with and make available less well-known materials and it should be expected
that tools such as Sigil and the Atlantis Word Processor will continue to be
upgraded to serve those researchers.</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>What emerges from such experimentation however is that
Hugh McGuire was correct when he wrote for O’Reilly that “<i><span
style='font-style:italic'>an .epub file is really just a website, written in
XHTML, with a few special characteristics and wrapped up. It’s wrapped up
so that it is self-contained…so that it doesn’t appear to be a
website and so that it is harder to do the things with an ebook that one
expects to be able to do with a website. Epub is really a way to build a
website without letting readers or publishers know it”</span></i></span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>(see: <a
href="http://radar.oreilly.com/2010/09/beyond-ebooks-publisher-as-api.html">http://radar.oreilly.com/2010/09/beyond-ebooks-publisher-as-api.html</a>).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>Delivery of single volume monographs and textbooks in
digital form represents an area of eager interest and rapid development.
Academics have already mastered the concept of web sites for pedagogical
purposes; mastering an ePub format (even a modified one) isn’t much of a
stretch. Naturally not all serious researchers or faculty will want to be
bothered, but some percentage <i><u><span style='font-style:italic'>will</span></u></i>.
</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>In September, the European Foundation for Quality in
E-Learning met for their annual conference. One of the papers delivered there
was centered not just on the creation of open educational resources, but also
on the creation of open educational practices. Specifically, the report on the
OPAL project was oriented towards the creation of engaging learning experiences
– a focus on activity and use rather than on ingestion of content (see
this set of slides, particularly slide #10 at <a
href="http://www.slideshare.net/grainne/conole-lisbon">http://www.slideshare.net/grainne/conole-lisbon</a>).
While the speaker was clearly communicating awareness of the gap between vision
and practical reality and the overall immaturity of the open educational
resource movement, the hope is that education will be reformed (in the best
sense). By slide #32 where the speaker, Grainne Canole, Professor for
Educational Technology, The Open University, </span></font><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>UK</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>, is listing
questions for further investigation, we see references to the need for more
sophisticated tools and resources and calls for innovation in the use and reuse
of the open repositories that are only just now emerging. More on this
initiative may be found at <a href="http://www.oer-quality.org/">http://www.oer-quality.org/</a>.</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>The metrics by which we evaluate educational institutions
are changing. As a result of that shift their libraries are
changing and both the nature and use of as well as attitudes towards the
content held in those libraries is changing. If you are only looking to the
short term (3-5 years out) the landscape of this marketplace may not be that
different, but the longer term outlook – say 2020 – may well be
very, very different. </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font></p>
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face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>*************************</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia;font-weight:bold'>Want to learn more about portable devices
and the e-reading experience? Look for the NFAIS webinar on this topic to be
held early next year.</span></font></b></p>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia;font-weight:bold'> </span></font></b></p>
<p class=NoSpacing><b><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia;font-weight:bold'>Also, early bird registration discounts
for the 2011 NFAIS Annual conference end on January 7<sup>th</sup>. </span></font></b><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> Until
then savings of up to $100 off the full registration fee are available and
NFAIS members registering three or more staff at the same time receive even
greater savings (for details see the registration form at <a
href="http://nfais.brightegg.com/page/295-register-for-2011-annual-conference">http://nfais.brightegg.com/page/295-register-for-2011-annual-conference</a>).</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia;font-weight:
bold'> </span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia;font-weight:
bold'>2010 SPONSORS</span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Accessible
Archives, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>American
Psychological Association/PsycINFO</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>The British
Library</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>CAS</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Copyright</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Clearance</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Center</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>CrossRef</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Data Conversion
Laboratory</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Defense</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Technical</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Information</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Center</span></font><font
size=2 face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> (DTIC)</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Getty Research
Institute</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>H. W. Wilson</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Information
Today, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Office of
Scientific & Technical Information, DOE</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Philosopher’s
</span></font><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'>Information</span></font><font size=2 face=Georgia><span
style='font-size:11.0pt;font-family:Georgia'> </span></font><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Center</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>ProQuest</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Really
Strategies, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Temis, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Thomson Reuters
Healthcare & Science</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Thomson Reuters
IP Solutions</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'>Unlimited
Priorities Corporation</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:11.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:11.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Arial><span style='font-size:11.0pt;
font-family:Arial'> </span></font></p>
<p class=MsoNormal><font size=2 face=Arial><span style='font-size:11.0pt;
font-family:Arial'> </span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:11.0pt;
font-family:Arial'>Jill O'Neill</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:11.0pt;
font-family:Arial'>Director, Planning & Communication</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:11.0pt;
font-family:Arial'>NFAIS</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:11.0pt;
font-family:Arial'>(v) 215-893-1561</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:11.0pt;
font-family:Arial'>(email) jilloneill@nfais.org</span></font></p>
<p class=MsoNormal><font size=2 face="Times New Roman"><span style='font-size:
11.0pt'> </span></font></p>
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