Social annotation tools help students read together

Now, a new study offers evidence supporting what […] has long observed: online social annotation helps students understand and construct knowledge around scholarly content, while at the same time building community.

There is room for the use of social annotation tools in legal education especially as more teaching resources move online. Tools like Hypothesis would provide law students with ways to highlight and annotate online materials and share those as annotations with study groups, peers, and teachers.

Hypothesis is available in CALI Lawbooks, the online publishing platform that for CALI members

TOME Initiative Looks to Create OA System for Peer Reviewed Academic Monographs

Peter Potter, director of publishing strategy for the University Libraries at Virginia Tech, Blacksburg, was appointed by the Association of Research Libraries as visiting program officer to advance TOME (Toward an Open Monograph Ecosystem).

LJ: How does the TOME model work?

Peter Potter: TOME is an initiative to create a system whereby academic books can be made available open access. It’s an attempt to create, from the bottom up, a group of institutions and presses working together to ensure that payment is made on the front end of publication, rather than publishers having to rely on sales income. At the moment we have over 70 participating university presses, [and] 13 participating universities.

The press gets the up-front money. If a press is participating, they’re agreeing to publish this book in an open access format. That doesn’t prevent them from turning around and selling the book, which they can do. If there are print sales or ebook sales that they can generate, they should continue doing that.

Contribution from a university is a minimum of $15,000 per monograph. We figured that after this five-year pilot we would come back and revisit that amount to find out if that is actually enough to make this worthwhile for presses. We understand the $15,000 is less than what it typically costs to produce a monograph—Mellon did a study a few years ago in which they said it’s actually well over $20,000. But the idea is by making a book open access you’re not cutting off sale possibilities. The $15,000 jump-starts the book’s availability, it enables the press to go ahead and publish the book [in print format], and then they will see sales that will supplement that.

One of the things that’s important is that these are university press peer-reviewed books. We want it to be clear to provosts and department heads and deans that these are not second class books—they are books that a university press would have published anyway on the basis of quality. We didn’t want the sales potential of the book to get in the way of that. Sometimes decisions get made for a monograph based upon “we don’t think we can sell enough copies,” and this is a way to try to address that problem on the front end.

Source: Peter Potter on Funding OA Monographs

This approach of essentially paying upfront for the book has worked quite successfully for nearly a decade for CALI eLangdell Press. eLangdell Press books are distributed freely with a Creative Commons license that allows faculty to remix the work to tailor it to their course needs. CALI eLangdell currently offers over 30 casebooks and  supplements in over a dozen areas of the law. DUring the Fall 2018 semester eLangdell titles were downloaded over 12,000 times, providing law students with over $1,500,000.00 in value.

Calibre breakthrough: Convert sideloaded e-books to the new Kindle KFX format offering enhanced typesetting – TeleRead News: E-books, publishing, tech and beyond

A new Calibre plugin lets you read many sideloaded books in Amazon’s KFX format—on your recent Kindle. Enjoy dropped caps, hyphenation, better kerning.

Source: Calibre breakthrough: Convert sideloaded e-books to the new Kindle KFX format offering enhanced typesetting – TeleRead News: E-books, publishing, tech and beyond

Are e-casebooks doomed by perceived shortcomings of e-books generally?

Can these obstacles be overcome? It doesn’t seem likely. While e-books are great for keyword-searching and access via tables of contents, for tasks that require flipping back and forth and finding the right page in a hurry, they’re not so great. While e-books do have the convenience of instant access and search capability, they will probably always be better-suited to mass-market fiction that is meant to be read in a linear fashion, rather than textbooks and reference material that needs instant random access.

— Sometimes e-textbooks come up short – TeleRead News: E-books, publishing, tech and beyond

I think the reason e-textbooks (and e-casebooks in my world) come up short is because they merely replicate print in an electronic format. These resources attack print typically on price and weight, 2 attributes that have nothing to do with the information being delivered. The potential for electronic educational materials is practically limitless but publishers and even authors are focused on recreating print.

Think of the first automobiles. They were referred to as horseless carriages for a reason, many designs were engines dropped into horse carriages. And that didn’t really work out, did it? It took many years and a lot of development to break the idea of copying carriages and come up with what we now know as the automobile.

E-books are still in the horseless carriage phase of development, everything getting forced into the tired metaphor of a book. We need to break free of the limits imposed by the book and push development of these educational resources into the future. The tools exist to do all the things we want to do with e-casebooks, we just need to use the tools and let go of the past

The Debate Over Digital Textbooks Goes On and On

[W]hat’s going on here? A few things:

1) Most educators don’t know squat about IT. …
2) The management standards just aren’t there yet. …
3) The content makers privilege DRM protection over usability. …
4) The price is prohibitive. …

Debating the Digital Textbook Issue—Again « TeleRead: News and views on e-books, libraries, publishing and related topics.

The article looks at a couple of recent pieces on the ongoing debate about the actual value of digital textbooks. While I think there is a future in digital course materials, it is likely that the current models of providing digital textbooks are doomed mainly for the 4 reasons cited in the article.

I believe the future of digital course and learning resources isn’t in the poor replication of the print books on DRM locked proprietary platforms that place profit over education but in the creation of new all digital resources created with education and learning in mind, not investor profits.

Managing The Transition From Print Books to Digital Resources

Introductory Note»


Overtime the CALI eLangdell Project has morphed and evolved starting starting as a radical attempt to revolutionize course materials in legal education and leading to the founding of a more traditional ebook imprint that today provides free, CC licensed casebooks and supplementary materials to legal education. One constant has remained over this transition: how to manage the transition from print to digital formats. This transition, required of both authors and readers, is a difficult one and more complex in the education space than in the leisure reading space. I will tell you now that I don’t have  definitive answer to this problem, but I have some ideas.

Much of the focus with eLangdell is on the authoring of material and that will be my focus for the balance of this piece. The creation of digital legal education materials, like any another form of creation, is hard work. Making it more difficult are the habits and assumptions of our author pool. Like textbook authors everywhere, authors of legal casebooks come to the table with a career full of assumptions about being an author. They are writing for print. They expect long lead times with only occasional updates. They want a physical artifact, a book, that memorializes their effort. None of this really applies in the digital world. The material may never be printed. It needs to produced with a sense of immediacy and the ability to quickly and frequently update. There will not be a physical artifact to put on a shelf.

To successfully manage the transition from print books to digital resources these three points need to be dealt with to change the way authors create. And it isn’t going to be easy.

Producing real digital resources, forgetting about print

Authors, and most everyone else, still write for print. The tools we use are often intended to produce beautiful printed pages. Printed on paper. With all the limitations and structure that comes with the printed page. Word processors are designed to first mimic typewriters. Typewriters strike an image of type to a paper page. When an author sits down and opens Microsoft Word all the metaphors of the print world are brought to bear. And this isn’t necessarily a bad thing if that’s what you want to do.

Creating digital resources requires a different approach. A key feature of the digital realm is the ability to separate content and presentation. Separate the words from the page. Producing content for this environment is fundamentally different than producing content for print where content and presentation are typically tightly linked. Word processors conflate content and presentation in such a way that the two are difficult to separate. This leads to great difficulty in moving word processor documents into the truly digital realm.

The solution is to scrap word processors as we know them today and use a more basic text editor with a limited amount of readable markup to create the digital resources that will replace print books. Text markup languages such as AsciiDoctor and  Markdown and more sophisticated XML schemes like HTML and DocBook provide the sort of markup that allows the author to create reusable content that still conveys information about what the author intends to emphasize. That is to say, you can still use bold and italics and notes to get your point across.

Once word processors are scrapped the exact tool and even the markup language used become less important than the actual content produced. There are many very capable text editors, some, like the one I’m using now, are on the web and run in your browser from anywhere. Others are desktop programs that run locally like your old word processor. All produce marked up text that is not just content but data that be reused and reformatted.

By making the switch from writing for print to writing for digital, the author brings the focus back to the content being created. And that should be of primary importance, especially to legal educators.

Digital content is live, now and forever

Writing for print brings with it the long lead times and occasional updates of the printed book. Writing for digital is more immediate, and allows for frequent updates and revisions. Creating a digital resource means releasing a work that will be forever live on the network. That may sound a little scary, but it isn’t meant to be. Authors creating digital content just need to be aware that once the content is released it will be out there, somewhere, for a very long time.

The best tools for creating digital resource allow for the frequent updating and revising of the work. This is one of the great things about writing digital. In the legal education realm this means being able to revise your materials to include the latest changes in the law as the changes occur. No more waiting 2 years for a pocket part that includes changes that are already a year old. Updating and revising become a more regular part of the authoring process.

Writing digital provides for easier collaboration, making those updates and a revisions a kind of community exercise. Gone are the days of sending word processor files around and the endless effort to make sure that work is incorporated properly. Again we can use readily available tools to manage digital resource creation in such a way that multiple authors can work in harmony without spending valuable time tripping over each other.

Not a physical artifact, but a web site

Writing for print implies that you are writing for the grandest of print prizes, a book. A book is a physical artifact that contains the printed writing of the author. The things that the author does in the word processor are with an eye toward what is going to come out on a printed page, and ultimately a book. Writing for digital is a whole other animal. Since creating digital resources is more about content than presentation that means that writing digital can result in a web site, a wiki, a blog, a podcast, series of tweets, a slide show, a PDF, even a physical book. It really doesn’t matter about the final container of the content so long as the content is free to be loaded into the container. And creating that content is what writing digital is all about.

The movement away from the print book as the final end game of authorship is something that will take a lot of getting used to, but it is going to happen. And it will liberate authors from constraints they didn’t even realize they had. In legal education it means creating learning resources that are interactive, collaborative, and current in a format that allows for the free flow of the content in the format appropriate for the teacher and student.

Like this post the road from print to digital is long, unclear, and confusing, but it is a road we need to travel.


I talk to a lot of people and read a lot of material about ideas and concepts surrounding ebooks especially as related to the CALI eLangdell project. Some of the things discussed below will undoubtedly sound familiar to John Mayer, Deb Quentel, Sarah Glassmeyer, and others. I just want to acknowledge upfront that some of their ideas are included below.Powered by Hackadelic Sliding Notes 1.6.5