The reinvention of the book in digital format raises questions concerning the content, purpose, and structure of e-books and their effectiveness in academic environments. As information professionals, have we asked the faculty what are their requirements for e-book content, how they use e-books, and how e-books should be configured? This article will review the current knowledge of e-books and users, share results from a life science faculty survey pertaining to e-books at the University of Colorado, Boulder, and discuss e-books in the larger context of science research.
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Barbara Losoff (2008) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: