You are currently browsing the category archive for the ‘Enhanced E-books’ category.
Stories along the Road to Innovation from the Johns Hopkins University Press
by Becky Brasington Clark and Claire McCabe Tamberino
Our consumer health editor, Jackie Wehmueller, had turned up a promising opportunity. She had contacted a prominent dermatologist about writing a book on chronic itch, a condition that affects millions of individuals. The market potential for the book was enormous and the dermatologist was renowned. He liked the idea and agreed to write the book with one key condition: it had to be a fully interactive e-book with patient videos and three-dimensional graphics, and it had to be published as a multi-touch iBook.
The author was coming to Baltimore in a few weeks. Did we want to meet with him and learn more?
The answer was an enthusiastic yes. As a longstanding publisher of titles in consumer health—including the bestselling Thirty-Six Hour Day—the Johns Hopkins University Press was the natural home for this path-breaking project.
There was a small twinge of anxiety over the fact that we had never before used iBooks Author—the multi-touch platform that seamlessly incorporates video, audio, 3-D graphics, and other interactive features directly into the e-book file—but that kind of anxiety is familiar in an industry where change is the only constant. “We’ll figure it out,” we said, and quickly got to work.
Figuring it out is the charge of the Online Books Division (OBD)—a big name for a three-person operation within JHUP’s Books Marketing Department. We seek commercially promising opportunities for digital innovation and figure out how to integrate them into the Book Division’s workflow. Since 2010, we’ve developed and posted supplemental material on CD and online for dozens of titles, we’ve incorporated 3,000 new pages to our online reference, The Early Republic, and we published the 2nd edition of the Johns Hopkins Atlas of Digital EEG (a proprietary software product accompanied by a print book). We’ve also digitized our course adoption campaigns, expanded and refined our list-serv, and segmented 20,000 e-mail subscribers by subject area preference—all while adding new vendors and territories to our e-book program.
We’ve learned a few things along the way, perhaps nothing as important as this: innovation requires not only a willingness to learn, but a stomach for frustration and occasional failure. It requires us to engage fully with that which we do not know, and to begin anew the long journey of mastery. It requires us to add new challenges to already heavy workloads, disrupt routines, and make new kinds of mistakes. And sometimes it requires that we say “yes” to a project before we are 100% certain that we know exactly how to get it done.
Learning iBooks Author
A couple of weeks in advance of the author meeting, two members of the OBD staff—Claire McCabe Tamberino and Michael Carroll—enrolled in a two-day training course on iBooks Author. They came back full of enthusiasm for the platform and confident that we could master it quickly.
We all agreed that we needed a beta project that would allow us to become proficient with iBooks Author in advance of using it for our first commercial endeavor. The search for a practice project came in the midst of a press-wide strategic communications discussion, in which we had identified the need for multi-media collateral material for JHU Press. That’s when it hit us: why not use iBooks Author to develop a multi-touch iBook about the Press?
Turning the Camera on Ourselves
With that, Meet the Johns Hopkins University Press was born. The vision was simple enough: repurpose descriptive copy about the Press and its four divisions—Books, Journals, HFS, and Project MUSE—and enhance it with multimedia.
Inspired by the video UNC Press had recently released to highlight the appointment of director John Sherer, we decided to conduct video interviews with Press leaders. That’s where things got a little tricky. We didn’t have a resident videographer on staff, and we couldn’t afford the steep rates charged by the university. So we decided to do it ourselves.
With another small investment in software and training (iMovie), we were ready to start shooting video using the Press’s newest iPad. We wrote scripts, scheduled video shoots, and called “action.”
The shooting went smoothly enough, but we quickly discovered two unanticipated problems. First, the interviews were far too long. Second, the video quality was compromised by the lack of professional lighting. Reshooting all of the interviews simply wasn’t an option. We were already on a tight schedule and the budget was even tighter.
They say necessity is the mother of invention. In this case, it led to creative thinking and innovation. We decided to shorten the video interviews considerably, and since the audio quality was better than the video quality, we decided to use small snippets of video, then continue the audio with still shots and animated B-roll.
Nearly a dozen people came together to finish the project. We published Meet the Johns Hopkins University Press in April and made it available free of charge in the iTunes store. We’ve been using it to introduce the Press to university stakeholders, prospective clients, funders, and authors, and the reaction to it has been overwhelmingly positive.
Meet the Johns Hopkins University Press helped us achieve our primary goal: becoming proficient in iBooks Author in advance of our first commercial project, Living with Itch, which will be published in August (more on that project in a future column). But the beta project bestowed some additional benefits that we found instructive.
First, we gained confidence in our ability to master new ways of publishing. When faced with a challenge like publishing in iBooks Author, it can be easy to assume that we aren’t big enough to handle it, that such opportunity is better left to trade houses and large commercial publishers. That simply isn’t the case. University presses are staffed by smart, adaptable professionals who master new challenges every day. Why worry that we can’t when we demonstrate day after day that we can?
Second, the project forced us to share information across divisions, a process that has been encouraged via our Press-wide strategic messaging efforts. Not only is it interesting to learn more about the work of our colleagues, but this kind of information sharing helps us leverage our collective strength and identify new responses to industry and market challenges.
Third, we were reminded of the value of professional services. Sure, we can shoot and edit video on the iPad, but it isn’t going to be of the same quality as work from professional videographers. For future book-length projects requiring video, we’ll ask the author to deliver high-quality video or we’ll hire a pro.
See for Yourself
Meet the Johns Hopkins University Press incorporates the multi-touch functionality of iBooks Author, with text, three-dimensional graphics, interactive maps, video, audio, and a self-grading quiz. If you’d like to see it for yourself, go to the iTunes store and download a free copy. We’d love to get your feedback. Feel free to email Claire McCabe Tamberino with your comments and questions at firstname.lastname@example.org. And watch this space for a future column on Living with Itch: A Patient’s Guide and an update on how we’ve used Meet the Press in our strategic communications.
By Sylvia K. Miller
Many thanks to our AAUP colleagues who sent positive comments and thoughtful questions in response to our announcement of the enhanced e-book version of Freedom’s Teacher: The Life of Septima Clark by Katherine Mellen Charron. In this blog post, I’d like to review briefly some of the aspects of the enhanced e-book production process that were new to us.
Author’s voice, multiplied. At our invitation, the author provided extended captions for 19 of the enhancements, or 20% of the total. The author’s voice now appears in the book in three layers: (1) in the audio, in the role of interviewer; (2) in the finished biographical narrative; (3) in the extended captions, which might be said to mediate between the first two. She is slightly embarrassed when she hears her own voice in the audio; nevertheless, she is interested in the ways in which the enhanced e-book reveals the historian’s research process to readers, especially students of history. One enhancement is a map, based on her notes from reviewing the 1910 census, on which she has marked the race of Clark’s neighbors in Charleston. The map connects the raw census data with the finished narrative, in which the author states that Clark’s was a mixed-race neighborhood. We toyed with a possible headline, “Historian at Work,” which we did not include but which might describe all of the enhancements.
Digitization. Ideally the author’s materials would become a digital archive at a collaborating institution during production of the book. However, in this demonstration project, the author had not yet decided where to donate her research materials, including 13 taped interviews. Making do with the situation, we borrowed her stack of cassette tapes and digitized them in the media lab at UNC’s undergraduate library. This took about 20 hours of staff time, spread over a couple of weeks, that we were able to justify under the umbrella of the Publishing the Long Civil Rights Movement project.
Publisher-archive partnership. Septima Clark’s papers are housed at the Avery Center for African American Research and Culture at the College of Charleston. Recognizing the potential of the enhanced e-book to bring the Center’s collections to the attention of a wider audience, the archivists granted permission for use of the materials that the author had identified and, with the support of the college’s Lowcountry Digital Library, digitized them. The Center’s archivists were enthusiastic partners and even rediscovered in their holdings an interview with Clark that the author had not previously heard. The collaboration is formally acknowledged on the title page of the enhanced e-book, and links to the Center’s website are included in the captions.
Technology. The technology that we used was fairly simple; new standards from Barnes & Noble and Amazon allowed us to avoid having to use or write special software. Starting with an Epub file, we inserted outbound links in the form of DOIs and URLs. We inserted new content in an appendix and created internal navigation via HTML links inserted by hand; the audio content was in MP3 form. (See the contact information below if you would like more detail.)
Audio excerpts. Cutting the excerpts from the long interviews took only a few hours. However, choosing and marking the excerpts to be cut took another several hours. We did it the old-fashioned way, by reviewing transcripts together with the author, who bracketed chosen passages with a pencil. Once all the MP3 audio files were included in the Epub file, some work had to be done to even out the sound volume. The very best interview with Clark is, ironically, the one with the most ambient noise; perhaps more experienced sound engineers could have removed some of it.
Ellipsis. In a couple of cases, the transcripts of interview excerpts included ellipsis points where the author had asked that we skip a digression in the conversation. However, at first the digitally spliced-together audio did not indicate an ellipsis; this is a minor point, but it seemed to cross a line of scholarly integrity. Playing around with “Garage Band,” a program that comes automatically loaded into a Mac laptop, we devised a swift clock-ticking sound to indicate the ellipsis. We hope that people will know instinctively what it is when they hear it.
Permissions database. Once you have more than a dozen or so items needing permission, it’s useful to switch from a spreadsheet to a database. We set up a FileMaker database so that we could easily filter the growing list of items for data such as format, source, permission cleared/not cleared, location in the book (we were trying to balance enhancements across the book), and conveniently write captions and credit lines while referring to the descriptive and rights information on the same screen. We were able to export reports for the author in Word (she did not want a spreadsheet) and, later on, export a captions manuscript for editing.
Navigation and usability testing. I hardly need to point out that traditional navigational tools in print books such as tables of contents, running heads, numbered notes, and indexes have not needed usability testing in principle for a century or more. However, our decision to group the enhancements in an appendix, list them in the front matter, and link to both of these added front and backmatter elements from the text was a new use of old tools, and we wanted to make sure that what we had done was clear. Testing a prototype, the author’s graduate students gave us more than a dozen suggestions for changes, mostly links that would ease navigation among the new parts of the book.
Outbound links. I have written about what I call a portal book, an e-book transformed by outbound links into an interface to a body of digital information. However, only 18, or 19%, of the enhancements in Freedom’s Teacher are accompanied by links to an online collection in which the item can be viewed in the context of other like items. Although most of the remaining 77 enhancements carry links to the archive’s website, the archival items themselves are not yet viewable online. We gave the full URLs as well as other identifying information about the online archives, so that if the links cease functioning, the reader can perform a Google search and find the archives anyway. This is explained in a “Publisher’s Note” in the front matter. The DOIs in the bibliography are the only outbound links guaranteed to be permanent, although of course there are very few because publishers are just beginning to register their books with CrossRef. We hope that the inclusion of outbound links inspires archives to make more collections available online and book publishers to join CrossRef. Maybe even archives will begin to use DOIs for archival items! (This idea has been discussed but not enacted anywhere yet, as far as I am aware.)
Digital divide. Despite her enthusiasm about the enhanced e-book project, the author does not own an iPad. UNC Press owns one shared iPad, on which we loaded our corrected file for the author. We lent this to her for a week. She found, as we had in house, that checking the enhanced e-book demands time and patience, in order to check 60 audio examples (totaling 3 hours and 18 minutes of audio) for accuracy, along with the transcripts. With the original print page numbers omitted in the digital book, it was a puzzle deciding how the author would notate corrections; after asking her to refer to the digital page locations—and to refrain from changing the type-size display, or the book would reflow and the page locations would all change, too—we realized it would have been better to have asked her to use the last eight words of the previous paragraph as a marker, because a phrase is easy to search.
Schedule and timing. We produced this retrospective enhanced e-book in an intensive two months. Of course it would be helpful to have more time; the best scenario, we believe, would be to plan the enhanced version along with the traditional version, from the start.
Video demonstration. In order to explain the features of the enhanced e-book to readers who have not yet purchased it for a Nook , iPhone, or iPad, it was important to demonstrate it in a short YouTube video. We asked our colleague Seth Kotch of the Southern Oral History Program to narrate and use oral-history equipment for digital video. He rigged up a stand for the iPad with two chairs and managed to film it without an opaque glare on the glass. He followed our storyboard but altered the words in minor ways that felt more natural. Subsequently the audio and video were subjected to a number of adjustments as we worked for a smooth flow of pictures and sound. As only the second video that we have ever produced, it may have an amateur flavor which we hope is appealing.
Guidelines for authors. Based on our experience with this project, we have drafted some guidelines for authors about selecting and preparing multimedia files for an enhanced e-book and incorporating callouts in the manuscript. We are delighted that one of the UNC Press acquisitions editors requested this document for an author who is currently writing her book.
Freedom’s Teacher is not UNC Press’s first enhanced e-book. Our first was also one of Amazon’s first, Give My Poor Heart Ease: Voices of the Mississippi Blues, originally a hardcover trade book that included discs tucked into envelopes in the back cover. The Publishing the Long Civil Rights Movement project team made a video demonstration for it that was key to our success in bringing the author of Freedom’s Teacher and the archivists at the Avery Research Center on board to create the Freedom’s Teacher enhanced e-book.
We hope that the foregoing notes are of general interest, and we welcome specifically technological questions on the AAUP production listserv; sent directly to Tom Elrod, Digital Production Specialist, UNC Press (email@example.com); or sent to me, Sylvia K. Miller, Director, Publishing the Long Civil Rights Movement (firstname.lastname@example.org).
Check out the blog at “Publishing the Long Civil Rights Movement” for Sylvia Miller’s reflections on their recently-ended online pilot.
In the first of two posts, she writes:
After 14 months, the Long Civil Rights Movement Project’s pilot online collection officially closed its test period on July 18, 2011. You can still see it at https://lcrm.lib.unc.edu/voice/works, although project staff will no longer grant premium access to the full text of the experimental site’s 87 titles (books, articles, papers, and reports) to those who register except by special request. Registration will continue to give any user the ability to see open-access content and comment on it at the paragraph level.
The commenting feature was the focus of the experiment. During the test period, the number of registered users grew beyond our expectations, finishing at 776. The number of annotations contributed by users was also impressive, finishing at 607.
In addition to these valuable statistics, Miller shares other learnings from the pilot, including valuable information on contributor behaviors, use of archives in teaching, and enhanced e-books. In her second post, Miller links to a number of other projects also experimenting in the area of archives, enhanced e-books, and “portal books.”