in teractive digital re a d e rs in e P u b 3
Rose Leighton
PublishingLab
Amsterdam University of Applied Sciences
[email protected] | @RoseLeighton
Everybody can be
both a producer and a
d is trib u to r o f media
(Anderson, 2006).
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We expect 24/7
access to
in fo rm a tio n on
all our devices.
That should be easy
and intuitive
(Horizon, 2014).
1
Types o f (educational) media
have changed:
- narrative
- interactive
- com m unicative
- adaptive
- productive
(Laurillard, 2002)
Tech n o lo g y
IULTIMEDIA
EARNING
Mayer (2001), multimedia learning
optimal learning happens when
word and images are
presented together (with meaning,
not too look nice),
in short 'chunks'.
FLIPPED
LEARNING
Abeysekera & Dawson (2014), Flipped learning:
(1) moves most information-transmission teaching
out of class
(2) uses class tim e for learning activities that are
active and social and
(3) requires students to complete pre- and/or post­
class activities to fully benefit from in-class work.
CURATED
Siemens (2007), a 'curatorial teacher’:
- Selects artefacts, resources and concepts
- Provides interpretation, direction and guidance
- Acknowledges the autonomy of learners, yet
understands the frustration of exploring unknown
territories without a map.
Tech n o lo g y
Hogeschool van Am sterdam
Canon
PublishingLab
1. Literature review (30 articles)
T e c h n o lo g ic a l
P e d a g o g ic a l C o n t e n t
K n o w le d g e
(T P A C K )
/
K n o w le d g e
(T P K )
/
I
T
T e c h n o lo g ic a l
C o n te n t
K n o w le d g e
(T C K )
jg »
K n o w le d g e ,
\
Criteria for good eTextbooks:
- technology
(navigation, notes, highlights)
- content
(multimedia, quizzes, hyperlinks)
- pedagogy
(chunking, multiple sources, conversational style)
P e d a g o g ic a l
C o n te n t
K n o w le d g e
<PCK)
Contexts
^
tpack.org (2012)
Hogeschool van Amsterdam
Canon
PublishingLab
2. Interviews with lecturers (n=l 2):
- they want to compose their own material,
- combining course guide and learning materials,
- including multimedia content,
- and interactivity.
H ogeschool van Am sterdam
Canon
PublishingLab
3. Students: pdf-►questionnaire (η = Ί
- pdf is not enough,
- students expect multimedia content,
- and they expect interactivity.
Tech n o lo g y
NDLE
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INTRODUCTION
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INTRODUCTION
PREFA CE
W e lc o m e to th e T ra d e P u b lis h in g c o u rs e ! A fte r th is c o u rs e y o u w ill b e fa m ilia r w ith th e v a rio u s ro le s in
th e tra d e p u b lis h in g in d u s try a n d y o u w ill h a v e g a in e d in -d e p th k n o w le d g e o f a c o m p a n y a n d /o r g e n re
yo u w o u ld like to w o rk fo r/w ith . Y ou w ill a lso h a v e re s e a rc h e d n e w a p p ro a c h e s to e -p u b lis h in g a n d w ill
h a v e th o u g h t a b o u t m a rk e tin g .
W h e th e r y o u w ill a p p ly fo r a tra in e e s h ip o r jo b in a p ro m in e n t p u b lis h in g h o u s e , o r a lite ra ry ag e ncy, or
s o m e th in g e n tire ly d iffe re n t w ith in th e b o o k tra d e , in th e In te rn a tio n a l T ra d e P u b lis h in g c o u rs e y o u learn
h o w to p re p a re fo r s u c h a ca re e r. D u rin g th is m in o r y o u w ill g e t to k n o w s o m a n y b o o k p ro fe s s io n a ls ,
b o th in th e N e th e rla n d s a n d a b ro a d , th a t th e tra in e e s h ip , th e th e s is , o r th e jo b w ill b e w ith in a c tu a l reach.
STR U C TU R E OF TH E CO U R SE
O VER VIEW O F THE CO U R SE
LEARNING AIM S & C O M PETEN C IES
X
INTRODUCTION
In h o u d s o p g a v e
T r a d e P u b lis h in g
R o s e le ig h to n
PREFA CE
W e lc o m e to th e T ra d e P u b lis h in g c o u rs e ! A fte r th is c o u rs e yo u
_ i .. _
— 1-·-- -■ ! ___ ■- . _ j ___
«1 . i · . .
L .. ..
_ _ _| ■ _
IN T R O D U C T IO N
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th e tra d e p u b lis h in g in d u s try a n d y o u w ill h a v e g a in e d in -d e p th
A S S E S S M E N T & A S S IG N M E N T S
>
W E E K 1: T r a d e p u b lis h in g in d u s tr y
>
W E E K 2 : P u b lis h in g f ie ld s
>
W E E K 3 : P u b lis h in g c h a in
>
yo u w o u ld like to w o rk fo r/w ith . Y ou w ill a lso h a v e re se a rch e d
h a v e th o u g h t a b o u t m a rk e tin g .
W h e th e r y o u w ill a p p ly fo r a tra in e e s h ip o r jo b in a p ro m in e n t
so m e th in g e n tire ly d iffe re n t w ith in th e b o o k tra d e , in th e Intern
h o w to p re p a re fo r s u c h a ca re e r. D u rin g th is m in o r y o u w ill g e
b o th in th e N e th e rla n d s a n d a b ro a d , th a t th e tra in e e s h ip , th e
W E E K 4 : R e a d in g w e e k
STR U C TU R E O F T H E CO U R SE
W E E K 5 : C o p y r ig h t & r o y a ltie s
>
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llo
s
W E E K 7 : P u b lis h in g t r e n d s
>
O VER VIEW O F TH E CO U R SE
LEARN IN G A IM S & C O M PETEN C IE S
W E E K 8 : M a r k e tin g & fix e d b o o k
>
p r ic e
W EEK 9: Exam w eek
W E E K 10: E xa m w e e k
W E E K 1 1 : G u e s t 1, T h e a u th o r
>
W E E K 12: G u e s t 2, T h e agent
>
W E E K 1 3 : G u e s t 3 , T h e p u b lis h e r
>
W E E K 1 4 : H o lid a y
W E E K 1 5 : N o le c tu r e
W E E K 1 6 : G u e s t 4 , T h e m a r k e te e r
\ M T ~ I- I S A - f .
Π ..·.
—
>
C h ap ter progress:
67 % c o m p le te d
Introduction
T h is w e e k , w e w ill s ta rt w ith a n in tro d u c tio n in th e D u tc h tra d e p u b lish in g in d u stry. In th e firs t le c tu re , you
w ill b e in tro d u c e d to th e c o u rs e a n d le a rn m o re a b o u t th e a s s ig n m e n ts a n d a s s e s s m e n t. D u rin g our
O x fo rd trip , th e re w ill b e a le c tu re a b o u t th e u n iq u e fe a tu re s o f th e D u tc h b o o k trad e .
P re p a ra tio n
To g e t yo u g o in g , p le a s e ta k e th e q u iz a n d re a d th e a rtic le a b o u t p u b lis h in g in T h e N e th e rla n d s . W atch
th e v id e o to g e t a n im p re s s io n o f a la rg e p u b lis h in g ho u se.
Quiz: W ho is who?
Read: B igger isn't alw ays better - independent publishing in the
Netherlands
W atch: inside Random House
In th is v id e o , yo u s e e h o w p u b lis h in g w o rk s fro m th e p e rs p e c tiv e o f a la rg e in te rn a tio n a l p u b lis h in g h o u s e . All
d iffe re n t ro le s in th e p ro c e s s a re sh o w n .
Source: Random House Group. (28 March 2013). Inside Random House. YouTube.com.
YouTube
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Trade P u b lis h in g
P u b lis h in g fie ld s
W h a t is a fie ld ? I b o rro w th is te rm fro m th e F re n ch s o c io lo g is t P ie rre B o u rd ie u a n d fre e ly a d a p t it fo r m y
o w n p u rp o s e s .1 A fie ld is a s tru c tu re d s p a c e o f s o c ia l p o s itio n s w h ic h c a n b e o c c u p ie d b y a g e n ts and
o rg a n iz a tio n s , a n d in w h ic h th e p o s itio n o f a n y a g e n t o r o rg a n iz a tio n d e p e n d s o n th e ty p e a n d q u a n tity
o f re s o u rc e s o r 'ca p ita l' th e y h a v e a t th e ir d is p o s a l. A n y s o c ia l a re n a - a b u s in e s s se c to r, a s p h e re of
e d u c a tio n , a d o m a in o f s p o rt - ca n b e tre a te d a s a fie ld in w h ic h a g e n ts a n d o rg a n iz a tio n s a re lin ke d
to g e th e r in re la tio n s o f c o o p e ra tio n , c o m p e titio n a n d in te rd e p e n d e n c y M a rk e ts are a n im p o rta n t p a rt o f
s o m e fie ld s , b u t fie ld s a re a lw a y s m o re th a n m a rke ts. T h e y a re m a d e u p o f a g e n ts a n d o rg a n iz a tio n s , o f
d iffe re n t kin d s a n d q u a n titie s o f p o w e r a n d re s o u rc e s , o f a v a rie ty o f p ra c tic e s a n d o f s p e c ific fo rm s of
c o m p e titio n , c o lla b o ra tio n a n d re w a rd . T h e re a re fo u r re a s o n s w h y th e c o n c e p t o f fie ld h e lp s u s to
u n d e rs ta n d th e w o rld o f p u b lis h in g . F irst, it e n a b le s u s to se e s tra ig h ta w a y th a t th e w o rld o f p u b lis h in g is
n o t o n e w o rld b u t ra th e r a p lu ra lity o f w o rld s - or, a s I sh a ll say, a p lu ra lity o f fie ld s , e a c h o f w h ic h h a s its
o w n d is tin c tiv e c h a ra c te ris tic s . S o th e re 's th e fie ld o f tra d e p u b lis h in g , th e fie ld o f s c h o la rly m o n o g ra p h
p u b lis h in g , th e fie ld o f h ig h e r e d u c a tio n p u b lis h in g , th e fie ld o f p ro fe s s io n a l p u b lis h in g , th e fie ld of
illu s tra te d a rt b o o k p u b lis h in g a n d so o n . E a c h o f th e s e fie ld s h a s its o w n p e c u lia r c h a ra c te ris tic s - yo u
c a n n o t g e n e ra liz e a c ro s s th e m . It's lik e d iffe re n t k in d s o f g a m e s : th e re is c h e s s , c h e c k e rs , M on o p o ly,
R isk, C lu e d o a n d so o n . To th e o u ts id e o b s e rv e r th e y m a y all lo o k s im ila r - th e y 're all b o a rd g a m e s w ith
little p ie c e s th a t m o v e a ro u n d th e b o a rd . B u t e a c h g a m e h a s its o w n ru le s, a n d yo u c a n k n o w h o w to
p la y o n e w ith o u t k n o w in g h o w to p la y a n o th e r. A n d p u b lis h in g is o fte n like th a t: p e o p le w h o w o rk in th e
b u s in e s s te n d to w o rk in o n e p a rtic u la r fie ld . T h e y b e c o m e e x p e rts in th a t fie ld a n d m a y rise to s e n io r
p o s itio n s o f p o w e r a n d a u th o rity w ith in it, b u t th e y m a y k n o w n o th in g a t a ll a b o u t w h a t g o e s o n in o th e r
fie ld s .
T h e s e co n d re a s o n w h y th e n o tio n o f fie ld h e lp s is th a t it fo rc e s u s to lo o k b e y o n d s p e c ific firm s and
o rg a n iz a tio n s a n d m a k e s u s th in k , in s te a d , in re la tio n a l te rm s . T h e n o tio n o f fie ld is p a rt o f a th e o ry th a t
is fu n d a m e n ta lly re la tio n a l in ch a ra cte r, in th e s e n s e th a t it a s s u m e s th a t th e a c tio n s o f a g e n ts , firm s a n d
o th e r o rg a n iz a tio n s a re o rie n te d to w a rd s o th e r a g e n ts a n d o rg a n iz a tio n s a n d p re d ic a te d o n c a lc u la tio n s
a b o u t h o w o th e rs m a y o r m a y n o t a c t in th e fie ld . A g e n ts , firm s a n d o th e r o rg a n iz a tio n s n e v e r e x is t in
is o la tio n : th e y a re a lw a y s s itu a te d in c o m p le x re la tio n s o f po w e r, c o m p e titio n a n d c o o p e ra tio n w ith o th e r
firm s a n d o rg a n iz a tio n s , a n d th e th e o ry o f fie ld s fo rc e s u s to fo c u s o u r a tte n tio n o n th is c o m p le x s p a c e
o f p o w e r a n d in te rd e p e n d e n c y . T h e th e o ry c o n s ta n tly re m in d s u s th a t th e a c tio n s o f a n y p a rtic u la r a g e n t
o r o rg a n iz a tio n a re a lw a y s p a rt o f la rg e r w h o le , a s y s te m if y o u like, o f w h ich th e y a re p a rt b u t o v e r
w h ich th e y d o n o t h a v e a n y o v e ra ll c o n tro l.
Key resources o f p u b lish in g firm s
•
e c o n o m ic ca p ita l
•
Hi im o n p a r»ital
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d iffe re n t a g e n ts a n d o rg a n iz a tio n s a re d o in g m a n y d iffe re n t th in g s , a n d a n y a tte m p t to re d u c e th is
c o m p le x ity to a n u n d e rly in g lo g ic o f th e fie ld is b o u n d to b e m is le a d in g . W e ll, le t u s s e e ; m a y b e th e y are
rig h t, m a y b e th e y a re w ro n g . T h e s o cia l w o rld is a m e s s y p la c e b u t it is n o t c o m p le te ly w ith o u t order,
a n d th e ta s k I h a v e s e t m y s e lf is to s e e if w e c a n d is c e rn s o m e o rd e r in th e p le th o ra o f d e ta ils th a t m a k e
u p th e d iv e rs e p ra c tic e s o f e v e ry d a y life . O f c o u rs e , I sh a ll n o t s e e k to re c o u n t a ll th e d e ta ils - n o thing
w o u ld b e m o re te d io u s fo r th e re a d e r - n o r sh a ll I c la im to b e a b le to a c c o u n t f o r e v e ry th in g th a t h a p p e n s
in th e fie ld . T h e re w ill a lw a y s b e e x c e p tio n a l e v e n ts , e x c e p tio n a l a c to rs a n d e x c e p tio n a l c irc u m s ta n c e s ,
b u t th e e x c e p tio n s s h o u ld n o t b lin d u s to th e ru le s. S o m e a c to rs a n d s o m e d e ta ils w ill fe a tu re m o re
p ro m in e n tly in o u r s to ry th a n o th e rs , a n d fo r th is I m a k e n o a p o lo g ie s . F in d in g o rd e r is a b o u t p rio ritiz in g
d e ta il, a ttrib u tin g m o re s ig n ific a n c e to s o m e a c to rs a n d e v e n ts th a n to o th e rs, p re c is e ly b e c a u s e th e y te ll
u s m o re th a n o th e rs d o a b o u t th e u n d e rly in g s tru c tu re a n d d y n a m ic s o f th e fie ld .—
T ic k t h is b o x w h e n y o u h a v e r e a d t h e a r tic le
m
Quiz: W hat is capital?
C h e c k if yo u u n d e rs to o d w h a t th e d iffe re n t fo rm s o f c a p ita l are
M a tc h th e ite m s.
a . T h e a c c u m u la te d p re s tig e a n d s ta tu s a s s o c ia te d w ith a c o m p a n y (e.g . p u b lis h in g h o u se ).
b . T h e a c c u m u la te d fin a n c ia l re s o u rc e s (in c lu d in g sto ck, re s e rv e s , e tc e te ra ).
c . T h e s ta ff e m p lo y e d b y th e firm a n d th e ir a c c u m u la te d k n o w le d g e , s k ills a n d e xp e rtis e .
d . T h e n e tw o rk s o f c o n ta c ts a n d re la tio n s h ip s th a t a n in d iv id u a l o r o rg a n iz a tio n h a s b u ilt u p o v e r tim e.
e . T h e rig h ts th a t a c o m p a n y (e.g . a p u b lis h e r) o w n s o r c o n tro ls a n d th a t th e y a re a b le to exp lo it.
1. H u m a n ca p ita l
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2 . E c o n o m ic ca p ita l
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3. S o c ia l ca p ita l
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4. In te lle c tu a l ca p ita l
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5. S y m b o lic c a p ita l
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INTRODUCTION
Cm-vu-wC* - t Οβυ*£»
IW1W.G *IVSI CCM>FTOXCa
Hogeschool van Am sterdam
Canon
PublishingLab
Findings from pilot: students (n=20)
ON WHAT D EV IC E DID YOU M O STLY
U SE B U N D LE?
HOW W AS YO U R EX P ER IEN C E
U SIN G B U N D LE?
Hogeschool van Am sterdam
Canon
PublishingLab
Findings from pilot: students (n=20)
- digital has benefits
but
- for longer texts they prefer paper
so
- students advise a hybrid solution
Hogeschool van Am sterdam
Canon
PublishingLab
Benefits paper:
-
less tiring on the eyes
better overview (tactility)
no distractions
a greater 'sense' of studying
Literature (Baron, Mangen) confirms
these outcomes.
Hogeschool van Am sterdam
Canon
PublishingLab
Benefits digital:
-
all sources organised in one place!
video & quizzes
progress bar is motivating
make, share and copy highlights
Hogeschool van Am sterdam
Canon
PublishingLab
What do lecturers think? (n=48)
WOULD YOU USE BUNDLE IN
YOUR MODULES?
Hogeschool van Am sterdam
Canon
PublishingLab
What do lecturers think? (n=48)
WHAT TYPE OF MATERIAL WOULD YOU
EXPECT TO INCLUDE IN A BUNDLE?
COURSE GUIDE INFO
OWN TEXT
ARTICLES
BOOK CHAPTERS
EXISTING VIDEOS
WEBLECTURES
PICTURES/IMAGES
QUIZZES
O TH ER ^ ^ ^ ^ ·
________________ I_________________I________________ I________________ I_________________I
0
10
20
30
40
50
Hogeschool van Am sterdam
Canon
PublishingLab
What do lecturers think? (n=48)
Ί want it!'
Ί think this is a superb idea!'
'I'm very enthusiastic about this tool!'
'make it easy to compose a Bundle'
'make sure you have good instructions
for lecturers prepared'
'if it really works, it would be fantastic'
Hogeschool van Am sterdam
Canon
PublishingLab
What's next? For students: hybrid
W E E K 1: T ra d e p u blishing industry
Introd uction
T h e w e e k , w e w ill s ta rt w ith a n m tro d u ca o n in th e D utch tra d e pub lish in g industry, m th e t r s t lecture, y o u w ill
b e in tro d u ce d to th e c o u rs e and learn m o re abo u t the a ssig n m e n ts a n d a sse ssm e n t. D u rin g o u r O ito r d trip ,
th e re wW b e a lecture a b o u t the unique fe a tix e s o f th e D utch b o o k trade.
P reparation
T o g e t y o u going, p te a s e ta k e th e q uiz and re a d th e a rticle a b o u t p u M sru n g In The N e therlands W a tch the
vid e o to g e t a n im p re s s io n o t a large p u b le h e ig house.
Q uiz: W h o Is w ho?
S e e h o w fam fcar y o u a lre a d y are w ith th e t»g n a m e s m D utch and inte rn a tio n a l tra d e p iiA s N n g . B y th e e n d
o f th e co u rs e , y o u s h o u ld k n o w a l the nam es!
S ca n co d e to vie w o t
e n te r u r i m y o u r
b ro w s e /
N tp J /g o o .g M 2 0 M N B
R ead: B igger I s n t alw ays better - Indepen dent p ub lishing In the N etherlands
T h is a rticle fro m th e w e te ite o t th e F ra n k lu rt B o o k F a r is a bit da te d , b u t g iv e s a n n s lg h t in h o w Dutch
p u b te h ln g β structuredl· You w « le a rn s o m e im p o rta n t nam es a n d re a d a b o u l w e · know n p u b ts h e rs and
p u b to h m g houses.
S ou rce : M arteen R e m e r. (1 D e c e m b e r 2010». B igger isn't alw a ys b e tte r: Inde p e n d e n t pubftshm g in th e
N e therlands. P u h lis h rig P e rsp e ciive s.co m .
W h e n I t t v * o f A m e n c a n m d ie pufcftstvng. I t h r * o f Akashac B o o ks. G ra y w o lf P re s s . G rove. M elvOe H o u s e .
O ther P ress. S e v e n S lo n e s , th e form er S o ft S ku ll P re s s . T hey m ig h t b e d tfle re rv in sco p e a n d fo cu s, but
w hat th e y h a v e In c o m m o n a th a t th e y p ublish w h a t b tg m a n s tre a m publishers d o n l pub lish : b o o ks m
transla tio n , short s to ry c o lle c t* » » . po e try, le ft-w in g o n e n te d non-fictio n , o u l-o f-th e b o x fiction, m m u s ic and
m ovies th e Indie scene e e ve n stronger and m o re e a s y to define A s a D utch w o m a n w o rk n g In U S
p u b le h ln g . I a m alw a ys fascinated by th e deferences.
D utch society e re la tiv e ly n o n -fte ra rc h ic a l. so m ething m a r s refle cte d m th e p u tA sh in g landscape. D utch
■Kke puokshm g is m u c h le s s o f a n estabfcshed co n c e p t, m pa rt b e ca u s e th e in d e p e n d e n t s p irit" h a s b een
p a rt οI th e DM A o f m a n y publishers g o in g back thro u g h o u t h is to ry D esca rte s a n d Spinoza w e re p u M s h e d
Hogeschool van Am sterdam
Canon
PublishingLab
What's next? For lecturers: CMS
in teractive digital re a d e rs in e P u b 3
Rose Leighton
PublishingLab
Amsterdam University of Applied Sciences
[email protected] | @RoseLeighton