Libraries are under increasing pressure to provide equitable access to essential course materials.
But finite budgets, supporting diverse learning needs and demand for seamless digital access are becoming increasingly difficult to manage. At the same time, the eTextbook market continues to grow in complexity, with a wide range of acquisition models, licensing options, platforms, and pricing structures available to libraries.
So how do libraries find sustainable, flexible strategies? At a recent webinar, Debora Hodgson, Acquisitions Librarian at the University of Bath, and James Stephens, Head of Library Services and University Librarian at the University of Cumbria, shared how their institutions approach these questions. Their experiences highlight a common goal: delivering the best possible access to learning resources while balancing cost, usability, and long-term sustainability.
Prioritising access for every student
When discussing the factors that influence eTextbook purchasing decisions, both Debora and James agreed that access, affordability, and reading list requirements remain central considerations.
For the University of Bath, every decision starts with supporting student’s access to essential learning materials. When a title appears on a reading list, the library evaluates the available access models and seeks the option that will provide the widest possible availability.
"We're looking for the best access model to enable any of our students who want to access it to be able to access it."
Similarly, the University of Cumbria focuses on ensuring resources are available to all learners, recognising that students engage with learning materials in different ways and at different times.
"As a library, we want to provide access to all our users. We don't know how students will want to use some of these books."
Building flexible collections that support different learning needs
Although both institutions operate with an e-first mindset, neither sees a future that is entirely digital. Instead, they are creating flexible collections that provide students with choice while supporting different teaching and learning needs.
The University of Bath maintains an e-first policy but continues to purchase print materials where demand remains high or where specific disciplines favour physical formats.
"We'd ideally like everything to be available electronically, but it does depend on our subjects."
For the University of Cumbria, digital resources have become particularly important because of the institution's dispersed student population. With multiple campuses and a large proportion of students studying away from campus, eBooks help ensure learning resources remain accessible regardless of location.
"How can we reach this really distributed geography? Obviously eBooks. It's a no-brainer."
Finding sustainable models for long-term success
One of the strongest messages from the discussion was that successful eTextbook provision rarely depends on a single acquisition model. Instead, libraries are combining a range of approaches, including single-title purchases, subscription collections, publisher-direct agreements, aggregator platforms, and subject-specific packages.
For the University of Bath, the most appropriate model often depends on how a resource is used within teaching and whether it appears on an essential reading list.
"It really depends where a title is available and how it's tagged on a reading list."
Meanwhile, the University of Cumbria has increasingly adopted collection-based approaches that provide broad access to content while helping reduce the administrative burden associated with managing large numbers of individual licences.
For example, James highlighted the role that collection-based models such as Sage Catalyst can play in reducing complexity while providing broad access to essential titles. By bringing together a large number of course texts within a single subscription, libraries can reduce the administrative overhead associated with managing multiple individual eTextbook agreements.
James noted that managing multiple licensing models and individual textbook agreements can place significant pressure on small acquisitions teams.
"The administrative pressure on that kind of team to manage multiple different models and licences is too much really."
For many libraries, the ideal model is one that provides sustainable access, reduces complexity, and allows library teams to focus more time on supporting teaching and learning rather than managing administrative processes.
Accessibility is becoming a core requirement
As student expectations continue to change, libraries are increasingly evaluating resources not only on cost and availability, but also on how effectively they support different learning preferences and accessibility needs.
Features such as adjustable display settings, read-aloud functionality, offline access, and device flexibility are becoming essential considerations when evaluating eTextbook platforms.
James also noted that unlimited access models remain particularly valuable because they remove barriers for students. He cited Sage Catalyst as an example of a model that allows all students to access core texts simultaneously, without waiting for licences to become available.
Importantly, these features are benefiting a wider range of users than ever before.
"We don't want to tell students that they're going to have to wait until someone's left the licence before they can use it."
AI's emerging role in the student experience
As James explained:
"It is something that is so prevalent now that we have to engage with it."
AI-powered tools embedded within learning platforms are beginning to offer support through enhanced search capabilities, content summaries, and study assistance. James highlighted integrated AI-enabled features available through Sage Catalyst's Bookshelf+ experience, noting that these tools can help students engage with trusted academic content while remaining within institutionally approved resources.
However, both speakers stressed the importance of clear institutional guidance and helping students understand the distinction between authoritative academic resources and publicly available AI-generated information.
When used responsibly, they believe that AI has the potential to help students engage more effectively with high-quality learning materials and support deeper interaction with academic content.
Strong relationships remain essential
One message remained consistent throughout the discussion: successful eTextbook strategies are built as much on relationships as they are on resources.
Debora encouraged librarians not to accept initial offers at face value and to explore alternative options with publishers wherever possible. Likewise, James highlighted the importance of maintaining regular conversations with academic colleagues to ensure collections continue to align with teaching requirements.
"Having those conversations with academics is really important."
Looking ahead
What became clear from this discussion is that successful strategies are rarely built around a single acquisition model or platform. Instead, libraries are adopting flexible approaches that reflect the needs of their students, academics, and institutions.
While every institution's approach will differ, the goal remains consistent: removing barriers to learning and ensuring every student can access the resources they need to succeed. The experiences shared by the University of Bath and the University of Cumbria demonstrate that flexibility, collaboration, accessibility, and a commitment to equitable access will continue to shape the future of eTextbook provision.
Interested in learning more?
Watch the full webinar recording to hear directly from Debora Hodgson and James Stephens as they discuss the practical realities of eTextbook provision, acquisition models, accessibility, and the future of digital learning resources.
