Affordable Content Models
Cheryl Cuillier
by Cheryl Cuillier, University of Arizona (bio)
In the college textbook landscape, inclusive access programs are expanding rapidly. This chapter explores the evolution of inclusive access and the model’s possible advantages and disadvantages, considering perspectives of publishers, campus stores, faculty, students, and open educational resource (OER) advocates. Using the University of Arizona (UA) BookStores’ inclusive access pilot as a case study, I also share the lessons we have learned. UA anecdotes come from 2017 interviews with Cindy Hawk, Assistant Director of the UA BookStores; Mark Felix, Director of Instructional Services in the Office of Instruction & Assessment; Management Information Systems Professor Bill Neumann; and Valeria Pietz, eLearning and Multimedia Services Team Director in the Eller College of Management.
While the details may vary by publisher, vendor, retailer, or institution, inclusive access generally works like this: Students receive access to digital course materials on or before the first day of class.
While the details may vary by publisher, vendor, retailer, or institution, inclusive access generally works like this: Students receive access to digital course materials on or before the first day of class. Content is usually linked in the campus learning management system (LMS). Access for enrolled students is free during a brief opt-out period at the beginning of the course; if students opt out of buying the inclusive access content by the deadline, their access disappears. If they do not opt out, access continues and they are automatically charged for the content. Because opt-out rates tend to be low, publishers say they can afford to offer volume discounts at substantial savings (“as much as 70 percent” [Dimeo, 2017, Michael Hale section, para. 8]). Student access to purchased materials ends at a length of time negotiated with the publisher.
These programs are known by a variety of names. Publishers McGraw-Hill Education, and Wiley use the term inclusive access, as do content delivery providers VitalSource and RedShelf. Macmillan calls its digital discount program Macmillan Learning Ready. Pearson referred to the model as both ALL-INclusive and Digital Direct Access. Unizin dubbed it the All Students Acquire model. The Mizzou Store at the University of Missouri calls it AutoAccess. At San Diego State University, the program goes by Immediate Access. Hinds (Miss.) Community College calls it Instant Access. Follett named its platform includED, and Barnes & Noble College uses the term First Day. According to Ruth (2017), programs are also referred to as “day-one access,” “digital discount,” or “enterprise solutions” (para. 3).pearson
To reduce confusion, I will refer to the model throughout this chapter as inclusive access (the name of the UA BookStores’ program). I acknowledge that this term is controversial. According to Nicole Allen, Director of Open Education for the Scho