ABSTRACT
Significant changes in textbook publishing are at college instructors' door. Textbook representatives are directed to mesmerize potential clients with eye-catching displays and statements about digital literacy of the next generation of college students. Based on a one-year pilot study, in 2014–2015, of an electronic textbook, this commentary shares real experiences with the digital tools, contextualizes the shift in textbook publishing and research on student outcomes, and provides insight in navigating through the Brave New World of digital texts and adaptive learning tools.
Acknowledgments
The author is thankful to Jerry Mitchell for guidance, the various reviewers for their insight, and the McGraw-Hill team for allowing us the opportunity to pilot their digital products. Thanks also to my colleagues involved in this study: Jeff Bradley, Mark Corson, and Ted Goudge.