epic online use and costs evaluation program

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The Electronic Publishing Initiative at Columbia (EPIC)

Online Use and Costs Evaluation Program

Final Report

September !!"


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Table o# Contents

Introduction and $ac%ground &

Providers o# Content'Publishers "

Organizational Structure 5Changes in Skills and Staff Needed 5Business Models 6Costs/Savings 7Electronic Pulishing Co!"ared to Print 7Moving #or$ard %

Providers o# Content'cademic ibraries *

&he Changing 'ole of the (irar) and (irarian *

Benefits and +isadvantages of Electronic 'esources ,-Concerns Over the .do"tion of Electronic 'esources ,,!"act of Electronic 'esources on 0se of Print 'esources ,1

.c2uisition and 'etention of Electronic 'esources ,1

Providers o# In#rastructure'In#ormation Technolog+ ,epartments -&

Users o# Electronic Resources'Facult+ and Students -"

0se of Electronic 'esources ,3.dvantages of 0sing Electronic 'esources ,3+isadvantages of 0sing Electronic 'esources ,5&he 'ole of Electronic 'esources in the 'esearch Process ,6Benefits of Electronic 'esources for 'esearch ,7+isadvantages of Electronic 'esources for 'esearch ,*0se of Electronic 'esources in &eaching ,*&he 'ole of Electronic 'esources in Students4 Course$ork 1-Benefits of Electronic 'esources to Course$ork 1,+isadvantage of Electronic 'esources to Course$ork 1,Student 0se of the Ph)sical (irar) 11

Observations &

Change in 'ole of the (irar) 1Change in nfor!ation &hat 'eaches 0sers 1Change in #acult) and Student ork aits 13Change in nteractions 13

,irections #or Future Research .

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Introduction and $ac%ground

In the process of developing online scholarly resources, we know intuitively that we are creatingnew ways for our users to do their work, and that there are certain patterns emerging

concerning the use of traditional library resources and online information. We have moreaccess to the user in this new environment, and we know that with the proper tools, wehave the potential to learn a great deal about users needs and preferences, as well as thecosts, and possible savings involved in meeting these needs. While the online publishingprojects developed at Columbia and elsewhere have yielded interesting informationconcerning the process of creating these resources, few have examined the impact ofelectronic resources on the scholarly communication process itself. he goal of ourevaluation program was to answer important !uestions concerning the use and value ofscholarly digital resources and to gain an understanding of how electronic resources areaffecting the various stakeholders in the scholarly communication process. In particular,we were interested in gathering and analy"ing information from academic libraries,

publishers of scholarly electronic resources, information technology departments, faculty,and students. #urther, we were interested in examining the impact of electronic resourcesboth in a general sense $i.e. how electronic resources in general are affecting scholarlycommunication%, but we were also interested in viewing these !uestions through the lensof specific &'IC projects, namely CI() and &arthscape.*ecause we were looking atthese issues through the lens of specific projects, we were largely approaching thisproject from a disciplinary standpoint $i.e. International (ffairs and &arth+&nvironmentalciences.% #aculty who participated in this project were scholars in the fields ofInternational (ffairs or &arth+&nvironmental ciences, and students were in the fields of'olitical cience, International (ffairs, or &arth+&nvironmental ciences.

*elow are the !uestions we explored with the various stakeholders in scholarly communication-

Academic Libraries. We were interested in understanding how the shift to electronic resources isaffecting the use of print materials and the use of the physical library. #or example, does theelectronic publication replace or supplement print materials purchased Is there a pattern ofgreater access to digital resources resulting in fewer physical visits to the library /o electronicresources provide materials to users that the library would not otherwise supply, or are theysubstituting for some other information or means of access #urther, we were interested inlearning how the shift to electronic resources is affecting the role of the librarian, and what thebenefits and disadvantages to the library are as a result of the availability of electronicresources00do electronic resources result in savings of time, money, space, or staff 1egarding

&'IC products, we would like to learn how libraries view CI() and &arthscape as affecting theircollections, and in what ways they contribute or add value to the collection.

Publisher/Content Provider Costs. We were interested in learning how the shift from printresources to electronic resources affects the costs throughout the life cycle of the publicationprocess. We were also interested in the financial and organi"ational implications involved indeveloping digital publishing programs within publishing, library, and university infrastructure.


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Information Technology Departments. We were interested in learning what the various demandsare that are being put on Information echnology departments to support electronic resources,and

institutions positions toward providing the infrastructure necessary to support electronic

resources.

Faculty and tudents. We were interested in learning how the use of electronic resources affectsfaculty and students work habits $e.g., are they making more+fewer trips to the library,purchasing more+fewer books, attending more+fewer conferences, or working more+lessproductively because of their access to electronic resources%, and the perceived benefits anddisadvantages of using electronic resources. Concerning the use of &'IC products, we areinterested in learning how faculty and students are utili"ing CI() and &arthscape, who anaverage user is, for what purpose users access the product, and whether the product supplementsor replaces other research and teaching materials.

o examine the above issues, the project utili"ed both !ualitative and !uantitative

methodologies. 2ualitative methods such as interviews and focus groups allowed us to gain anin0depth perspective of the important issues for the various stakeholders, their opinions aboutthese issues, and how these issues are affecting them. #indings from the interviews and focusgroups were then used to inform the design process for larger scale surveys. 3sing theinformation gathered in !ualitative sessions, we designed !uestionnaires that asked researchrespondents !uestions that were the most pertinent to them, and that provided answer choicesthat were the most appropriate. 2uantitative research was necessary in addition to !ualitativeresearch because it allowed us to take the information learned in interviews and focus groups andexamine the magnitude of the issues discussed, and allowed us to generali"e to the largerpopulation of interest. he following report is based on findings from the focus groups, one0on0one interviews, and surveys of the various stakeholders in the scholarly communication process.

#or the purposes of this project, electronic resources were defined as anything online, such asemail, listserves, library resources, websites, etc. It is not referring to C/01)4s, audio tapes, orvideo tapes.

Providers o# Content'Publishers-

)ver the past several years, scholarly publishers have turned to electronic media as an outlet forpublishing in an environment where print publishing costs have skyrocketed, and revenues fromsales have declined. With this shift from print0only publishing to print and electronic publishing,or electronic0only publishing, it is important to understand how publishing houses are beingaffected in terms of organi"ational structure, incurred costs, changes in business models,

revenues, user expectations, and the new models for product development that are possible in theelectronic environment. he following !uote describes some of the issues that publishers nowencounter with the publishing of electronic resources.

5We put that on0line, and then you started learning about all the different benefits andtrapping of on0line products in that if youre selling it as a subscription youve got tokeep adding content. (nd if youre going to do that, how do you do it 6ow do you

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maintain it 6ow do you host it What are the access control issues7If you are havingsomeone subscribe to your product, then you have to continue to offer something. Ifyoure getting paid an annuity, you have to offer an annuity in services. (nd that isupdating, updating, updating7.8cholarly publisher

)rgani"ational structure

(s publishers incorporate electronic publishing into their organi"ations, shifts in organi"ationalstructure have taken place, along with some changes in staff and skills needed. 4ost publishersinterviewed have integrated the publishing process of print and electronic resources. his meansthat in most cases, the editorial and production staff that work on the print resources also workon the electronic resources. In fact, many publishers have switched or are planning to switchover to using &xtensible 4ark0up 9anguage $:49%. )nce text has been converted to :49, itstays in :49 all the way through the production process. (t the end of the production process,the :49 can be output to a print engine that creates '/# files for print resources and+or the:49 can be converted into 649 for an electronic resource. his means the process is more

streamlined and there is less duplicated work in preparing a resource for both print and electronicpublication. 4any companies have also switched over to an approach where job responsibilitiesare more integrated rather than distinct.

Changes in kills and taff ;eeded

)verall, new skills needed for electronic publishing include expertise in editing and productionsoftware $such as #rame4aker, 649,


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print resources. his is due to the need for a sales force that understands both the content andfunctionality of electronic resources and the issues surrounding their use. 4arketing and sellingelectronic products is different than with print products because you are now dealing withlicenses rather than selling a physical object. #urther, there is a need for strong negotiation skillswhen dealing with consortia and establishing license terms and billing agreements.

5Its a different level of sales person as well7.they have to be astute and articulatebusiness people who can work through very complicated issues. We=re talking aboutcontracts that run anywhere often from a million to >,?,@ million dollars on bigconsortiums, and people want to have assurances with respect to archiving and who hasaccess and in which area and what happens if something ceases 7you can easily benegotiating on AB or A different parameters at one time. (nd some of them have prettycomplicated legal sides to them as well.8 Commercial publisher

%utsourcing.(s with print publishing, many parts of the electronic publishing process are oftenoutsourced. 4any publishers outsource copyediting, web design, composition, and user support.

ome publishers have internal I groups that put the content on the companys own platform,while others outsource this by using outside technology vendors.

*usiness models

*usiness models are typically different for electronic publications than they are for print. his isdue to the nature of electronic publications, where a publisher is selling the right to accesscontent, rather than selling a tangible product that becomes the buyers property to keep forever.he most typical model for selling an electronic product is a license agreement where a publishergrants access to a product in exchange for an annual subscription fee. Within this framework,terms of the agreement vary. #or example, some publishers may offer deep discounts if asubscribing institution purchases all of their offerings rather than just a few. 'ublishers also oftenhave several options of Dbundled products where an institution can purchase the combination ofproducts that best meet their needs. )ther agreements allow for institutions to download a certainnumber of articles for a set price.

(ccording to one scholarly publisher-

5&lectronic products work best in an annuity stream. Eoure not going to chargesomebody once and then they have that product forever. Eoure saying, D)h, Im going torent you this, so its cheaper for you. 'lus Im going to keep adding stuff. *ut for tenyears youre paying me.8 o if the print version is eight thousand, the electronic versionmight be charged at F,BBB per year, but you would be getting that money over severalyears... When youre looking at a book model, your break even should be in year one andyour payback should be within year two. In an on0line model with a subscription model,youre looking at break even in year three, payback in year four.8 cholarly publisher

)ne downside of this business model is that it can prove difficult to increase revenues, and it isdifficult to make a profit off of any new journals.

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5Its hard to increase revenues under that model. 9ets say that a library has subscribed toGBB of our journals, but they would really like to get all AGBB of them. Well, we havemodels available where you can get access to the additional A,BBB of them at a very, very,very heavily discounted price. I mean, its under A>H of the list price. (nd that can workout, we think, to everyones advantage. *ut then from our standpoint lets say you sign a

contract like that for five years and so theres a large university that has been guaranteedaccess to our content for a very low price. If you add new journals, its very difficult toactually make any money on them because youve already pre0sold them at a discountthat is only A>H of the list price. o it makes it hard to find ways to grow revenue shortof introducing totally new and very different kinds of products. o do more of the same ishard7)n the other side, you know how much money is coming in year to year. #rom afinancial standpoint, we have few cancellations. *efore electronic resources, the !uestionevery year was how many people were going to cancel. It wasnt a growing market itwas a declining market. (nd now its growing where before we had fewer peoplesubscribing to most of the journals year to year.8 Commercial publisher

Costs+avings

(s mentioned earlier, electronic publications incur costs that are not present with printpublications, including hosting costs $for the servers, storage space, etc%, access control costs,customer support costs, subscription management systems, providing usage statistics tosubscribers, and increasing the sales force to sell the subscriptions. *ecause an electronicresource is ongoing, the costs associated with it are ongoing costs. 6owever, there are someareas in which publishers are seeing savings also, such as with warehouse and distribution costs,which are not present with electronic resources. #urther, the costs associated with an electronicresource are fixed costs, so that it doesnt cost any more to sell access to ABBB institutions than itdoes to sell access to ABB institutions.

&lectronic 'ublishing Compared to 'rint

&lectronic resources differ from print resources in that functionality can be added, content can bepackaged differently, and the longevity of a product is increased. #urther, user expectations aredifferent and publishers relationships with their customers as well as with other publishers havechanged.

Increased functionality.&lectronic resources lend themselves to added functionality byincreasing the ability to search an electronic resource, the ability to link to other resources, andthe ability to add graphics or sound bytes. his makes a product more user0friendly, and can alsoallow authors to demonstrate concepts in a way they couldnt with print.ome projects areparticularly enhanced by the ability to include other media such as digital images or sound bytes.

&e' 'ays to pac$age content. &lectronic resources increase the flexibility of how publishers canpackage content. 1esources can be aggregated together, or Dsliced and diced to come up withnew combinations of the content that better serve some user groups $as in the virtual journalsmentioned below%. #urther, new content can be developed that is electronic only, such aspackaging video tapes of a conference, or aggregating content within a particular field of interest

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and creating a digital resource with that content. &lectronic resources also allow a publisher topackage their product to be sold in different ways-

5It gives us much greater flexibility for how we package content. Eou dont have to sellvery high0priced subscriptions to a journal. Eou can sell medium priced bundles of

articles. ( small institution like a four0year liberal arts college probably couldnt afford ajournal with the subscription price of F>>BB, but they might be able to buy a bundle ofsay ABB articles for F>BB. )ur virtual journals are another way of packaging contentJjournals for very specific fields where the articles are drawn from over ABB more generaljournalsK. he virtual journal has a virtual table of contents for each weekly issue, but ifyou look at that, what is different about it is you can browse each article at a time,looking at abstracts, but if you want to look at the source full text article, youre going tothe underlying real journal.8 ociety publisher

Longevity of product. *ecause electronic products are sold in an annuity stream, publishers needto continue to update and add content to them. *ecause of this, electronic publications have a

much longer life than do print publications, and a publisher can continue to sell the product yearafter year.

(ser e)pectations. 3ser expectations are different for electronic resources than they are for print.Institutional subscribers $e.g. academic libraries% hold the expectation that products shouldbe cheaper, that they will be updated regularly, that customer support needs will beanswered immediately, that publishers will take over the responsibility of maintainingarchives, and that the subscribing institution should be able to manage their subscriptionsand their account online. &nd users such as faculty and students expect increasedfunctionality, and that the site will never go down.

ubscribing institutions expect that publishers will provide an archive of their electronicresources, and that they will allow institutions access to that archive should the institution canceltheir subscription or should the publisher cease to produce the electronic resource. 4ostpublishers address this issue by offering an annual C/01om. )ne publisher mentioned that whilethey maintain their own archives, they also have a separate agreement with an independentorgani"ation to keep their official, permanent archive. 'ublishers have varying models forallowing access to subscribers that have cancelled their subscription. )ne publisher allowsaccess to institutions who had unsubscribed, but the institution has to pay a certain price for eachdownload. (nother publisher charges a small fee in exchange for supplying an institution with anelectronic copy, but then the institution is on its own to maintain it.

Interactions 'ith users and other publishers. 'ublishers now have more interaction with theircustomers, in the selling phase of a product, as well as an ongoing relationship as they provideusage statistics and customer support to customers. &lectronic publishing has also createdopportunities for publishers to interact with one another as they learn about and share bestpractices for electronic publishing.

4oving #orward

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(s publishers move forward with electronic publishing, new challenges continue to arise. omeof the issues that publishers are currently negotiating are the idea of open access, the possibilityof authors providing a more production0ready product, the loss of revenue from print advertising,the problem of moving 319s, and the future of print monographs.

%pen access. (s the costs of electronic publications increase and library budgets shrink,subscribing institutions are calling for a shift to an open access model, where authors areresponsible for paying for the publication of their work and the public has free access to thiswork. 'ublishers point out many problems with the notion of open access. #irst, they assert, itwill put publishers in competition with one another to cut costs to offer the lowest price toauthors to publish. his means that functionality and innovation will suffer because the fundswill no longer be available.

)ther issues involve authors ability to pay for publication. If a researchers department isresponsible for providing this money then the determination of which faculty are funded topublish could be based on merits other than the !uality of any given work. )ther funding

paradigms have money coming from government grants that support the research the facultymember is doing. 6owever, not all research is grant funded, so faculty who are doing researchthat is not funded through a granting agency would not have the money available to publish. hiswould be particularly problematic in the humanities where very little research is funded. #urther,not all funding of research comes from government sourcesLresearch in the hard sciences isoften funded by corporations and these entities might not be as capable of reallocating money togo for authors publication costs.

*ole of Authors.(uthors are likely to play a larger role in the publication process as softwareimproves and becomes easier to use, allowing authors to provide files that are closer topublication !uality. (uthors have already started to include citation links in files and eventuallythat may become routine.

Advertising revenue. 4echanisms for online advertising need to be better developed as to avoidthe loss of advertising revenue that has traditionally come from advertising revenue from printresources. (s subscribers move away from print journals, it will be more difficult to sell printadvertisements. his source of revenue needs to be addressed in the online environment.

Permanency of 'eb addresses. o avoid the problem of items moving from one 319 to another,some publishers are switching to using /igital )bject Identifiers $/)I%, which provide apermanent address for an article or book. With a /)I, if a 319 changes, the user will beredirected to the appropriate place.

Print #onographs.( couple of the publishers interviewed speculated that as digital printingbecomes cheaper than offset printing, the printing of monographs may be done on an as0neededbasis.

Providers o# Content'cademic ibraries

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he Changing 1ole of the 9ibrary and 9ibrarian

9ibrarians believe they have been forced to become even greater experts in informationmanagement as a result of the Internets information explosion. ince librarians have alwaysbeen the information experts, the librarian role of organi"ing and evaluation and helping othersto evaluate information is proliferating because there is now so much information available.

(s electronic resources take a more salient role in the collection of the library, many changeshave ensued. With the use of electronic resources comes additional roles that must be filled, suchas staff who can create the infrastructure to support electronic resources, manage the individualcomputers, create the library portal, create 4(1C records, and manage the librarys informationsystem. In order to meet these new roles many libraries have added staff. he most commonchanges to the librarys staffing needs are the addition of I staff and+or addition of a webmaster.(lthough many libraries have added staff to cover these new roles, some libraries depend onexisting staff to meet these new needs. ( few of the respondents surveyed indicated that theirlibrary is in need of additional staffing, but that funding is not available. his situation results inextra responsibilities being placed on the existing library staff, which results in librarians feeling

overloaded.

here are a wide range of new skills needed by librarians as a result of the presence ofelectronic resources. Computer related skills $such as a fundamental knowledge of howcomputers work, and being familiar with various software programs% were cited most oftenby the librarians surveyed. (lthough most librarians report that they have needed to learnnew skills in order to work with electronic resources, only slightly more than half report thattheir institution has provided additional technical training to help librarians ac!uire these newskills. his increased focus on computer skills is creating a discrepancy between the olderand younger librarians, where the younger librarians feel more comfortable in the computerenvironment and the older librarians feel at a disadvantage. (s one respondent said-

5Increasingly, the comfort level with computers is becoming a greater concern. While this isin a sense a Dnew skill set, few of the newly minted librarians have difficulty adjusting to themore computer oriented environment. It is often a different matter with older librarians of theM>N set8

*enefits and /isadvantages of &lectronic 1esources for the 9ibrary

he emergence of electronic resources benefits the library in many ways. he main benefitsof electronic resources relate to increasing user access $i.e. materials are available M+@, andmore than one user can access material at any given time% and providing the library withmaterial it may not otherwise have in its collections.

he library can provide increased user access to materials.

&lectronic resources provide the library with material the library would not otherwise

have the resources to purchase.

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&lectronic resources result in shorter wait times between a book or a journal being

compiled, and being made available to the library. his in turn means shorter wait timesfor the librarys users.

&lectronic journal subscriptions are often cheaper than print subscriptions. In addition,

consortium prices reduce overall costs, and reduce duplication of materials. ome materials are more readily available electronically.

)nline material is easier to preserve than print material. here are no ripped pages orbroken bindings with electronic resources.

&lectronic resources take up less space. 6owever, only one participant suggested that

space $in the sciences% has been saved and more space gains are possible.

he O9ibraryO is always open $M+@%, worldwide.

&lectronic resources can be used simultaneously by multiple users.

(long with the benefits of electronic resources that libraries enjoy, these librarians also reportsome disadvantages.

here is a lack of guaranteed archived copies.

here is a loss of control over the collection when the aggregator includes titles the

library might not otherwise subscribe to, or when the aggregator suddenly deletes titlesthe library wanted.

9ibrarians are being stretched in directions that can be overwhelming. hey now perform

duties such as license negotiation, and dealing with vendors when systems go down.

here is a loss of control over organi"ed instruction of proper use of library materials

since users can now access library materials online from their own home or officewithout ever setting foot inside the library.

Concerns )ver the (doption of &lectronic 1esources

9ibrarians had some major concerns over the adoption of electronic resources, such as theconcerns that $a% aggregated sources often contain titles that the library might not otherwisesubscribe to, $b% desired titles may be discontinued by the publisher, $c% an electronic resourcepublisher may go out of business, $d% changes in the aggregated resource can lead to a hole in thelibrarys archives, and $e% electronic resources often result in the duplication of materials.

he aggregation of journals by electronic publishers often results in libraries subscribing tojournals that they wouldn=t have supported or subscribed to in the past. his makes librarians feela loss of control over their collection. #urthermore, the act of subscribing to a journal implicitlyplaces the librarys stamp of approval on that particular journal. he librarys implicit stamp ofapproval appears on these less desirable titles just like it does on the most desirable ones. his isparticularly a problem for the undergraduate students who don=t know how to discriminate

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between high and low !uality journals on their own. 6owever, some librarians saw these extratitles as a welcome ObonusO to the librarys collection.

9ibrarians also feel a loss of control over the discontinuation of desired titles. ( publisher mightdrop certain titles from their collections, which can cause a serious problem for a library if theyhave cancelled their print subscription to that title. here is also the concern that an electronicpublisher may go out of business. his is a valid concern due to the volatility of the electronicresource environment. hese concerns influence a librarys decision to purchase the electronicresource in the first place, and their decision whether to cancel any print resources that duplicateelectronic resources. *oth a publisher dropping a title from their electronic resource or apublisher of an electronic resource going out of business leaves libraries that have cancelled theirprint subscriptions with a hole in their archives. *ecause of these concerns, many librariescontinue to hold on to their print subscriptions even though it means extra costs for duplicatedmaterials. $ome aggregators even insist that you maintain print subscriptions in order to get theelectronic subscription.% 9ibrarians would be more comfortable if they had insurance that if theypurchase the electronic version, they will be provided with archived copies.

Impact of &lectronic 1esources on 3se of 'rint 1esources

9ibrarians overwhelmingly agree that users are increasingly demanding electronic resources.he benefits of electronic resources, such as ease of use and easy access, drive this demand.9ibrarians also agree that users are coming to the physical library less often than they did fiveyears ago, and that users are primarily accessing the library from remote locations. his isdue to the ability to use electronic resources from one=s office or residence. Interestingly, theflip side is that in some cases electronic resources are also directing users to the printresources. *y using electronic resources, users are able to find information on print resourcesthat they were not aware of before. #urthermore, electronic resources have not replacedpeoples preference for print when it comes to books.

&ven though users are increasingly demanding electronic resources, more than half of thelibrarians surveyed disagree that electronic resources make print unnecessary or thatelectronic resources replace print. #urther, almost half disagree that the library=s materialswill be primarily electronic in > years. 4ost do agree, however, that electronic resourcesdiminish the use of print resources. he top reason librarians say print is still necessary is thatin many cases print is preferred by users. 3sers often prefer print because it is easier tohandle, easier to read, and it has better graphics. urprisingly, given their previous answers,less than a third of librarians listed Oensured archivingO as a reason that print is stillnecessary.

(c!uisition and 1etention of &lectronic 1esources

he decision to subscribe to an electronic resource basically follows the pattern used for printdecisions. he main factors taken into consideration are the resources subject+content relevanceto the librarys collection, price, actual content, and currency of information. #actors that were ofless importance were ease of set0up and maintenance, and ease of training users.

he main source of funding for electronic resources is money diverted from other items in thelibrary budget, primarily from the budgets for serial publications and for books. ince many

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serial publications may be included in aggregated online resources, this may not necessarily leadto a decrease in the available journals for the library users. 6owever, the diversion of funds fromthe books budget may be indicating a trend of libraries investing less in scholarly monographs infavor of electronic subscriptions. he top consideration when evaluating an electronic resourcefor purchase is the relevance of an electronic resource=s content to the library=s collection. Issues

that have to do with the ease of use for the library or ease of use for the user are of leastimportance when deciding to purchase an electronic resource. 9ibrarians at research universitiesare more likely than those at M0year colleges to report that license agreement terms are animportant factor in the decision to purchase an electronic resource. his may be because manyuniversities have more than one campus, so they may be concerned about the ability to useresources at more than one location.

Providers o# In#rastructure'In#ormation Technolog+ ,epartments&

4any academic I departments are now taking on responsibilities related to electronicresources such as 9earning 4anagement &nvironments, /epartment Websites, /igital9ibrary 'rojects, and &lectronic 'ublishing. /epending on the type of electronic resource, I

departments have added staff, reorgani"ed, purchased e!uipment, or learned new skills inorder to accommodate the new demands.

Learning #anagement !nvironments. /epartments that are responsible for supportinglearning management environments are typically responsible for access management,preservation of backups, and user support. o meet these new demands, departments reportthat they often need to purchase new e!uipment, add staff, or reorgani"e in order to deal withthe additional responsibilities. ;ew skills that are needed to meet these responsibilitiesinclude programming skills, web development skills, instructional design skills, and theability to work with faculty. Issues that I departments report having with supporting9earning 4anagement &nvironments include training faculty in the use of these programs,

managing expectations of faculty, integrating the 9earning 4anagement &nvironments withexisting systems, and having enough resources to support 9earning 4anagement&nvironment demands.

Department 'ebsites. I departments that support department websites are often responsiblefor user support, preservation of backups and access management. ome are also responsiblefor web design, search functions, hosting, and the content management system. ome of therespondents surveyed indicated that their I departments reorgani"ed as a result of theadditional responsibilities, while some added staff or purchased new e!uipment. ;ew skillsneeded to meet the demands of supporting department websites include web developmentskills, web design+interface skills, web database application development, and web systemsmanagement. ome of the issues+problems that resulted from taking on responsibilitiesrelated to department websites have to do with the content management of websites. )thercomments had to do with managing expectations of departments, and being able to keep upwith demand.

Digital library pro+ects. I departments that support digital library projects are typicallyresponsible for preservation of backups, access management, and+or user support. ;early halfof the respondents who said their department is responsible for supporting digital library

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projects said no changes in organi"ational structure, staffing, or e!uipment needs werenecessary to meet these new responsibilities.

!lectronic publishing. /epartments responsible for supporting electronic publishing are oftenresponsible for preservation of backups, web design, search function, and accessmanagement, and user support. Changes made include purchasing new e!uipment,reorgani"ing, and adding staff.

Users o# Electronic Resources'Facult+ and Students"

3se of &lectronic 1esources

#aculty and student use of electronic resources has risen dramatically in the last >0AB years.hey use electronic resources on a regular basis for research, teaching, coursework,communicating with colleagues, or just looking up general information related to theiracademic work. ;early all faculty and students report using electronic resources a few timesa week or more. ypical resources used include online library catalogues, library sponsoredreference databases, online data repositories, online journals, online newspapers, governmentor organi"ational websites, listserves, online classroom programs, and the Internet. heamount of time spent online for academic work in a given day varied according to their needsfor that particular day, but estimates ranged from A0P hours.

asks for which electronic resources are used run the gamut from searching for specificarticles, books, or other scholarly materials to browsing for information on an unfamiliartopic they may be trying to learn more about. When teaching a class faculty often =surf= tosee what information is available both in online databases and in other Internet sources tohelp demonstrate ideas, give a current context to the lecture material, or find a scientificdatabase that can be used in class. )ften, faculty use electronic resources to find bits of

information that would otherwise prove more difficult to track down. his might beinformation on a discipline0specific term, place, or person that they would like a littlemore information about.

(long with this increased reliance on electronic resources is an increased resistance to usingother modes of information gathering. he majority of the faculty and students say they usethe physical library less than they would if they did not have access to electronic resources,and almost half somewhat or strongly agree that they would rather settle for what they canfind online rather than making a trip to the library.

(lthough there is a heavy reliance on electronic resources, most faculty and students reportthat their preference for electronic as compared to print really depends on the situation athand and the specific use of the material. 'rint resources are preferred when the material is abook or long article, is something they need to read seriously, or the material contains imagesor data that does not show up well electronically. &lectronic resources are preferred forshorter materials, when searching or browsing for information, and for current information.ome also prefer electronic resources when they want to download and manipulate graphicsor data.

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(dvantages of 3sing &lectronic 1esources

In general, electronic resources are seen as providing increased convenience and increasedaccess to information. &lectronic resources increase convenience by saving one time andeffort, and allowing one to work from home or other remote location. In terms of increasedavailability of information, electronic resources are perceived as providing greater access tocurrent information, graphics and images, and materials such as government documents andscientific databases. 6owever, they are not seen as providing increased access to olderinformation.

aves time. )ne main time saving element of electronic resources mentioned was the tripsaved to the library.


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vetting process are now out in the public domain. his results in the need for scholars to sortthrough and figure out what is !uality information on their own. #urther, about half of thefaculty report they have difficulties making these assessments. cholars indicated that this isparticularly a problem when they are researching a new or unfamiliar topic in which theydon=t have the expertise necessary to make judgments about the reliability of the information

or the resource. his is also problematic for students who do not have the experience or skillsnecessary to make these judgments.

%verload of information. *ecause of the large amount of material on the Internet, manyscholars feel that they are overloaded with information, and many faculty and studentssurveyed report that this can be overwhelming for them. #urther, faculty report that becauseof the large amount of information available, they are never fully satisfied that they havecovered all the possibilitiesLthey are consumed by the fear that they didn=t get all theinformation that is available. hey also believe that they spend so much time looking forinformation and exhausting all the possibilities, that there is less time left to spend thinking.

Changes in 'or$ habits. Changes in work habits include reading from a computer screen, and

the physical discomfort of eyestrain and hunched posture that accompanies this. #urther,many faculty and students expressed a preference for something they can hold in their hands$e.g. a book or journal%. ( combination of these factors leads faculty and students to print outmost online materials. hey will read an abstract of an article or glance through an onlinedocument to judge if it is something they want to read further, but will print it out in order toread it fully.

he 1ole of &lectronic 1esources in the 1esearch 'rocess

he research needs of faculty primarily involve $a% keeping up to date with the literature andnew developments in their field, $b% performing literature searches when researching newinterests, and $c% collecting and analy"ing data. &lectronic resources have helped researchersin all of these areas.

eeping up to date 'ith literature. Qeeping up to date with literature in one=s field istypically done by subscribing to key journals in one=s specific field of interest. In addition tothis, faculty will browse the contents of journals they know to be on the periphery of theirinterests. When reading these materials, many faculty use the online journal rather than theprint version. With an online journal they can easily browse through the table of contents andthen click on any articles of interest to read the abstract. )nce the abstract has been read, ifthey wish to pursue the article further they can glance through the contents of the entirearticle online. If they decide it is an article they would like to read fully, or to have for theirown personal archives, then the article is printed out. 4any faculty perceive this process as

being easier than carrying around the paper version of a journal, and easier than going to thephysical library and photocopying articles of interest. ( downside to the use of electronicresources to keep up to date with information is the lack of full text resources availableonline. )ftentimes a faculty will read an abstract of something they are interested in just tofind out they still need to make the trip to the library if they want the full article.

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(ttending conferences is another way of keeping abreast of new developments in one=s field.4any conference proceedings are now available online, so when a faculty member cannotattend a conference, they often still have access to the information from the meeting.

Performing literature searches. 9iterature searches involve the use of electronic resources formost faculty. /epending on the needs, some will start with library electronic databases tosearch for journal articles and books, while others turn to organi"ational or governmentwebsites to find policy information or current events information. 6owever, there are somefaculty who prefer to browse the library shelves and flip through the table of contents of printjournals rather than to browse online for relevant literature. )verall, these tended to be seniorfaculty, although some of the junior faculty mentioned they do this as well. he primaryreason given for this preference is the tendency to serendipitously find information whenbrowsing through books or journals on a library shelf. 3se of print versus electronicresources for literature searches also depends largely on the topic at hand. &mpirical work ismore likely to rely on the most recent information availableLwhich is often most easilyaccessible through electronic resources. In contrast, conceptual or theoretical papers will relymore heavily on older or historical information largely available only in book form. he

!uote below exemplifies this pattern-

If I=m doing empirical research such as 1ussia=s policy around the issue of Caspianea oil, which is focused on very concrete, contemporary, practical foreign policyproblems....then I want to know the detail of what the 1ussians are doing, and for thatonline sources are invaluable. I can find everything from the local press to analyses ofthese issues, secondary analysis done by everyone from experts in the oil industry toacademic analysts.... *ut if I=m working on a broader problem, such as how has Pcenturies of 1ussian history influenced 1ussian foreign policy, I probably wouldn=tuse electronic sources nearly as much. I would use it more for bibliographic purposes.It would be much more confined. here would not be the books I would need yet

online, I=d have to spend more time in the library. $Full Professor, InternationalAffairs%

Collecting and analying data. &lectronic resources have resulted in many scientificdatabases being made available online. 9arge repositories have been set up onlinecontaining datasets that are available for the public or for individuals with accesspermission. (dditionally, networks of data collection are available online where scholarscan download real0time data. cholars are able to access and download this data for theirown research needs.

*enefits of &lectronic 1esources for 1esearch

he popularity of electronic resources among scholars results from the many benefitsassociated with their use. In addition to the benefits of electronic resources mentioned earlier,additional benefits to the research process include increased availability of information,greater access to colleagues, increased access to data, and the ability to reach a broaderaudience.

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0reater access to colleagues. Collaborations are made easier by the ability to send draftsof documents back and forth electronically, or to post a document on one=s website forothers to download. &lectronic resources have created an environment where it is almostas easy to collaborate with someone across the globe or with someone you=ve never metas it is to collaborate with someone in the next office. While long0distance collaborations

were possible in the past, they were not easily accomplished. 'revious ways ofcommunicating with distant colleagues proved too time0consuming and cumbersome. #axtransmissions often had the problem of a connection breaking down, phone calls were tooexpensive, and mail was unreliable and took too much time. he new ability to easilycommunicate with colleagues who are geographically distant is creating a shift frombuilding collaborations with others at your own institution to building collaborations withscholars that could be located anywhere in the world.

his isn=t without costs however. /ifferent time "ones and different country academic andholiday calendars present challenges to those who are collaborating with people in other partsof the world. #urther, since these interactions are not face to face communications, scholarsfeel it is more isolating and that they loose out on the spontaneous exchanges that occur in

person.

Increased availability of information. he Internet has made it possible for an exponentialincrease in the amount of materials available. 4any of the databases or websites on theInternet now have papers available from various government resources, non0governmentorgani"ations, and think tanks. In addition, many newspapers from around the world are nowavailable online. his gives scholars access to information in a more timely manner, and evengives them access to information they otherwise wouldn=t be able to obtain. #urther,electronic resources have provided an outlet for many organi"ations to get their informationout to the public. his is information that might otherwise not be easily available to scholars.

he real change in my life has been the advent of a large number of onlinesources about real0time events in (frica, as well as the ability of many non0governmental organi"ations to distribute information that was previously fugitive.I mean the International Crisis


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colleagues, data, and information. he increased access to literature, data, and colleagues hasfar reaching implications, allowing some scholars to work on projects they otherwise wouldnot have worked on. ( significant number of respondents also mentioned that increasedaccess to literature, colleagues, and data in fields outside of their own has promoted theirparticipation in interdisciplinary work. (s more and more information flows between fields,

cross0disciplinary research appears to be increasing, subspecialties developing, and newfields emerging.

*esearch reaches a broader audience. (nother effect of electronic resources is that one=sresearch reaches a broader audienceLboth academic and non0academic. )ften this resultsfrom posting published papers or works in progress on one=s own web site. ince these workswill turn up in the results of Internet searches, a broader audience is likely to come acrossthese papers.

/isadvantages of &lectronic 1esources for 1esearch

here are also disadvantages to using electronic resources in research, although overall

faculty seem to think these were outweighed by the advantages.

Lac$ of serendipitously finding information. he use of electronic resources diminishes theserendipitous discovery of materials. everal faculty mentioned that when they look througha print journal for a particular article, they typically take the time to see what else might be ofinterest in that issue. 4any times, what they accidentally find turns out to be more interestingthan the article they were originally after. 9ikewise, many faculty state that when they take alibrary book off the shelf, they look at the other items on nearby shelves and often findsomething of great value to them. his happens with less fre!uency when using electronicresources because they typically go straight to the article they are looking for, and the=browsing= phase is eliminated.

3se of &lectronic 1esources in eaching

4ost faculty surveyed that have teaching responsibilities believe electronic resources have apositive affect on the !uality of their teaching. &lectronic resources provide useful materialsthat teachers otherwise wouldn=t be able to incorporate into class lectures and make itpossible to assign projects they wouldn=t have been able to assign in the past.

#aculty report that electronic resources are used in three main ways to help with teaching- $a%to provide information for lectures, $b% to aid in administrative issues, and $c% as asupplement to traditional classroom tools.

upplement lectures. he main use for electronic resources in teaching is as a source of

information to help with lectures. &lectronic resources offer greater access to currentinformation, images and graphics, and datasets. hey allow faculty to demonstrate ideas orconcepts in ways they couldn=t before. 4any faculty use electronic resources to draw incurrent examples, graphics, models, or scientific datasets to use during their course lectures.)ften faculty will go online right before class to see if there are any good examples fromcurrent events from that day, or they will try to find a last minute example for something intheir lecture.

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Well, unfortunately in my field things are always changing so rapidly that Ialways have a sort of theoretical lecture and then the first thing I do is to go on theweb and plug in countries or whatever to see for example, on arms control, whoare the latest signatories on the arms control treaties I immediately go to the webfor that. Who has ballistic missiles I go on the web to try and make everything

currentLI do that for almost every lecture. $Full Professor, International Affairs%

6owever, while most faculty think electronic resources give them access to materials thatenhance teaching and learning, some also acknowledge that they need to resist thetemptation to provide entertainment rather than education. here were also concerns thatsome faculty rely too heavily on online demonstrations and use some that are less usefulthan traditional methods. #or example, one interviewee mentioned a colleague who usedan electronic database of a world atlas that gave very limited country informationcompared to a paper edition atlas that would have shown all the towns, rivers, andpopulation information of any given country.

Aid in administrative issues. #aculty use electronic resources to help facilitate

communication with other instructors when team teaching a course. *y placing all theirmaterials online, it is easy to see what other instructors of the course have already covered orare planning to cover. In addition, class websites are used to post syllabi, labs, readings,lectures, and assignments. his helps the professor cut down on paperwork in terms ofhaving to make copies of class materials $students can print out the information themselves%,as well as making all class materials available in a central location that is easily accessible tothe students at any time.

upplemental teaching tool. &lectronic resources are also used as a supplemental teachingtool. ome faculty use electronic resources as a supplement to a class text, or even in place ofa textbook. )ne professor noted the benefits of this approach-

(ctually, my portion of the course is not very well covered in our textbook. omy idea, instead of having the students buy an additional textbook for a third ofthe course, was to go out on the web and find where people have alreadydiscussed this topic online. (nd if I can find good descriptions with nice figuresand things like that, I=ll include that in my lecture. (nd we have the ability in theclassroom to go to the website in the class and look at it. o you can go there andlook at the figures. $Assistant Professor, !arth ciences%

(bout one third of the faculty surveyed use the online environment as a supplement to theclassroom environment by incorporating learning management environments into the course.#or example, some teachers use the *lackboard course management program for its

discussion board, where students can post comments on the reading material or class lectures.

he 1ole of &lectronic 1esources in tudents Coursework

&lectronic resources are heavily used among students for their schoolwork. 4ore than halfof the respondents use electronic resources for coursework everyday. tudents learn aboutschool0related electronic resources primarily through their library website and through theirprofessors. tudents report that they are far more dependent on electronic resources than print

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resources for their coursework. hey are most dependent on the World Wide Web, followedby e0mail and library sponsored electronic databases of their own school. 3ndergraduatestudents are more likely than graduate students to use non0library sponsored electronicresources, while graduate students are more likely to use library sponsored electronic andlibrary sponsored print resources. When going online to do work for a course, students are

more likely to use an Internet search engine than to go to a library sponsored electronicresource.

*ooks and journals are still cited by most students when writing a term paper, however thenumber of students citing websites does not lag far behind. *ooks and Rournals were eachcited by more than three0!uarters of respondents as types of resources cited in thebibliography of their last research+term paper $GM.GH and @@.GH respectively%, whilewebsites were cited by ?G.GH of the students.

*enefits of &lectronic 1esources to Coursework

tudents report that the main advantages of electronic resources are that they give them

greater access to information, save time, and allow them to get more information with lesseffort.

0reater access to information. he online availability of datasets, government documents,policy briefs, foreign newspapers, and working papers gives students easy access to materialsthey might otherwise have to forgo. his in turn allows students to work on projects theymight not otherwise be able to work on. #or example, access to timely information allowsstudents to write papers and prepare arguments about current events. In the past, this wouldhave been more difficult, if not impossible, because current event information would not bereadily available to them. #or example, online resources give students access to primarydocuments they would otherwise need to access the libraries of foreign ministries orinternational organi"ations to obtain. (s one faculty member explained, in the past studentswould have written a paper on the (rab0Israeli dispute as it was P years ago, but now theycan write about the conflict as it is today. 9ikewise, scientific datasets available online allowstudents to learn how to manipulate real datasets, and to work on projects using the same datathat scientists are using. tudents can now go to an online data repository to download adataset to use. In the past, this type of information would have taken longer than a singlesemester to obtain, so it would not have been feasible for a student to base a project on it.

!lectronic resources support multiple users. (nother big benefit with electronic resources isthat more than one student can use a particular resource at any given time. his is in contrastto print materials where only one student can use a given resource at a time.

aves time. (s with the faculty, students believe electronic resources save them time becausethey dont need to make the trip to the library to get the information they need, and becausesome materials such as newspapers and policy briefs are available more easily online.

/isadvantages of &lectronic 1esources to Coursework

-uality control issues 'ith online information. )ne of the main problems facultyidentified for students was the presence of unreliable information on the Internet, coupled

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with the fact that many students don=t have the skills or experience necessary to discernwhat information is reliable and what information is not. tudents agree, with half of thesurvey respondents reporting difficulty making these judgments. (lmost P+M of studentssurveyed said they do take steps to evaluate the trustworthiness of online informationthey are using for coursework. )f those who do take steps to evaluate electronic

resources, slightly more than half rely on the reputation of the source. ome respondentscross0check the information found online with another source and others rely on thereputation of the author when determining the reliability of online information. (lthoughmany students are taking steps to evaluate online sources, almost half of the studentsreport that they have not received any formal instruction on how to evaluate electronicresources. )f those who have received instruction, most of them received it from aprofessor or (. )f those who had not received any instruction in the evaluation ofelectronic resources, the vast majority thought that this instruction would be beneficial tothem. )f those who had received instruction in the evaluation of electronic resources,almost all thought it had been useful. #aculty who teach report that they do take action tohelp address the issues students have with evaluating the !uality of online information.

ome faculty limit students= use of electronic resources when writing papers by re!uiringthat a certain number of resources be print resources. #urther, some faculty specify whichonline sources are acceptable, and deduct points if an unacceptable source is used. (ndyet others use class time to teach students how to evaluate electronic information.

0o no further than the electronic resources. he Internet has also negatively affectedstudents= use of the library and traditional print resources. #aculty report that students have atendency to go no further than the web, and many faculty expressed the view that manystudents don=t know how to use the physical library or print resources. ( third of the studentssurveyed admit they tend to go no further than electronic resources when looking forinformation, and A+> of respondents agree that their widespread use of electronic resources isso pervasive that they have not learned how to use the physical library. tudents report that

the use of electronic resources often leads them to settle for information that is availableonline even though better materials might be available at the library. (bout BH of thestudents say they often or always settle for information that is available remotely rather thangoing to the physical library to retrieve what they would really like.

Plagiarism. (nother problem faculty identified was student plagiarism. /atabases ofcompleted term papers are readily available on the Internet for students to purchase. *ut evenmore problematic according to faculty is the tendency for students to cut and paste togethersections from various web sites to create their own term paper. ;ot only is this plagiarism,but many students don=t seem to reali"e it is plagiarism. his may be due to the fact thatstudents are used to the free information environment of the Internet. #urther, undergraduate

students are in the phase of struggling with how to differentiate a =new= idea from =commonknowledge=, and may be more inclined to identify things on the Internet as =commonknowledge= that don=t re!uire a citation.

tudent 3se of the 'hysical 9ibrary

he majority of student respondents use the physical library more than once a month.tudents are almost as dependent on the physical library to retrieve articles and books as they

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are on the library=s website to do the same. 6owever, dependence on the online cardcatalogue is much higher than dependence on the physical library for the card catalogue.3ndergraduate and graduate students are differentially dependent on the library=s services.


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Availability of information. 3sers have access to information they might otherwise not have,including current information, datasets, government documents, nonprofit papers, and somejournals that their library might not otherwise subscribe to.

%verload of information. *ecause of the large amount of material on the Internet, many scholars

feel that they are overloaded with information. his results in the need for scholars to sortthrough and figure out what is useful to them and what is not. #urther, faculty report that becauseof the large amount of information available, they are never fully satisfied that they have coveredall the possibilitiesLthey are consumed by the fear that they didnt get all the information that isavailable. hey also believe that they spend so much time looking for information andexhausting all the possibilities, that there is less time left to spend thinking.-uality control issues 'ith online information. 'art of what makes the issue of informationoverload so problematic is that not all of the information on the Internet is of high !uality, andthere is no !uality control mechanism to help parcel out the reliable from unreliable information.4any papers that have not been peer reviewed or gone through some other vetting process are

now out in the public domain. cholars indicated that this is particularly a problem when they areresearching a new or unfamiliar topic in which they dont have the expertise necessary to makejudgments about the reliability of the information or the resource. #urther, this is particularlyproblematic for students who dont have the experience or skills necessary to make theseassessments.

Change In #aculty and tudent Work 6abits

"or$ any time of day or night. &lectronic resources allow students and faculty M+@ access to thelibrarys holdings and other online information. While it is convenient to be able to accessmaterial whenever it is needed, faculty note that a main conse!uence of this is that students havean increased tendency to put things off until the last minute. In the past they couldnt get awaywith this so readily because they would have needed to go to the library to check out booksbefore another students got to them, and to make sure that the bound journal volumes theyneeded were available on the shelf.

%ften don3t go beyond electronic resources. *oth faculty and students report that the use ofelectronic resources results in them often not going beyond electronic resources. (bout MBH offaculty and >BH of students report that they will settle for what they can find online even if it isnot !uite what they wanted, rather than make a trip to the physical library in order to get thematerial they really want. #or BH of our sample, the use of electronic resources has become sopervasive that they admit to rarely even looking beyond electronic resources for information.

Change In Interactions

(se of Learning #anagement !nvironments. 9earning 4anagement &nvironments are beingused by about a third of the teaching faculty as a supplemental tool for their course. 4any facultyuse the online bulletin boards as a way to extend the conversation beyond the classroom. #orexample, some faculty will have students post their thoughts on the class lecture. his allows ateacher to better understand how the class is relating to the course material, which topics they are

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misunderstanding, which topics they are particularly interested in, and which topics mightwarrant further classroom discussion. #urther, the online forum allows students an opportunity tocommunicate their thoughts without the same fears many students have of speaking up in class.

Increased contact 'ith colleagues. 4any faculty thought that electronic resources, particularly

email and listservs, increased their contact with colleagues outside of their own institution. &mailin particular made it easier to collaborate with colleagues in different geographic regionsbecause documents can be easily sent back and forth. In the past, working with colleges inanother country could be problematic because sending documents via postal mail was often veryslow.

4irtual conferences/virtual research teams. &lectronic resources also allow for virtualconferences and virtual research teams. 4any faculty noted that they now do research withothers whom theyve never met in person. )ne faculty member who was interviewed wasworking on a project to predict what was going to happen to ;R over the next >B years givenglobal climate change, changing patterns of land use, and population pressures. he project

needed all kinds of different people with different expertise and these people were not locatedwithin the same department or university. 6owever, they were able to build a virtual researchteam by creating a website for the group, and communicating electronically.

,irections #or Future Research

(s work on this project progressed and we analy"ed the data from various stakeholder groups, itbecame clear that there are a number of areas in which new !uestions are emerging regarding thedevelopment and use of digital scholarly resources. hese !uestions fall into three general areas-A% the impact of changing user behavior on publishers business models % the changing role oflibraries as physical spaces P% the need for new scholarly resources with different functionalityand content. hese !uestions arose during the course of completing this study, and futureresearch will be re!uired in order to provide in0depth answers. We do have some observations,however, based on the findings of this project.

1egarding !uestion A%- cholars and students now expect high !uality, easy0to0use digitalresources to be available through their libraries. *ut they also now use search engines like


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1egarding !uestion P%- (s the research and student communities develop new patterns of work$both students and faculty say that they have developed new research and writing projects as aresult of having access to much more material on a timely basis%, will there be a need for newkinds of scholarly resources with new functionality to satisfy these new expectations Will thisresult in new roles for publishers and I departments Who will take a leadership role in this

area Will libraries increasingly move into the role of publisher of scholarly resources becausethey are more knowledgeable about user needs Will publishers begin to change their processesof product development in an effort to publish resources that are appropriate for these new needsfor research and teaching heres a need to investigate the thinking that is taking place in thepublishing, library, and I communities surrounding this topic.

;otes-

Aee 'ublisher Interviews at http-++www.epic.columbia.edu+eval+evalBMframe.htmlee 9ibrarian #ocus

epic online use and costs evaluation program

Documents