The answer seemed simple. If the school’s budget allows it, and if there is the support of the principal and staff, e-book collections seem the way to go. No more book coverings, mending, overdue notices, and lost or misplaced resources. Stocktaking would be a breeze.
I recall the first days of the pandemic when we were advised how to quarantine returned books. We had a section in the library with yellow tape, and each shelf was dated with the return date so that the books on the shelf can go back to the shelf after 72 hours of return. I thought e-books would make things so much easier.
I then started reading about the challenges of licensing and equity issues of an e-book collection.
Before I start developing such a collection, I need to make sure that all that the collection would be accessible and relevant to the needs of my school community. This includes technical support and log in procedures. The new resources also need to integrate with the current system of delivery. I really must look at all aspects of ‘e’ in the library collection.
E-books do not mean less work. It just means a different form of collection development and management.
To ‘e’ or not to ‘e’? That is the question.
Johnson, S., O.G, E., J., G., Lammers, G., Sipe, L., & Zilper, N. (2012). Key Issues for E-Resource Collection Development: A Guide for Libraries. International Federation of Library associations and Institutions.
Morris, C., & Sibert, L. (2010). Acquiring e-books. In S. Polanka (Ed.), No shelf required : E-books in libraries [ALA Editions version (pp. 95-124). American Library Association. http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=598919