1. The book could be used entirely in an on-line format or scholars could choose to acquire a print version of all or part of the book once they had browsed the on-line version. Alternatively, at least at some point in time and for some forms of books such as textbooks, an electronic format such as a CD-ROM might be better-for technical, cost, or market reasons-than either the on-line or the print format. Malcolm Getz addressed some of the format issues well in chapter 6. [BACK]

2. In effect, funds that would have been spent on interlibrary loan activities, i.e., staff and mailing costs, would be redirected to the producers of the scholarly knowledge, thus supporting the production and dissemination of such scholarship. [BACK]

3. Details on early project activities and findings are available in Summerfield, Mandel, and Kantor, Online Books at Columbia-Measurement and Early Results on Use, Satisfaction, and Effect: Interim Report of The Andrew W. Mellon Foundation-Funded Columbia University Online Books Evaluation Project, July 1997. This report is available at http://www.arl.org/scomm/scat/summerfield.ind.html. Background information on project design and collection issues is provided in the project's Analytical Principles and Design document of December 1995 and in its Annual Report of February 1997. Both are available at http://www.columbia.edu/dlc/olb/. [BACK]

4. A few reference books were already on-line on a text-based campuswide information system. [BACK]

5. As noted earlier, this document is included on the Web page for the project. Questionnaires and other research methodologies have been fine-tuned after pretests and early use, but the general concepts remain in place. [BACK]

6. For Tables 17.2-17.7, Web data exclude hits by project staff. These hits were excluded because they can be substantial in number, as resources are in design phases, and do not reflect the scholarly use that we are studying. [BACK]

7. Columbia's Academic Information Systems designed a Web version of the OED that has various analytical capabilities, but that version requires more server resources than we can devote to this single work. [BACK]

8. Clearly, these measures are not absolutely equivalent. Scholars can access and use books from the regular collection without checking them out. (However, to use a book in the reserve collection, a scholar must check it out.) [BACK]

9. This type of skewed distribution, or Bradford law, is typical of use of all types of library collections. [BACK]

10. Each on-line book is comprised of several Web files-one for the table of contents, one for each chapter, one for the index, and so on. [BACK]

11. For use data to show revealed preference, the collection must contain books that would repeatedly draw users to the collection-either books that users want to look at often or an assortment of books that pulls scholars to the collection for a variety of purposes. [BACK]

12. Other students in these courses may have used the book earlier in the semester. Data for the fall 1997 semester will be complete. [BACK]

13. The School of Social Work is strictly a graduate school. Many of its students have residences in New York before they begin studying at Columbia. Virtually all are involved in various internships that take them away from the campus. In fact, they are likely to be on campus for only two or three days a week. Another group of students take most of their courses at another campus about 20 miles away. All these factors led to an expectation that this cohort would particularly value on-line books and the ability to use them away from campus. [BACK]

14. In January 1998, that count had grown to 2,700. By May 1998, it is likely to be at about 3,000. The residence hall network covers 15 buildings and has a total of 4,500 ports. [BACK]

15. Software allowing annotation of an electronic document is available, but few people are aware of it. The project will seek to bring such software to the Columbia community as feasible. [BACK]