E-books in academic libraries : results of a survey carried out in Sweden and Lithuania
LTReikšminiai žodžiai: Agregatorius; Akademinė aplinka; Akademinė biblioteka; Akademinės bibliotekos; Aukštosios mokyklos; E-knyga; E-knygos; E-knygų ištekliai; E-knygų leidyba; E-knygų platinimas; E-knygų įsigyjimas; Kalbos rinka; Klausimynas; Leidybos rinka; Švedija (Sweden); Academic environment; Academic libraries; Academic library; Aggregator; E-book; E-book acquisition; E-book distribution; E-book publishing; E-book resources; E-books; Language market; Lithuania; Publishing market; Questionnaire; Schools of higher education; Sweden; Sweeden.
ENIntroduction. This paper reports on a study of e-books issues in academic libraries in two European countries representative of small language markets – Sweden and Lithuania. Method. Questionnaire surveys, using the same instrument, were carried out in Swedish and Lithuanian academic libraries. Analysis. Quantitative analysis was performed using the descriptive statistics capability of SurveyMonkey. Results. The survey’s results reveal some interesting similarities and differences in the two countries. Business models for e-book acquisition in both countries show similarities - the most popular additional model is purchase for perpetual ownership. One significant difference is that some of the Lithuanian academic librarians appear to have less direct knowledge of e-book acquisition, relying upon the Lithuanian Research Library Consortium to effect licence agreements with publishers and aggregators. Another significant difference is that academic libraries in Lithuania have a higher degree of access to e-books in the national language than is the case in Sweden. Conclusion. The findings show that the factors driving adoption of e-books, is composed of somewhat different elements in the two countries. Swedish librarians regard the need to keep up with technology and access and availability as the two main forces driving adoption of e-books in academic libraries. Lithuanian librarians see economics as the main factor, together with technology and demand from students. [From the publication]
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