E-textbook vs print textbook costs

A $14.95 textbook from Apple and its collaborators? That sounds like a heck of deal compared to the average $72 we are currently spending on the dead tree version. But let's play with the numbers a little and figure out an estimated cost for providing textbook access in both formats for a student from grades 7-12.

Paper text:

6 years X 6 courses X 1 textbook per course X $12 ($72/6 years use = $12 per year) = $432 per student

E-text:

6 years X 6 course X 1 textbook X $2.50 ($15/6 years use = $2.50 per year) + 1 iPad @ $500 = $590

There are some major, very likely erroneous or impossible to know, assumptions in this calculation:

1. This calculation assumes that e-texts can be purchased once and then re-used each year like paper textbooks. So far, publishers have not applied the first sale doctrine to other e-books, so I wonder if this will be legal.
2. This assumes that a single iPad will last six years. The oldest iPads are only two right now, so there is really no way of determining the life-span of the devices. Were I a betting man, I'd give them closer to 3 years of reliable life when used by kids.
3. This calculation gives paper textbooks a 6 year lifespan. 10 years of use is more realistic in many districts.
4. This calculation does not factor in maintenance, support, and training costs of the iPads or the e-textbooks.
5. Might e-textbooks' "value-added" features of videos, interactive tutorials, etc. decrease the need and associated costs of tutoring, special education services, and remedial work?
6. Would purchased e-textbooks provide a bridge to more self-written texts by teachers, lowering overall textbook costs?
7. What is the value of having a device like an iPad for purposes other than accessing e-textbooks for communications, collaboration, productivity? Decreased printing costs could be factored in.

Yeah, I'm being a Philistine here, just looking at costs without mentioning the la-de-dah transformational possibilities, the evilness of Apple's proprietary formatting, and other philosophical conundrums.

I'd love to hear other ways of calculating the TCO of e-textbooks...

Multiple guess tests

In a fit of unwarranted optimism last fall, I included becoming a Google Certified Teacher as one my professional growth targets.*  The weather here in Minnesota has actually felt like winter the last two days and I am completely sick of writing chapters about libraries for my book, so I figured this would be a good time to start the certification process. And did I mention that I have a meeting with my boss to discuss my progress on meeting those targets coming up in a couple weeks?

For those who aren't familiar with the process, Google certification for an individual consists of reading six training modules covering different aspects of Google Apps for Education and then taking a 60 item multiple guess choice test on each module, paying $90 for the privilege. After having helped implement Google Apps in the district, having trained others on its use, and, hell, having used it for both my personal and professional work for about five years, I though, how hard could this be?

As it turns out, it isn't particularly difficult, only long and tedious. The challenge is not knowing how to use any Google tool purposely either for professional productivity or with kids, but to be able to recall (or find) trivia about the product. (How many contacts can be imported from a spreadsheet at a time? 50, 1,000, 3,0000, or no limit.) Yes, I am picking up a few things I didn't know, but I am not sure what the time/cost pay back will be now that I know hitting shift + ? brings up keyboard shortcut commands. Oh, note to Google persons - the tutorials need significant updating since they still reference the "old" apps look. There is no more little green bottle to click on to get to the labs section.

The one other person here in the office who has completed the certification process speculates that it is Google's intention to see if one has the skills to find the right answer quickly (these are timed tests) rather than has the ability to memorize a body of content. That assumes a level of sophistication about testing that I doubt the brainacs who designed this program have. It's more likely they just designed a test that was like the tests they were accustomed to taking in school themselves.

Despite the fact I've always been a pretty good multiple guess test taker (I've passed the first two module of certification without study), using this sort of test to determine one's skills and knowledge of GoogleApps seems particularly ironic. Used in its most powerful ways, Apps is a great constructivist tool kit allowing staff and students to build personal knowledge - the antithesis of parroting trivia. 

It's probably a good thing that educators take such tests now and again just as a reminder of how meaningless they really are, especially compared to a good project that is authentically assessed.  

Oh, did I mention that although I am a good test taker, I am very baaaaad student.

* This was before reading Miguel Guhlin's excellent post on these sorts of certifications, "My Name is Irrelevant."

Effective library budgeting

Another excerpt from my revision of The Indispensable Librarian. And on one of my favorite topics - budgeting. (Did I just see your eyes glaze over? Shame on you!) 

Budgeting

Educational funding is a “zero sum game.” School districts’ have a finite amount of money in their budgets to spend on programs and have reached a level of funding that the public is reluctant to substantially increase. Regardless of how much your principal or school board may support your library, they simply may not have extra money to allocate toward it. Does this mean no additional funds for your program?

            Not at all. When working a zero sum situation, you can ask that money be taken away from other programs and given. This, however, puts many of us outside our comfort zone. Aren’t librarians really “givers” of resources, skills, information, time, and effort? Fighting for funding, especially if it means butting heads with department chairs, band directors, coaches, custodians, or union reps, certainly feels like being a “taker” instead. And threatening the funding of a program that is near and dear to another educator is not the best way to make friends.

            But librarians have an ethical obligation to work for fiscally well-supported programs. If we believe deep in our hearts what we are doing is in the very best interest of our students and community; that spending what is necessary for an effective library program is better than buying new textbooks for science, adding saxophone to the band; or creating smaller class sizes has less impact that a well-funded library, we have no choice to enter the budget battle.

            You need two psychological weapons when fighting to make your program a budget priority: a thick skin and a deep-felt mission. Without them, you’ll get eaten alive; with them, you can accomplish anything.

            Strong feelings and fearlessness must be supported by a strong rationale for your budget. Every school budget committee, not just the library’s, needs to be asking serious questions like: 

• What programs teach the skills that will be vital to tomorrow’s citizens?
• What programs, skills, and attributes does your community believe are essential?
• How many teachers and students will benefit from or be hurt by a particular spending decision?
• Are there other sources of funds for activities that could be considered “non-essential?”
• How might a budget decision affect the school’s climate?
• Is there research to support the effectiveness of a program or specific spending decision?
• How much budgeting is being done simply for sentimental reasons, out of tradition, or for convenience?

As librarians, we need to do our homework. Our budgets must be specific, goal driven, and assessable. They must be both accurate and easy to understand. They need to be supported by research and sound reasoning.

            Others in your organization should not spend funds that could be better spent by you. Period. Librarians must learn to be effective “takers” if we are to have the resources be good “givers.”

Librarians as effective budgeters

Good budgeting is not magic. Librarians with good budgets aren’t just “lucky” or work in districts with lots of money. Librarians who practice skillful budgeting techniques get bigger budgets. Period.

Effective library budget makers:

1. Submit budget proposals even when they not been requested or the chances of it being fully funded are slim.
2. Counter the argument that the free Internet will replace libraries, books and purchased online information sources.
3. Describe the “consequences” of an under-funded budget in concrete terms.
4. Construct outcome-driven budgets and are specific in supporting curricular and school improvement goals
5. Recognize the sources for budget dollars and who controls those dollars
6. List the areas for which I need to budget
7. Create a maintenance budget
8. Report to budget decision-makers how past budget dollars have been spent
9. Know how an advisory committee can help build budget support.
10. I know the importance of serving in school, professional and political organization leadership roles.
11. Use technology to improve their budgeting and communication skills
12. Weed.     
13. Understand the concept of sustainability

Any hints or tips for obtaining more resources for your library as I expand on each of these ideas in the rest of the chapter?