English for Workplace-Justification Report

8/18/2019 English for Workplace-Justification Report

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A JUSTIFICATION REPORT

IN SUPPORT OF

LIBRARIES SHOULD PROVIDE MORE BOOKS

RATHER THAN INVEST IN NEW TECHNOLOGY SUCH

AS EBOOKS AND E-JOURNALS.

Prepared For:

Board of Directors,

Cemerlang E-Learning Sdn. Bhd

Fifth Floor, No. 77-7, !alan "a#$ !a%a,

&'((( Si)$,

Sara*a+

B%:

hmad Bin li, Li)rarian

Cemerlang E-Learning Sdn. Bhd,

ro$nd Floor, No. 77-7, !alan "a#$ !a%a,

&'((( Si)$,

Sara*a+

/th No0em)er 1(/


2/11

TABLE OF CONTENTS

Contents P!e

.( 2ntrod$ction

. Definitions

.1 Formats of traditional )oo+s and e)oo+s

.3 Bac+gro$nd

.4 C$rrent trends

1

1.( Benefits of traditional )oo+s

1. Comprehension Factor

1.1 cc$rac%

1.3 5eading Ease

1.4 6angi)le

1./ Social Connotation and 2nteraction

1.' 6raditional )oo+s cost less for li)raries

1.7 5esale al$es

3

4

/

'

4.( Concl$sion 7

/.( 5eferences -&


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".# Int$o%&'t(on

Learning is a lifelong process *e all go thro$gh in o$r li0es. Learning and )oo+s are also t*o

insepara)le entities that allo* each other to de0elop. 2n this da% and age, *ith the technological

ad0ancement and the con0enience it )rings, E-learning and e-)oo+s ha0e )ecome more and more

pop$lar among learners and E-learning also gi0es the opport$nit% a lot of people aro$nd the

*orld. For e8ample, learners $nder Cemerlang E-Learning can sa0e time and mone% )$t a)le to

o)tain the same 9$alit% ed$cation. e also ser0e corporate companies for staff training. ;o*e0er

efficient an E-learning compan% is, a li)rar% of an E-learning compan% does not necessaril% ha0e

to pro0ide e-)oo+s and e-#o$rnals to its client learners. 6his report aims to descri)e the c$rrent

trends parallel *ith the de0elopment of e-)oo+s and to #$stif% *h% li)raries sho$ld pro0ide more

traditional )oo+s rather than in0est in ne* technolog% s$ch as e-)oo+s and e-#o$rnals.

"." De)(n(t(ons

ccording to Cam)ridge d0anced Learner, a )oo+ means a set of pages

that ha0e )een fastened together inside a co0er to )e read or *ritten in. ?n the other hand, there

are a lot of definitions of e)oo+s offered )% scholars o0er the %ears. ;en+e =1((> defined an

e)oo+ as a @hard*are de0ice, s$ch as Soft)oo+ or 5oc+et eBoo+ that ena)les readers to 0ie*

contentA soft*are applications, s$ch as cro)at 5eader *hich are $sed to 0ie* content onlineA or

the content that is 0ie*ed )% a hard*are de0ice or soft*are application. 2n this report, the term

@traditional )oo+ and @e)oo+ are $sed. @6raditional )oo+ is defined as a printed )oo+ *hereas

the term @e)oo+ is defined as a )oo+ that is p$)lished in electronic form and not printed on

papers.

".* Fo$+ts o) t$%(t(on, oos n% eoos

s traditional )oo+s ha0e 0ario$s printing and )inding formats, so do e)oo+s. 6raditional )oo+s

can either )e in Li)rar% 5einforced and 6rade ;ardco0er, paper)ac+s, mass mar+et paper)ac+sand fle8i)o$nd formats ="ac+in Ed$cational 5eso$rces, 1(/>. 6he Li)rar% )inding is the )est

a0aila)le )inding and has )een speciall% reinforced to last longer. Paper)ac+s are a p$)lishers

soft co0er )indings *hereas mass mar+et paper)ac+s are for mass-mar+et. "ass-mar+et

paper)ac+ is the least d$ra)le )inding. ?n the other hand, fle8i)o$nd are se*n )oo+s *rapped in

fle8i)le, t$rned-edge co0ers that pro0ide more d$ra)ilit%, fle8i)ilit% and the a)ilit% to lie flat.

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E-)oo+s are a0aila)le in a 0ariet% of formats, s$ch as do)e cro)at, E8e Boo+, ;%per 6e8t "ar+$p Lang$age =;6"L>, image files, "icrosoft

5eader and 5ich 6e8t Format =56F>, not to mention other formats $sed in

certain co$ntries s$ch as China and orea. Despite the 0ariet% of e-)oo+ formats, the most

pop$lar #o$rnal formats are either ;6"L or PDF =;itchcoc+, Carr ;all, &&7 in Norsh$hada,

Landoni, i)) ;assan, 1((3>.

"./ B'!$o&n%

Boo+ )$sinesses ha0e come a long *a% since h$ndreds of %ears ago. @fter h$ndreds of %ears of

a consistent )$siness model, the process of ho* a$thors, p$)lishers, )oo+ man$fact$rers and

retailers profit from the sale of )oo+s literall% t$rned $pside do*n starting in the earl% &(s =26

Strategies, 1(3 page 4>. 6he first disr$ption occ$rred in the &(s *ith the creation of mass

)oo+ retailers. Local independent retailers co$ld not compete against massi0e destination stores

*ith ( to 1( times more in0entories. 6heir other inno0ations incl$de in-store cafes and lo*er

)oo+ prices.

6he second disr$ption occ$rred in the late &&(s. D$ring this decade, the 2nternet commerce

gained more pop$larit% leading to cons$mers< preference for online retailers and the collapse of

)oth independent )oo+s sellers as *ell as mass )oo+ retailers. 6he third disr$ption occ$rred in

the earl% 1(((s, as digital printing of )oo+s f$eled the self-p$)lishing ind$str% *hich channeled

)ac+ to the a$thors and )%passing the p$)lishers altogether. 6he fo$rth disr$ption *as the

introd$ction of e-)oo+s. E-)oo+s c$t o$t the costs of paperin+, and more importantl% the cost of

in0entor%ing and distri)$tion.

".0 C&$$ent t$en%s

6he c$rrent trends in )oo+s p$)lishing has re0ealed $ne8pected t$rns. ccording to Bo*+er

=1(4>, the glo)al leader in )i)liographic information, prod$ction of print )oo+s )% traditional p$)lishers slo*ed in the Gnited States in 1(3, declining from 3(&,&/7 titles in 1(1 to a

pro#ected 3(4,&1 titles in 1(3. 6he t*o percent decrease re0erses the sector


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nother st$d% also $nco0ers s$rprising res$lts of e)oo+s and printed )oo+s trends. research

from 26 Strategies =1(3>, a cons$lting firm and performed in con#$nction *ith the Gni0ersit% of

Colorado fo$nd that, nearl% 7( percent of cons$mers feel it is $nli+el% that the% *ill gi0e $p on

printed )oo+s )% 1('. Since 1(1, the gro*th of eBoo+s has slo*ed significantl% as dedicated

e5eader sales are declining, and ta)let PC de0ices are increasingl% )ecoming $tiliIed for other

forms of entertainment. Despite their percei0ed pop$larit%, '(J of e)oo+s do*nloaded are ne0er

read in the GS =26 Strategies, 1(3>.

6he latest n$m)ers for 1(4 )oo+ sales also tell a s$rprising tale. Nielsen Boo+ Scan, =n.d in

Catalano, 1(/> *hich trac+s *hat readers are )$%ing, fo$nd the n$m)er of paper )oo+s sold

*ent $p 1.4J last %ear, incl$ding at maIon and all t%pes of )oo+stores. 6he 1(4 fig$res are

e0idences that traditional printed )oo+s are selling )etter than the% ha0e since sales of e)oo+s

e8ploded in 1(( =Catalano, 1(/>.

*.# Bene)(ts o) t$%(t(on, oos

6he res$lts in )oth Bo*+er =1(4> and 26 Strategies =1(3> s$ggest that traditional )oo+s ha0e

*ithstanding )enefits that enco$rage the readers< choice to*ards them. ;ence, li)raries sho$ld

pro0ide more traditional )oo+s rather than in0est in ne* technolog% s$ch as e-)oo+s and e-

#o$rnals.

*." Co+1$e2ens(on F'to$

6he first reason *h% li)raries sho$ld pro0ide more traditional )oo+s is the comprehension factor

especiall% for learning. 5eading for information in learning re9$ires more foc$s compared to

reading for en#o%ment li+e reading a no0el. 6herefore it is appropriate to s$ggest that it is )etter

to read traditional )oo+s compared to e-)oo+s for learning. 6raditional )oo+s ena)le readers to

highlight and ta+e notes on important points as *ell as to scri))le their tho$ghts and reflections

on the topics at hand. st$d% s$r0e%ed and cond$cted a foc$s gro$p st$d% on st$dents *ho ha0e$sed )oth e-)oo+s and printed )oo+s in classes at 5%erson Gni0ersit% in 6oronto fo$nd that the

st$dents also felt that highlighting and other*ise mar+ing passages can )e done more effecti0el%

*ith printed pages than digital ones. "ore acc$ratel% stated, @electronic stic+% notes, in

partic$lar, do not pro0ide the same memor% assistance as the paper stic+% note. St$dents feel that

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the% ha0e to remem)er to p$rposel% search for the electronic stic+% note, in contrast to the easil%

o)ser0a)le paper stic+% note. =Carr, 1(3>

?$r so called digital nati0es also felt the same regarding comprehension $sing e)oo+s. Ielin,

)d "$tali) and "$hamad 5idh$an =1(1> s$r0e%ed (( primar% p$pils aged ele0en *ho *ere

gi0en e-)oo+s in schools in 6erenggan$. 6he% fo$nd that among /7J agreed that traditional

)oo+s helped them to $nderstand the lessons tho$ght compared to 43J agreed to it $sing e-

)oo+s. hen as+ed *hether the% preferred the e-)oo+s to paper te8t)oo+s, the same percentage

of onl% 43J *as recorded preferring the e-)oo+s. 6his means, the remaining /7J preferred the

paper te8t)oo+s or traditional )oo+s =Ielin, )d "$tali) "$hamad 5idh$an, 1(1>.

*.* A''&$'3

nother reason *h% li)raries sho$ld pro0ide more traditional )oo+s rather than in0est in ne*

technolog% s$ch as e-)oo+s and e-#o$rnals is )eca$se learners re9$ire acc$rate fact$al

information for learning and traditional )oo+s are )etter at gi0ing them that. 6raditional )oo+s

are harder to alter compared to e-)oo+s as the% in0ol0e a lot of act$al processes )% credi)le

indi0id$als for editing, p$)lishing, printing, mar+eting and so forth. ?n the other hand, e-)oo+s

get changed all the time 0irt$all%. s *e see more and more titles )eing catalog$ed digitall%, *e

are forced to tr$st the po*er of oogle and maIon to +eep o$r literat$re in its most honest

form. 2t is common for readers to read poor 9$alit% self p$)lished e-)oo+s *ith a lot of t%pos and

inacc$rate information. ;o*e0er, this rarel% happens to traditional )oo+s.

*./ Re%(n! Ese

6raditional )oo+s also gi0e reading ease to learners from all *al+s of life. 6here are no de0ices

needed to read traditional )oo+s, no )atter% re9$ired for them to f$nction and no strained e%es

for readers *hile and after reading. 6raditional )oo+s are single tas+ing de0ices that pro0ide the

)est reading e8perience. 6here is 0er% little sho$ld )e done and can )e done *hile readingtraditional )oo+s. ;o*e0er, *ith e-)oo+s, readers need to ma+e s$re the )atter% le0el of the

de0ices the% $se to read are eno$gh and the% need to stop *hen their e%es are tired of loo+ing at

the screen. E-)oo+ reading de0ices are also so$rces of distraction as the% co$ld s$ddenl% stop

*or+ing =hang> or readers can m$ltitas+ *ith it li+e gaming, )ro*sing or chatting 0ia media

social *e)sites. ;ence, traditional )oo+s *o$ld gi0e reading ease especiall% to older learners

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*ith *ea+er e%e coordination, lo* comp$ter literate learners as *ell as the easil% distracted

learners.

*.0 Tn!(,e

Li)raries sho$ld also pro0ide traditional )oo+s rather than in0est in ne* technolog% s$ch as e-

)oo+s and e-#o$rnals )eca$se the% are tangi)le. 6he presence of traditional )oo+s in li)raries

ser0es as a reminder of reading importance and the centralit% of )oo+s in the *or+ of )ecoming

lifelong learners. 6he% ha0e the a)ilit% to )e seen fore0er on the shel0es in li)raries *ith other

)oo+s. 6his is f$rther s$pported )% 26 Strategies =1(3>, t*o of the top three reasons cons$mers

choose a printed )oo+ are the loo+ and feel of paper, and the a)ilit% to add it to a li)rar% or

)oo+shelf. 6he ph%sicalit% of holding )oo+s, to$ching the papers and flipping thro$gh the pages

seems a lot healthier especiall% to children and elders than reading )oo+s from a screen.

*.4 So'(, Connott(on n% Inte$'t(on

6raditional )oo+s hold social connotation and are interacti0e in some *a%. Notes and tho$ghts

are passed from one reader to the other readers. 2f a traditional )oo+ has impacted a reader, the

memories and e8periences *hen rereading the traditional )oo+ *ill definitel% gi0e #o% to the

reader. ccording to 26 Strategies =1(3> that claimed cons$mers ha0e an emotional and

0isceralsensor% attachment to printed )oo+s, potentiall% ele0ating them to a l$8$r% item. 6his is

s$pported )% Catalano =1(/> *ho said that for some t%pes of reading, the ph%sical act of

opening a thic+ co0er and listening to the *hispered crac+le of spine and pages is part of the

en#o%ment. 6he reader *ho had )een impacted co$ld also lend the )oo+ to other people or hand

do*n the )oo+ to his or her children as +eepsa+es. Con0ersel% for e)oo+s, once %o$ are done

reading it, %o$ $s$all% cannot pass it along to )less someone else.

*.5 T$%(t(on, oos 'ost ,ess )o$ ,($$(es

6he p$)lic is $nder the ass$mption that e)oo+s are cheap )eca$se the% are cheap for them. 6he%

can go to "P; online, oogle Boo+s, maIon and other e)oo+ retailers )$%ing e)oo+s at lo*

prices. ;o*e0er, this is not the same for li)raries as p$)lishers are *orried that li)raries< )ig

collections of free e-)oo+s *ill h$rt e-)oo+ sales. @?$r concern is that the more e-lending

)ecomes a0aila)le, *hat *o$ld ha0e in the past )een a sale )ecomes a )orro*. ?0er time, that

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*o$ld )e e8tremel% detrimental to the health of the p$)lishing ind$str%. said LaIar$s =1(3 in

Scoot, 1(3>, president of the sales di0ision at "acmillan.

E)oo+s are sold at higher prices for li)raries and the% are man% restrictions posed depending on

the p$)lishers. For e8ample, the e-)oo+s ha0e to )e rep$rchased after a set n$m)er of chec+o$ts

or set amo$nt of time. So li)raries *o$ld ha0e to )$% the same e-)oo+ m$ltiple times *hich is a

pro)lem for li)raries on tight )$dgets. Let


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ll in all, there are man% reasons *h% li)raries sho$ld pro0ide more traditional )oo+s is the

comprehension factor especiall% for learning. 6raditional )oo+s ha0e the ad0antages of pro0iding

)etter comprehension, acc$rac%, reading ease and resale 0al$es. 6he% are tangi)le, hold social

connotation and cost less for li)raries. Li)raries are recommended to s$r0e% and e0al$ate *hich

)oo+s to )$% for their cons$mers. 2t is al*a%s *ise to ma+e the most of the reso$rces *e ha0e

and the )$dget allocated. For Cemerlang E-Learning li)rar%, it is o)0io$s that *e need to )$%

more of traditional te8t)oo+s, dissertations, s$ita)le g$ide)oo+ to ac9$ire s+ills and man% more

for o$r st$dents as *e *ant o$r st$dents to e8cel. For o$t of to*n st$dents, *e co$ld co$rier the

)oo+s easil% since the co$rier ind$str% has )ecome more and more efficient these %ears. e ha0e

spent too m$ch time m$lti tas+ing and in front of a screen alread%. Perhaps *e sho$ld $npl$g for

the )est reading e8perience.

1/& *ords

REFERENCES

Ielin "ohamed Noor, )d "$tali) Em)ong, "$hamad 5idh$an 6on% Lim )d$llah =1(1>.

E-Boo+s in "ala%sian Primar% Schools: 6he 6erenggan$ Chapter. World Academy of Science,

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Engineering and Technology International Journal of Social, Behavioral, Educational,

Economic and Management Engineering Vol:6, o:6, !"#!

Bo*+er =1(4 $g$st />. 6raditional Print Boo+ Prod$ction Dipped Slightl% in 1(3.

5etrie0ed No0em)er /, 1(/ from http:***.)o*+er.comne*s1(46raditional-Print-

Boo+-Prod$ction-Dipped-Slightl%-in-1(3.html

Cam)ridge Gni0ersit% Press. =1((7>. Cam)ridge d0anced Learner.

Cam)ridge: Cam)ridge Gni0ersit% Press.

Car, N. =1(3, Fe)r$ar% 1(>. Student$ to E%te&t'oo($: o Than($) 5etrie0ed No0em)er ,

1(/ from http:***.ro$ght%pe.comMp1&11

Catalano, F. =1(/>. Paper is )ac+: Why *real+ Boo($ are on the e'ound . 5etrie0ed No0em)er &,

1(/ from http:***.gee+*ire.com1(/paper-)ac+-real-)oo+s-re)o$nd

26 Strategies. =1(3>. The Evolution of the Boo( Indu$try: Im-lication$ for .S Boo($

Manufacturer$ and /rinter$. 5etrie0ed No0em)er , 1(/ from rpp.ricoh-

&s.comimages$ploads...IT-St$te!(es OF2NL.pdf

"ac+in Ed$cational 5eso$rces. =1(/>. 5etrie0ed No0em)er7, 1(/ from

http:***.mac+in.comhelp;elpO$ideinde8.htmlMconte8t37(

"ertes, ". =1(/>. At 0ocal 0i'rarie$, E%'oo( 1ollection$ are 2ro3ing, 'ut /rint i$ Still

4ing) 5etrie0ed No0em)er , 1(/ from http:***.omaha.comli0ingat-local-

li)raries-e-)oo+-collections-are-gro*ing-)$t-printarticleO&7/7e'd/-a'f(-/e-7a-

43'1'd')'1a.html

Norsh$hada, S., Landoni, "., i)), F., and ;assan, ;., =1((3>. E-Boo+ 6echnolog% and 2ts

Potential pplications in Distance Ed$cation. Journal of 5igital Information, =4>.

5osen, !. =1((, $g$st &>. Gsed Boo+s: ?n the Gp and Gp. /u'li$her$ Wee(ly) 5etrie0ed No0em)er &, 1(/ from http:***.p$)lishers*ee+l%.comp*)%-topicind$str%-ne*s)oo+sellingarticle44(&-$sed-)oo+s-on-the-$p-and-$p.html

Scott, D. =1(3>. 1an 0i'rarie$ Survive the E%Boo( evolution7. 5etrie0ed No0em)er (, 1(/from http:***.go0erning.comtopicsed$cationgo0-can-li)raries-s$r0i0e-e)oo+-re0ol$tion.html

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http://www.geekwire.com/2015/paper-back-real-books-rebound/http://www.mackin.com/help/Help_Guide/index.html?context=370http://www.omaha.com/living/at-local-libraries-e-book-collections-are-growing-but-print/article_9757e6d5-a6f0-51e1-87a8-436268d6b62a.htmlhttp://www.omaha.com/living/at-local-libraries-e-book-collections-are-growing-but-print/article_9757e6d5-a6f0-51e1-87a8-436268d6b62a.htmlhttp://www.omaha.com/living/at-local-libraries-e-book-collections-are-growing-but-print/article_9757e6d5-a6f0-51e1-87a8-436268d6b62a.htmlhttp://www.publishersweekly.com/pw/by-http://www.governing.com/topics/education/gov-can-libraries-survive-ebook-revolution.htmlhttp://www.governing.com/topics/education/gov-can-libraries-survive-ebook-revolution.htmlhttp://www.mackin.com/help/Help_Guide/index.html?context=370http://www.omaha.com/living/at-local-libraries-e-book-collections-are-growing-but-print/article_9757e6d5-a6f0-51e1-87a8-436268d6b62a.htmlhttp://www.omaha.com/living/at-local-libraries-e-book-collections-are-growing-but-print/article_9757e6d5-a6f0-51e1-87a8-436268d6b62a.htmlhttp://www.omaha.com/living/at-local-libraries-e-book-collections-are-growing-but-print/article_9757e6d5-a6f0-51e1-87a8-436268d6b62a.htmlhttp://www.publishersweekly.com/pw/by-http://www.governing.com/topics/education/gov-can-libraries-survive-ebook-revolution.htmlhttp://www.governing.com/topics/education/gov-can-libraries-survive-ebook-revolution.htmlhttp://www.geekwire.com/2015/paper-back-real-books-rebound/


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English for Workplace-Justification Report