The Google Generation: Entering the Publishing Industry Today

 

‘Publishing is an industry undergoing dramatic technological and commercial changes’ [1]

 

How often have you heard the phrase: ‘publishing is changing’? Even the title of this blog series, Publishing Revolutions, alludes to the fact that this industry is adapting to the technological revolution of the 21st Century.

As Alistair Carnegie Hodge, leader of Derby’s Publishing MA course so aptly puts it:

‘Publishing companies are keen to dispel the myth that all you need for success in the industry is a love of literature and reading. New entrants are now expected to bring industry-specific professional skills along with qualities such as innovation, versatility, enterprise and problem-solving.‘ [2]

This blog post aims to examine exactly what ‘industry-specific’ skills are needed to succeed in the publishing industry today, how Google can aid individuals who want to enter the publishing world, and more broadly, how our generation – the Google Generation – has affected the industry.

What you need and how to achieve it:

‘The ‘book’ as a printed container of content represents a too restrictive view’ [3]

Due to the digital shift, individuals wishing to enter the industry unsurprisingly need to be technologically aware and possess good computing skills. When working at a publishing company today it is unlikely that you will be working solely with the traditional printed book.

The advancement of the internet and resulting digital platforms means that everything from book creation to distribution has revolutionised. Editor, Peter Onos, reflects on how the distribution was handled before the arrival of computers:

‘In 1984 orders were still delivered by phone, fax and mail’ [4]

However, now, more and more readers are choosing to order books online – it is easier, faster and often cheaper than the methods used before. This means that publishers today must be familiar with popular bookselling sites such as Amazon, know how to upload page previews to the site, and use the internet to spread the word on where the book can be bought, linking onto the next skill: social media marketing…

It is all well and good to place your book online, but readers need to know about it and become interested first. This means aspiring publishers must be familiar with social media and how to use it to create a successful marketing strategy. The blog Marketing Books: Strategies and Campaigns- Social Media: Where To Get Online As a Writer, And How To Use It  offers a comprehensive guide on how this can be achieved with various platforms, but for the purpose of this article, I will use Instagram as the example.

Instagram can be a fantastic way to promote an author’s work. Publishers will often post snippets of the content – a memorable quote, perhaps – or a teaser of the cover design, in the months leading up to publication. This means publishers today need to understand how these sites work, how to increase their posts views (for example using hashtags containing relevant keywords) and have the flexibility to view these popular social tools in a professional light.

How can all this be achieved?

Through a mixture of educational, vocational and online-based approaches.

ONLINE: Google’s Digital Garage, which we explored in our post The Google Generation: How Google has affected our generation economically, socially and academically teaches individuals the principles of online marketing, including how to use social media effectively.

Canva, a free graphic design tool which seeks to ’empower the world to design’ [5], is a fantastic starting point for first-time designers who want to experiment a little more freely before attempting InDesign or Photoshop. Canva allows users to create Instagram posts, presentations, posters, leaflets and a whole bunch of other creative advertising tools.

These options would be great for those that want to learn from home at their own pace and leisure.

EDUCATIONALLY: Publishing courses today are becoming increasingly more future-facing and vocational. Derby’s Publishing MA course offers a module called ‘Skills For Modern Publishing’, which ‘gives students a sophisticated understanding of modern digital tools and software and social media management.’ [6] Oxford Brookes has even established an exclusively digital Publishing MA: Digital Publishing, which ‘provides practical investigation of the strategies to publish digital media using industry adopted technologies, such as eBooks, websites and apps.’ [7] 

Additionally, many universities are incorporating the option of real-world publishing experience into a student’s time at university. A key example of this is Loughborough University’s Lamplight Press which offers students the opportunity to get experience in all areas of the publication process: from conceptualising an idea and commissioning it, to marketing and selling the finished product.

This option would suit those looking to achieve a good balance between theory and practical application in a university setting.

VOCATIONALLY: The power of internships! According to The Society of Young Publishers ‘most publishers now expect graduates to have some sort of work experience.’ Reflecting on my own experiences, this couldn’t be truer. Though I have been lucky enough to learn about publishing through theory modules alongside my English degree, the experiences that I have had through interning at a range of publishing houses has been invaluable. During an internship programme, aspiring publishers will often be able to dive right in and get first-hand experience in a range of areas and departments. Through undertaking an internship, I have developed my InDesign skills, written a blurb, and even helped to convert a printed book into eBook form!

In this Google Generation, the idea that all you need is a degree and a love of literature has well and truly been ‘dispelled’. In fact, Penguin Random House recently made headlines by proclaiming that applicants would no longer require a degree [8] , shifting even more focus onto the importance of work placements and experience.

Interestingly, Google as a search engine can even help aspiring publishers get a foot in the door. Many of my work placements were found through researching publishers online and contacting staff members speculatively.

To conclude then, living in the age of Google has impacted the publishing world and its industry requirements immensely. The good news, however, is that just as the digital revolution has changed perceptions of publishing, it has opened up the industry to a wide range of individuals with a diverse variety of skills. Google itself, both directly and indirectly, can help aspiring publishers adopt the skills needed in this new age of publishing and its ongoing revolutions.

Author: Sarah Gunton

REFERENCES

[1] Alistair Carnegie Hodge, Publishing MA course description, Derby University. 1 September 2017. Available at: https://www.derby.ac.uk/courses/postgraduate/publishing-ma/ [accessed: 21 April 2018].

[2] Carnegie Hodge, Publishing MA course description. Available at: https://www.derby.ac.uk/courses/postgraduate/publishing-ma/ [accessed: 21 April 2018].

[3] Giles Clark and Angus Phillips, Inside Book Publishing (London: Routledge, 2014)

[4] Peter Onos, ‘How Book Publishing Has Changed Since 1984’, The Atlantic, 12 April 2011. Available at: https://www.theatlantic.com/entertainment/archive/2011/04/how-book-publishing-has-changed-since-1984/237184/ [accessed: 21 April 2018].

[5] Canva tagline. Available at: https://www.canva.com/

[6] Carnegie Hodge, Publishing MA course description. Available at: https://www.derby.ac.uk/courses/postgraduate/publishing-ma/ [accessed: 21 April 2018].

[7] Publishing MA course description, Oxford Brookes University, 1 September 2017. Available at: https://www.brookes.ac.uk/courses/postgraduate/digital-publishing/ [accessed: 21 April 2018].

[8] Sally Weale, ‘Penguin ditches degree requirement for job applicants’, The Guardian, 18 January 2016. Available at: https://www.theguardian.com/books/2016/jan/18/penguin-ditches-the-need-for-job-seekers-to-have-university-degrees [accessed: 21 April 2018].

 

The Google Generation: The Age of Self -Publishing

Through our discussion of the Google Generation, we have undoubtedly seen its drawbacks. In posts such as The Google Generation: Professor Google – How Google Impacts Education and The Google Generation: Information Retrieval Behaviour we have labelled this generation as ‘compliant’, ‘lazier (than the generations before)’ and ‘lacking in certain critical and analytical skills’.

Whilst these traits certainly can be true (in the correct contexts), the Google Generation is not – and should not – be refined to one stereotype. Access to the internet and its diverse creative resources means that this generation is more proactive and independent than ever before.

In this blog post, I will examine one key feature of publishing that showcases this pro-activeness and independence: self-publishing.

Self-publishing is a rapidly popular and exciting concept for authors around the world; the 21st Century has seen a boom in self-published authors alongside the rise of the eBook. Google is an excellent example of this:

‘Every android device sold worldwide is delivered with pre-installed apps, including Google Play Books.’ [1]

So, just what exactly can publishing with Google Play give an author that traditional publishing methods cannot?

Opportunity:

‘If opportunity doesn’t knock, build a door’ – Milton Berle [2]

Self-publishing grants authors an opportunity with no strings attached. Absolutely anyone who has access to a platform such as Google Play (which, as we discussed in The Google Generation: How Google Books Revolutionised the Reading Experience is anyone with a smartphone or computer) can publish their own book.

But why exactly is this concept so revolutionary? Think about the publishing industry today – commercial publishing houses, such as ‘The Big Five’, are known for wanting two things: bestsellers and profit.

‘Commercial publishers aim to maximise their profit and publish readable books. They are, therefore, very happy if they publish a bestseller as these have a large market’ – Lise Jaillant [3]

However, sometimes, even bestsellers manage to slip through the fingers of ‘big’ publishers. J.K. Rowling is an excellent example of this – ‘It took an alleged thirteen tries for Harry Potter and the Sorcerer’s Stone to gain acceptance from a publisher.‘ [4] Self-published authors are able to avoid this deflating initial rejection that those who go down the traditional route often stumble upon. There is no person of authority scrutinising every word, concept or phrase to see if it fits their company’s standards. Instead, you can leave the judging to the internet, after you’ve published:

‘Nowadays, the internet decides if you’re good, not the big man in the big office.’ – Alexei Maxim Russell [5]

The freedom to publish without a second opinion means that you can, to quote Google: ‘Reach readers you never thought possible’ [6] as your work is able to be considered by the thousands of readers who have access to the Google Play Books App, rather than an exclusive team of publishers who may not even acknowledge your possible reader base.

However, readership is not only increased through the opportunity to be independent and publish unique content. Google is able to connect readers to your work through various creative and interactive means:

Discoverability

As discussed in our blog The Google Generation: How Google Boosts Book Sales, Google is excellent at helping users discover content through SEO and keyword selection. This is something which is a given when authors decide to self-publish using Google Play:

‘While many self-published authors work hard every day trying to improve the SEO on their blogs and websites in an effort to improve search results on Google, [publishing with Google]  is an easier way to achieve the same aim.’ [7]

Linked to this, Google automatically indexes the title and author name of the books it aids the publication of, generating more search hits, traffic and consequently: book sales.

‘Getting extra Google search indexing is extremely valuable in helping boost your author brand and book sales’ [8]

Furthermore, it will be hard for an author not to find someone who loves their work using Google Play – Google enables people to view, buy and review the book in over 70 different countries.

This all sounds pretty amazing, right? Through the option of self-publishing, authors can be proactive in getting their work out there in the first place, as well as being independent by having full control of the whole process…

Yet, unfortunately, this is not always the case.

The “Independent” Self Publisher: Plagiarism and Content Blunders

‘Anyone can put a document on […] and call it a book’ [9]

The idea that anyone can publish a book should spark originality, uniqueness and creative independence. After all, everyone has a story to tell…

Or copy, it seems.

Self-publishing has created a platform where writers can all too easily become plagiarised. Many cases have occurred where an author has spotted similarities between their work and another self-published title, often with the same plot being repeated aside from a few minor tweaks. This is a problem, according to Ron Callari, due to the low standard of proofreading that can come hand in hand with self-publishing:

‘By not working with traditional publishers and the services they provide, the onus of proofreading falls squarely on the shoulders of the self-publisher.’ [10]

Linking on from this, by bypassing the touch of a professional editor, many self-published books fall victim to mishaps such as typos and grammatical inconsistencies. This is something which I have experienced personally whilst reading a self-published book; I am no stranger to the ‘report content error’ option on both Amazon Kindle and Google Play Books.

To conclude then, self-publishing can be a wonderful thing. It showcases our generation’s willingness to become active participants in the creation of content and has given the publishing world strong new independent voices, writers and readers. However, as with anything, it is not without its share of failures and risks. The prospect of literally anyone being able to publish content makes us question if the integrity of the work will always be preserved to the standard we have come to know and expect from professional publishing companies. Looking to the future, self-publishing platforms should increase their content screening process, not to discriminate, but to ensure no author will fall victim to having their work plagiarised.

Author: Sarah Gunton

REFERENCES

[1] A.C. de Fombelle, ‘One more excellent reason to publish on Google Play Books’, Medium, 12 October 2016. Available at: https://medium.com/streetlib/one-more-excellent-reason-to-publish-on-google-play-books-34675ce8108c [accessed: 18 April 2018].

[2] Quote by Milton Berle. Available at: https://www.goodreads.com/quotes/127307-if-opportunity-doesn-t-knock-build-a-door [accessed 18 April 2018].

[3] Quote by Lise Jaillant, ‘Small is Beautiful? Commercial and non-commercial publisher’. (Loughborough: Loughborough University, 2018).

[4] Dana Hall, ‘J.K. Rowling Turned Down by 12 Publishers Before Finding Success With Harry Potter Books’, Rise Up Eight, date unpublished. Available at: http://riseupeight.org/jk-rowling-harry-potter-books/ [accessed: 18 April 2018]/.

[5] Quote by Alexei Maxim Russell. Available at: https://www.goodreads.com/quotes/tag/self-publishing [accessed 18 April 2018].

[6] Google Play Books self-publishing tagline. Available at: https://play.google.com/books/publish/ [accessed: 18 April 2018].

[7] Derek Haines, ‘Is It Worth Publishing Ebooks on Google Play Books’, Just Publishing Advice, 2 April 2018. Available at: https://justpublishingadvice.com/is-it-worth-publishing-e-books-on-google-play-books/ [accessed: 18 April 2018].

[8] Haines, ‘Is It Worth Publishing Ebooks on Google Play Books’. Available at: https://justpublishingadvice.com/is-it-worth-publishing-e-books-on-google-play-books/ [accessed: 18 April 2018].

[9] Joy Lanzendorfer, ‘Stealing Books in the Age of Self-Publishing’ The Atlantic, 5 June 2016. Available at:  https://www.theatlantic.com/entertainment/archive/2016/06/plagiarism-in-the-age-of-self-publishing/485525/ [accessed: 18 April 2018].

[10] Ron Callari, ‘The New Plagerism: Protection for Indie Authors’, BookWorks, 11 September 2015. Available at: https://www.bookworks.com/2015/09/the-new-plagiarism/ [accessed: 18 April 2018].

The Google Generation: How Google has affected our generation economically, socially and academically

“Do we know its impact on the economy? Do we know its contribution to growth and wealth? Do we know how it benefits consumers, companies and governments? Do we know how countries are capturing value from it?”

Not much is known about how the web in its entirety contributes to global growth, productivity, employment and social well-being.

Economically

The internet is an extensive system of economic activity, ranging from millions of daily online transactions and communications. With the rise of smartphones, the majority of people can now access the internet anytime and anywhere. This creates opportunities for businesses to get online, connect with customers, and earn money. People have come to know the internet as a quick and simple way to find out information. These tools are how Google makes money and they’re how people use this to make a living.

International trade was previously not possible for a lot of countries. However, with the ability to communicate with investors and customers globally, many countries have been able to expand their businesses and industries worldwide. Other positive effects on international trade include improving logistics control, and making it possible to complete transactions and deliver products, services and payments faster and more efficiently. These methods of importing and exporting are to avoid delays and ensure that the process is a profitable one.

Employment is also another way the internet has affected our population. But does technology increase employment rates or does it reduce employment opportunities for the present and future generations?

In the last couple of decades, advancements in technology has benefited individuals and economies across the globe, including the labour market and workers skilled and educated in IT and engineering occupations. In terms of employment, technology benefits those with greater analytical, problem solving and creative skills. The growth of technology has managed to successfully increase economic growth for nations by raising productivity, efficiency and output levels, but perhaps at the cost of reducing and replacing workers who undertake repetitive tasks in specific locations, like small towns compared to the capital cities of the world.

The internet has expanded due to it’s technical openness, influenced by a variety of economic and social elements. However, these benefits have the capability to weaken the internet’s security, flexibility and stability. It can expose users to online intrusions, fraud, intellectual property theft or infringement. These online activities threaten economic and social wellbeing by exposing personal and private data, undermining human rights and depriving businesses of their financial investments.

 

Academically

Internet search engines such as Google are popular retrieval systems for immediate access to information. The interchange of knowledge, ideas and materials among scientists, university professors and students encourages their research and scholar activities. Millions of books, journals and magazines are available through the internet. This digitization of different sources of materials has given people a greater access to education.

The Google Digital Garage project was launched in 2015, to enable anyone to learn the fundamentals of online marketing so that they can take their business online. The free online platform comprises training your digital skills and receiving personal mentoring. Its open to anyone interested in learning or furthering their digital skills, from graduates to small business owners and entrepreneurs. Upon completion of the online course, learners will receive a certificate endorsed by Google and the IAB Europe. The Google Digital Garage events are to promote the online certification program, and give learners the opportunity to meet the experts face-to-face and ask questions in a more social setting. This Google venue includes topics such as creating a marketing strategy, building a website and increasing your SEO through online marketing and AdWords campaigns.

 

Socially

The internet contributes to social wellbeing and offers new opportunities, such as meeting people and exchanging knowledge and ideas with them. It is also much easier keeping in touch with family and friends. This effective means of communication among people, includes online emailing and instant messaging. People are able to express themselves to a potentially wider audience. Becoming more informed about topics that are relevant to them, gaining a better understanding and a more active role in their communities.

But is the virtual life becoming more social than the physical life? Our digital devices, that are so psychologically powerful are changing not only what we do, they change who we are.

The addiction to online social networks can disturb a person’s way of living and professional activity. This increase can cause alienation, isolation, depression, and withdrawal from society. People want to customize their lives, by being connected to all the different places they want to be. Inserting control over where they put their attention. The internet can be a powerful tool to use, but real life human contact and social interaction is just as important.

Certain elements of openness don’t fit within the categories of technical, economic, academic or social openness. Some extend into these categories, or they may just have different characteristics altogether. One such element is the empowerment of individuals to understand, object to, and control how their personal data is used online. Empowerment states that internet users should be provided with useful and comprehensible information about the privacy ramifications of their online activities.

But to what extent do users have over how their data is used?

The degree of empowerment also depends on how much control users have over the amount and type of information they receive via the internet. Are people’s email accounts filled with spam? Are they able to block mail from certain accounts? Can parents protect their children from content they consider to be harmful, illegal or inappropriate? Empowerment is significant because it fosters trust in the internet.

The negative aspects of using Google are decreasing our critical thinking skills. Since information is already accumulated, people are more likely to rely on these sources, instead of innovative thinking. While Google allows the enhancement of education, it only focuses on one type of education, which falls under practical thinking. Based on all these observations, the positive consequences tend to outweigh the negative ones. However, individuals should contemplate about how these elements have impacted and shaped our modern society.

Author: Holly Iwaszko

References

Box, S. and West, J. (2016). Directorate for Science, Technology and Innovation Committee on Digital Economy Policy. [online] Oecd.org. Available at: https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=DSTI/ICCP(2015)17/FINAL&docLanguage=En [Accessed 6 Apr. 2018].

Cabrera, N. (2010). How the Internet Affects International Trade. [online] LILLY + Associates. Available at: http://www.shiplilly.com/blog/how-the-internet-affects-international-trade/ [Accessed 2 Apr. 2018].

 Economic and Social Benefits of Internet Openness. (2016). Economic and Social Benefits of Internet Openness. [online] Available at: http://dx.doi.org/10.1787/5jlwqf2r97g5-en. [Accessed 5 Apr. 2018].

 Hendrix, M. (2016). Google’s Ever-Growing Impact on the Global Economy. [online] U.S. Chamber of Commerce Foundation. Available at: https://www.uschamberfoundation.org/blog/post/googles-ever-growing-impact-global-economy [Accessed 2 Apr. 2018].

Leicester Mercury (2018). Free training at Google’s Digital Garage inspires students to go into business. p.36.

McKinsey & Company. (2011). Internet matters: The Net’s sweeping impact on growth, jobs, and prosperity. [online] Available at: https://www.mckinsey.com/industries/high-tech/our-insights/internet-matters [Accessed 2 Apr. 2018].

 OpenMind. (2018). The Impact of the Internet on Society: A Global Perspective – OpenMind. [online] Available at: https://www.bbvaopenmind.com/en/article/the-impact-of-the-internet-on-society-a-global-perspective/?fullscreen=true [Accessed 2 Apr. 2018].

Pepper, R. and Jackman, M. (2018). Connectivity for All: Insights from the 2018 Inclusive Internet Index | Facebook Newsroom. [online] Newsroom.fb.com. Available at: https://newsroom.fb.com/news/2018/02/state-of-connectivity-2017/ [Accessed 3 Apr. 2018].

Rehman, D. (2015). The Impact of Technology on Unemployment. [online] The Market Mogul. Available at: https://themarketmogul.com/the-impact-of-technology-on-unemployment/ [Accessed 4 Apr. 2018].

Turkle, S. (2018). Connected, but alone?. [online] Ted.com. Available at: https://www.ted.com/talks/sherry_turkle_alone_together?referrer=playlist-our_digital_lives&language=en [Accessed 31 Mar. 2018].

UKEssays. (2015). Impact Of The Internet On Our Society Media Essay. [online] Available at: https://www.ukessays.com/essays/media/impact-of-the-internet-on-our-society-media-essay.php [Accessed 4 Apr. 2018].

 

 

 

The Google Generation: Professor Google – How Google Impacts Education

We’ve all heard of “Doctor Google”. In today’s society many individuals will turn to the internet for medical reassurance, often by Googling their symptoms; however, this self-diagnosing behaviour can be dangerous, causing the general public to fret. Whilst Google can provide a wealth of information on both mental and physical conditions, it can also scaremonger and provide false information. It really is a double-edged sword.

“Professor Google” is no different. As discussed in our blog: The Google Generation: Information Retrieval Behaviour today’s generation favours information that can be accessed quickly with little effort. It should come as no surprise then, that students today are turning to Google for their study needs. But is using Google to aid one’s learning always as bad as it sounds? In this article, I will explore both the advantages and disadvantages of our relationship with Google and education.

All you need is … Google?

“It takes time to flip through pages [of a book] when you can easily type a question [into Google] and automatically get so many answers.” [1]

“Just Google it” is a phrase I’m sure you have encountered. Maybe you’ve even suggested it to a fellow friend or colleague? The fact is, Google is easy – you can indeed ‘automatically get so many answers’ with just a click of a button. But what does this mean in an academic environment? Well, it depends on the extent of your reliance on Google.

Picture this: you have just returned home from the library where you have read an interesting book. You sit down to write your essay. You want to know when the book was published for contextual information. Rather than dragging yourself all the way back to the library to look inside the front jacket of the book, you whip out your phone and Google the title. Or, even better, you Google a referencing programme such as ‘Cite Me’ which tells you exactly how to set out the publication information. Initial problem solved with extra benefits.

The above example illustrates the benefits of Google’s instant response to a query. Another instance of this perk is finding a synonym for a word which will make your essay sound more complex. Again, this is much faster than finding a printed dictionary or thesaurus.

However, using Google in excess of helping you fine-tune the perfect word selection, or aiding your referencing woes, can become problematic.

The mindset of just needing Google to answer a question or learn about a topic is frightening and actually hinders students. In a 2015 study on the use of Google by college students, a pupil was quoted saying: “Instead of looking in the book, I just Google the question” [2]. A student’s readiness to discard traditional methods of learning, such as the textbook leads to a compliant mindset. By finding an answer within seconds, people are losing the ability to analyse and research more complex pieces of information. After all, if Google has all the answers ‘automatically’, why should we think for ourselves and question the content we are skim-reading?

“In a fast food, fast data environment, the web transforms into an information drive through. It encourages a type-in-download-cut-paste-submit educational culture” – Tara Brabazon, The University of Google: Education in the [Post] Information Age [3]

This ‘cut-paste-submit’ ethic also poses problems: it leads students very easily down the path of plagiarism. Not only is the content that they are accessing more than likely untrustworthy – remember, anyone can publish on Google – but without crediting and debating a published academic source, they are often incorporating little more than questionable ‘facts’ into their work.

Popularity, not Quality:

When a student searches Google it ranks their search results via popularity, meaning the number of hits a site has takes precedence over the quality of its content; students who rely solely on Google, therefore, are often unable to access the standard of research which is required of them.

The ‘popularity factor’ is also, to some extent, found when using Google Scholar. Google Scholar is designed to specifically search for scholarly literature, meaning the content found can be considered trustworthy – however, by ordering results by relevance or date, it opts for a one size fits all approach. Through neglecting users the opportunity to really refine their (often thousands of keyword hit results) by subject area, many users cannot find necessary specific information that is easily shown through using a library database which does allow this specific way of searching.

Additionally, Google Scholar is fantastic for showing the most up-to-date information, results can be refined by the year 2018 if needed. However, it is much more difficult to find dated content, such as raw data like a newspaper clipping from the 1800s (which  can be found almost instantly when searching Loughborough University’s library database).

Google in the Classroom:

Google has undoubtedly transformed the way in which we learn, but it has also revolutionised the way we teach.

“Instant. Paperless. Easy” [4]

The above marketing tagline by Google Classroom perfectly captures the essence of how Google has changed the classroom environment.

What is Google Classroom? Google Classroom is a free web service which allows teaching to become more interactive and accessible.

How does it work? Teachers are able to create a class in just a few clicks of a button, add students to the virtual space and even set assignments on the platform.

Why is it beneficial? From a student perspective, it allows one to be more organised – everything you need is in one place. No more misplacing class notes. It also allows students to directly ask the teacher a question without the whole class needing to hear. This privacy can certainly ease any anxiety which a struggling student may have. Equally, for teachers, the ‘instant’ nature of this platform allows them the luxury of monitoring their students’ progress as well as removing the need for dozens of photocopies of worksheets (a win-win for both time management and the environment!)

Discover more with Google:

“Field trips to virtually anywhere” [5]

Google Expedition allows students and teachers to virtually explore anything from a museum to Mars through specially designed virtual reality kits containing collections of immersive 3D 360-degree images.

Why is it beneficial? The opportunities are endless. Virtual reality means students and teachers are free to explore areas which would have previously been geographically inaccessible. Furthermore, it makes the experience of a school trip accessible to all – everyone can join in as long as they are in the classroom, whereas with traditional school trips students and parents often have to consider financial implications.

To conclude then, Google can be a fantastic asset to teaching, education and learning. It can provide individuals with new experiences, reduce our reliance on paper and make learning more interactive and instantaneous. However – like with any platform – it should not be used without caution; it is disadvantageous, and often a form of academic misconduct, to rely on Google for researching and essay writing.

Author: Sarah Gunton

REFERENCES

[1] Lesley Rennis, Gloria McNamara, Erica Seidel, Yuliya Shneyderman, ‘Google it!: Urban Community College Students’ Use of the Internet to Obtain Self-Care and Personal Health Information’, College Student Journal, 1 September 2015   Available at: http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=1f67af3e-3aba-4233-a7ff-302aff5f45cb%40sessionmgr102 [accessed: 2 April 2018].

[2] Rennis et al, ‘Google it!: Urban Community College Students’ Use of the Internet to Obtain Self-Care and Personal Health Information’. Available at: http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=1f67af3e-3aba-4233-a7ff-302aff5f45cb%40sessionmgr102 [accessed: 2 April 2018].

[3] Tara Brabazon, The University of Google: Education in the [Post] Information Age (Aldershot : Ashgate, 2007). Available at: https://books.google.co.uk/books?id=QdeXCwAAQBAJ&pg=PT21&lpg=PT21&dq=BA+(Google)+:+graduating+to+information+literacy&source=bl&ots=JcIrhAVriq&sig=F73hEOUZMMzYhEeF0e_-91gV40w&hl=en&sa=X&ved=0ahUKEwj7gM3ox5vaAhWFB8AKHdR-DgkQ6AEIKTAA#v=onepage&q=BA%20(Google)%20%3A%20graduating%20to%20information%20literacy&f=false [accessed: 2 April 2018].

[4] Google Classroom tagline. Available at: https://edu.google.com/intl/en_uk/products/productivity-tools/classroom/ [accessed: 2 April 2018].

[5] Google Expedition tagline. Available at: https://edu.google.com/intl/en_uk/expeditions/  [accessed: 2 April 2018].

 

 

The Google Generation: Privacy Concerns and Copyright

The world wide web has transformed the way in which we communicate with each other, exchange goods and obtain information. But are these benefits? Most websites we visit are free of charge, but free comes at a price. There’s a shift in how information is flowing online and it’s invisible. As web users we are giving away our personal information. All our interactions online will be there forever.

One of the biggest threats comes from consumers themselves. Young people in particular, who use the web for different purposes, have to live with all their youthful indiscretions that are posted online. The permanent presence of that type of engagement can be viewed and accessed by anyone. People feel the liberty to ask personal questions online, and have no idea that the information they are searching for is being recorded. Search engines such as Google store information and its content. Those who provide these online spaces are allowed to monitor you behind the screen. Our complacency over online security is illustrated when individuals reveal personal information.

In recent news, Facebook and Google have had a vital interest in collecting as much information as possible about their users and selling it on to advertisers. This implies that the product online is not the content; the product is you. Our thoughts and desires are being traced, tracked and traded for profit and we are complicit in this bargain.

As the web is developing we must understand the cost of free and how it is redefining privacy, personal space and ultimately who we are. How data collected today can have unintended consequences tomorrow or in future years.

What is copyright?

Copyright is a form of intellectual property that allows individuals such as artists, composers and writers to own their creativity. It also helps to stop people stealing or copying:

• the names of products or brands
• inventions
• the design of products
• things that are written, made or produced

Copyright, patents, designs and trade marks are all types of intellectual property protection. Copyright gives the owner control over their work and how it is used in terms of issuing copies of the work to the public, although the exact wording varies between countries and is dependent upon national legislation.

For work to be subject to copyright law it needs to be:

• Original
• Tangible
• Created by an author from a country which recognizes copyright

Who owns copyright?

1. The author is the person who created the work and is generally the first copyright owner. This also includes the employer which is made in the course of an author’s employment under a contract of service.
2. For commissioned work however, the first legal owner of copyright usually lies with a person or organization who has been commissioned, rather than the commissioner, unless there is an agreement in place in the contract.
3. Where two or more people have created a single work protected by copyright and the contribution of each author is not distinct from that of the other, those people may be considered joint owners.
4.  There is nothing in the Copyright, Designs and Patents Act 1988, which relates specifically to ownership of copyright in works created by students. Therefore, the normal rules of ownership will apply. However, some universities and colleges may ask that the students assign their copyright over to the establishment when enrolling.

How long does copyright last? 

In the UK copyright protection for published works remain for the duration of the author’s life and up to 70 years after their death. However, this depends on the type of work and whether it is published or unpublished. After copyright expires, the work is in the public domain.

How to protect your copyright works? 

Copyright protection is automatic under international law, but in the event that your work is infringed, evidence will be essential to supporting your claim. It is also a good idea to ensure your work is marked properly with the copyright symbol, your name and the date it was produced. This shows that you have an awareness of copyright and take infringements of your work seriously.

Policing your copyright will stop others from copying, adapting, publishing, renting, performing, or broadcasting your work. If you choose to license your work you need to make sure there is a contract in place, which clearly state’s the conditions of use. A good contract in the beginning will minimize the chances of legal problems in the future.

Author: Holly Iwaszko

References

BBC. (2018). The Virtual Revolution, The Documentary – BBC World Service. [online] Available at: http://www.bbc.co.uk/programmes/p0067vvp [Accessed 24 Mar. 2018].

BBC iPlayer. (2018). Question Time – 2018: 22/03/2018. [online] Available at: https://www.bbc.co.uk/iplayer/episode/b09x008x/question-time-2018-22032018 [Accessed 24 Mar. 2018].

Gilpin, C. (2018). Teaching Activities for: ‘Facebook’s Role in Data Misuse Sets Off Storms on Two Continents’. [online] Nytimes.com. Available at: https://www.nytimes.com/2018/03/20/learning/teaching-activities-for-facebooks-role-in-data-misuse-sets-off-storms-on-two-continents.html?rref=collection%2Ftimestopic%2FPrivacy&action=click&contentCollection=timestopics&region=stream&module=stream_unit&version=latest&contentPlacement=2&pgtype=collection [Accessed 26 Mar. 2018].

Gov.uk. (2018). Intellectual property: Copyright – GOV.UK. [online] Available at: https://www.gov.uk/topic/intellectual-property/copyright [Accessed 27 Mar. 2018].

Gunter, B., Rowlands, I. and Nicholas, D. (2009) ‪The Google Generation: Are ICT Innovations Changing Information-seeking Behaviour. Oxford: Chandos Publishing

Society, D. (2018). DACS – Knowledge Base – Frequently Asked Questions. [online] Dacs.org.uk. Available at: https://www.dacs.org.uk/knowledge-base/frequently-asked-questions#FAQ146 [Accessed 27 Mar. 2018].

Pariser, E. (2018). Beware online “filter bubbles”. [online] Ted.com. Available at: https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles?referrer=playlist-our_digital_lives [Accessed 27 Mar. 2018].

 

 

 

 

 

 

The Google Generation: Information Retrieval Behaviour

Since the turn of the digital age, new forms of communication, which, when combined with new technology has transformed the way people live their lives. While traditional sources of information such as verbal communication, print, radio, television and telephone still maintain some importance, they are rapidly being replaced by computerized communications like the internet.

This development provides users with access to vast quantities of information on virtually every subject anyone can think of. It is also an interpersonal communications system through which users can maintain contacts with other people they know as well as build new relationships. It comprises the biggest library in the world and provides easy access to a huge community of users, who can become friends, advisors, counsellors, teachers, suppliers or customers. The evolution of the internet in these areas has impacted the way in which they can communicate with each other, engage in business, handle consumer-related and personal financial transactions and utilize knowledge about the world.

The internet has close connections to the educational world and is becoming a more dominate environment for the growing numbers of people who use it. With this in mind, we begin to ask ourselves: Has the internet changed particular web behaviour or habits?The increasing amount of information available on the internet and the generation who heavily rely on it has been labelled “The Google Generation.”

The availability and popularity of search engines, such as Google, gives rise to a different type of scholar, that utilizes online sources instead of using subscription databases. A younger generation of learners are adopting a different style in their attitudes, expectations, behaviour and even in the way they think, compared to older generations. This could be interpreted as age-related differences, but people are at different stages in their lives and are using the internet for different purposes and in different contexts.

In terms of information retrieval, students may feel less confident about their searching capabilities. This is demonstrated by inefficient source strategies. The ubiquitous use of favoured search engines raises issues of failing to acknowledge the vast collection of networked resources from different providers. Learners often result to “power-browsing,” which means examining information quickly and often skipping pages in order to locate key points of the material. Viewing information, rather than reading it, suggests they don’t possess important critical and analytical skills when using the web.

David Loertscher confirmed that: “search engines such as Google are so easy and immediate that young people, when faced with a research assignment, just ‘google’ their way through the internet rather than struggle through the hoops of a more traditional library environment.”

The majority of students tend to find library resources to be inconvenient and therefore prefer to use Google, as this offers a familiar but simplistic solution for study needs. However, merely using the internet does not guarantee quality and good information. The expansion of the amount of information that is accessible to people and the growing ease with which it can be accessed means that factors such as currency, relevance, quality, authority and authenticity should not be neglected.

Author: Holly Iwaszko

References

Harter, S. (1997). Online information retrieval. San Diego [u.a.]: Acad. Press.

Gunter, B., Rowlands, I. and Nicholas, D. (2009) ‪The Google Generation: Are ICT Innovations Changing Information-seeking Behaviour. Oxford: Chandos Publishing

gPdfs.semanticscholar.org. (2018). [online] Available at: https://pdfs.semanticscholar.org/a3e0/75d194661568b6279ed82ac1641576ce9c4f.pdf [Accessed 16 Mar. 2018].

Quote by: David Loertscher. Found in: Brabazon, T. (2007). The University of Google. Hampshire: Ashgate Publishing Limited, p.17.

 

 

 

 

The Google Generation: How Google Boosts Book Sales

 “Although the internet has only been around for a little over 25 years, it has forever changed the way that products are successfully marketed to the general  public.” [1]

 

In my last article ‘How Google Books Revolutionised the Reading Experience‘, I briefly discussed how Google Books boosts readership through social marketing techniques such as ‘Google Books Reviews’, and how Google’s search facility allowed obscure titles to become more readily accessible to readers. In this article, I will continue to explore how publishers and authors can use Google to increase their book sales through following areas:

The Power of Suggestion:

Finding new books has never been easier. In fact, thanks to Google, readers don’t even need to actively search for a new book to binge on. Instead, platforms such as Google Books will show a customer ‘similar Ebooks’ to the book which they originally searched for –  as well as ‘more books by this author’. Gone are the days of pondering which book to buy next – now your next ideal read is most likely only a few scrolls down from the book you just bought.  Linked to this, when searching for a title through Google, the feature ‘people also searched for’ pops right up.

These features give readers a whole bunch of new books to delve into; and for authors, an increased following. Picture this: you find a book on Google’s ‘Top Selling’ tab (the place you always go to) – you love it. Then, after seeing Google’s suggested ‘more titles from this author’, you read one, two, or maybe more of the targeted recommendations and find a new favourite – perhaps a lesser-known piece of work by said author (or even a ‘similar author’). Google has now acted as a facilitator: introducing you to a book which you would not have found by sticking to your original searching habits, and in turn, has increased the attention towards a lesser-known title, so that it will, theoretically, one day reach the ‘Top Selling’ tab. The cycle then begins again.

The Significance of SEO:

Search Engine Optimisation – or, more commonly: SEO, is essential for getting books noticed on Google.

“If your main goal is selling books online, your biggest concern should be making sure that your books are as discoverable as possible. Making your books discoverable means ensuring that every aspect of the content marketing […] revolves around SEO.” – Amy Harrop, Book Coaching [2]

But what exactly is SEO?

SEO is the practice of using tailored keywords to optimise the chance of your product or work reaching its intended audience. For example, if you have written a short book called ‘The Trip’ of the thriller genre, set in Spain about a backpacker who encounters a sinister couple on a train, these keywords would be a good fit:

 thriller / Spain  / novella / train / travel / suspense narrative / plot twist / couple / unsettling thriller / psychological thriller / passengers / sinister / backpacker / gripping psychological thriller / deception 

“Google favours the cleanliness of information” – Matthew Gray, Lead Engineer of Google Books Search Quality [3]

To enhance your chances even more, you should include the keywords in the book description and subtitle, as it’s not uncommon for basic titles to get lost in a swarm of similarly named books. ‘The Trip’ could easily be a romance novel about the whirlwind holiday of a lifetime – or equally, a coming-of-age tale about a group of high school graduates on their first trip abroad. Therefore, to make the information as ‘clean’ and accessible as possible, ‘The Trip’ would fare better with a subtitle that identifies its purpose and ‘‘make[s] it easy for Google to find relevant content in a book and serve it up to the inquiring mind on the other side of the Google search box.“ [4]

Such as: ‘The Trip: One Backpacker’s Encounter with the Passengers from Hell’.

The Advantage of Digital Ads:

“Be just a Google Search Away” [5]

Linking well with SEO, Google Adwords is an excellent service for boosting book sales by connecting searchers to a title which relates to the nature of their general search; as Daniel Leffers elaborates: “With Google Adwords, the company’s primary advertising platform, self-published authors can publish text ads that will appear on search results pages.” [6] 

To our current generation – the Google Generation – this may not seem special or revolutionary. In fact, in this day and age, it seems standard practise to see ads popping up for the new bestseller that “everyone’s talking – or rather, posting – about!” However, in order to appreciate just how Google has ‘forever changed’ the way in which books are marketed and accessed by readers, we must consider how books were advertised in the pre-Google age. A variety of methods were used – anything from good old-fashioned pen to paper posters, to authors self-promoting their work on Television or radio stations.

But what do those methods lack? Targeting.

The internet has made it easier than ever for products to reach their indented audience; leaving it to chance whether your ideal customer will see a said poster or be watching TV when your specific advert comes on is a thing of the past!

A key example of this is Retargeting, used by Facebook Exchange: ‘FBX utilises tracking cookies to remember what products a customer has expressed interest in previously […] and then sends signals to Facebook that it should display [that product] to that particular customer.“ [7]

For example, if a user of Facebook has searched for ‘best seller thrillers’ recently on Google, the interest will be retargeted to appear on Facebook through a number of bestselling titles popping up on their News Feed.

To conclude, then, Google has revolutionised how readers connect with and buy books. Google makes it easier than ever to find a new read, with both content-specific and author-specific suggestions, and offers authors a platform to maximise the sales of their books by connecting searchers to content through its optimising search algorithms.

Author: Sarah Gunton

REFERENCES

[1] Amy Harrop, ‘How to Use SEO and Google to Sell More Books’, Book Coaching, 21 November 2017.  Available at: https://bookcoaching.com/how-to-use-seo-and-google-to-sell-more-books/ [accessed: 23 March 2018].

[2] Harrop, ‘How to Use SEO and Google to Sell More Books’. Available at: https://bookcoaching.com/how-to-use-seo-and-google-to-sell-more-books/ [accessed: 23 March 2018].

[3] Quote by:  Matthew Gray, Lead Engineer of Google Books Search Quality. Found in: DC Denison, ‘Getting Google to notice your ebook’, O’Reilly, 6 December 2010. Available at: http://toc.oreilly.com/2010/12/now-that-google-editions-has.html %5Baccessed: 23 March 2018].

[4] Gray, Found in: Dennison, ‘Getting Google to notice your ebook’.  Available at: http://toc.oreilly.com/2010/12/now-that-google-editions-has.html %5Baccessed: 23 March 2018].

[5] Google AdWords tagline. Available at: http://adwords.google.com/intl/en_uk/start/how-it-works/search-ads/?subid=gb-en-ha-g-aw-c-0-b0_xx_sho_xx_oh_bau_non!o2~1043941367-247065469405-kwd-12340353&utm_campaign=gb-en-ha-g-aw-c-0-b0_xx_sho_xx_oh_bau_non!o2~1043941367-247065469405-kwd-12340353 [accessed: 23 March 2018].

[6] Daniel Leffers, ‘Google Ads 101: A Guide for Indie Authors’, Publishers Weekly, 2 December 2016. Available at: https://www.publishersweekly.com/pw/by-topic/authors/pw-select/article/65767-google-ads-101-a-guide-for-indie-authors.html [accessed: 23 March 2018].

[7] ‘What is Facebook Exhange’, Big Commerce. Available at: https://www.bigcommerce.co.uk/ecommerce-answers/what-is-facebook-exchange/ [accessed: 23 March 2018].

The Google Generation: How Google Books Revolutionised the Reading Experience

  Millions of books at your fingertips.

All the books that you love. On the page or out loud. Anywhere you are.

 

The above marketing slogans used by Google Play Books perfectly capture the essence of just how Google has revolutionised the reading experience. Launched back in December 2010, Google Books aimed to revitalise the reading experience for the public; in fact, as early as 2009 bold claims were being made about the impact of Google’s proposed digitisation of books:

“We are doing this for the good of society. By making it possible to search the millions of books that exist today, we hope to expand the frontiers of human knowledge.” – Santiago de la Mora. [1]

However, improved searchability is just one of the many innovative ways that Google has enhanced our relationship with the book. In this article I will discuss how Google has transformed the reading experience in the following areas:

ACCESSIBILITY AND CUSTOMISATION:

The printed book seems pretty easy to use, right? You pick it up, turn the pages, and soak in all that lovely content. A simple and natural way to approach reading – that is, of course, until the digitalisation of text came about and made reading even more approachable.

Google Play Books is an excellent example of this newfound accessibility – with a few taps of a button you can customise everything from the font size to the transition setting for moving between pages – a personal favourite is the ‘3D page curl’, which gives the feel of reading a printed book, as opposed to other options such as the rather basic slide between pages. Google Play Books is undoubtedly respectful of our innate desire to feel like we’re reading an “actual book” and even offers users the chance to revert back to ‘original pages’, which is exactly what it says on the tin: the original scanned pages of the printed book relayed on a digital device. However, for those who embrace the diversity which digital reading offers, a multitude of innovative options await:

The Night Light: “Night Light gradually filters blue light from your screen, replacing it with a warm, amber light. […] The colour adjustment is more compatible with your eyes and greatly improves low-light reading.” – Greg Hartrell. [2]

Gone are the days of squinting in poor lighting and getting insomnia from the harsh blue glare; true to it’s promise, this feature enables readers to read with ease ‘anywhere they are’, at any time of the day.

Bubble Zoom:  “Bubble Zoom [automatically] expands the speech bubbles of a comic strip one-tap-at-a-time, making them super easy to read on your mobile device. […] No more compromising the full page experience or getting lost while panning around” – Greg Hartrell. [3]

Once again, Google’s focus is on accessibility: it is now ‘super easy’ to enjoy reading a comic strip wherever you are, thanks to the convenience of Google Books being readily accessible on any mobile, tablet or laptop, whilst still being able to enjoy the traditional full page experience which we readers know and love.

‘Read Aloud’: This feature makes tricky texts even more approachable by having an automated voice over to pronounce words correctly. It also functions to make reading a phonological learning experience – something which is especially useful for children.

Built in dictionary: Much like the ‘Read aloud’ option, the built in dictionary makes reading a learning experience; a full definition is granted simply by tapping on an unfamiliar word, encouraging readers to stick with complex texts and get a fuller understanding of the content which they choose to read.

Automatic translation: Again, just by tapping a word,  readers can translate it to the language of their choice. This feature is not only extremely convenient for those learning a new language, but encourages and enables the average reader to appreciate a diverse range of literature that may not be written in their first language.

MARKETING:

Google Books has adopted a number of successful tactics to boost readership and book sales:

Google Book Reviews: Think back to the pre-digital age: when seeking a new book, a reader would enter the store, pick up a book and decide whether or not to buy it. However, with the advancement of a digital library comes a digital community of book readers complete with a reviewing system. Now the reader has not only their own opinion to go off, but thousands of other people’s too. Additionally, the reviewing system helps readers gauge which books are most popular, as well as allowing them to have their own say after reading – encouraging people to start discussing books again: a win-win for booksellers and readers alike.

A digital boost for obscure texts: “Search Engines and online bookstores disclose and make available books no longer in stock in ordinary bookstore chains; as a result, niche markets flourish and the total sales of obscure books have grown” – Terje Hillesund. [4]

With over 25 million books scanned, Google Books makes it near-impossible for you not to to find something new and interesting to delve into; the idea of a (virtually endless) possibility of literary exploration is a true revolution indeed.

SEARCHABILITY:

To refer back to my first point, Google has greatly enhanced our relationship with books by making it even easier to find the content that we seek. To quote David Nicholas: “[The Google generation] have the greatest appetite for fast information.” [5]

Google Books’ ‘search inside’ feature is especially innovative for the student reader; now, with a click of a button, readers are able to search the whole book for a single word (or phrase) and then go on to bookmark, highlight, and even annotate it. Gone are the days of ruining a book with a highlighter, or browsing for hours to find a single quote.

To conclude, then, Google Books has revolutionised the reading experience in a number of ways; Google aspires to offer the ‘best of both worlds’: improving the reading experience by making books more accessible and diverse, whilst still striving to incorporate the beloved qualities of the printed book experience into a more compact digital format.

Author: Sarah Gunton

REFERENCES

[1] Quote by: Santiago de la Mora, head of Google Books for Europe. Found in: William Skidelsky, ‘Google’s Plan for world’s biggest online library: philanthropy or an act of piracy?’, The Guardian, 30 August 2009. Available at: https://www.theguardian.com/technology/2009/aug/30/google-library-project-books-settlement [accessed: 3 March 2018].

[2] Gregg Hartrell, Senior Product Manager, Google Play Books. Found in: ‘Silent Night with Night Light’, Official Blog, 15 December 2015. Available at: https://android.googleblog.com/2015/12/silent-night-with-night-light.html [accessed: 3 March 2018].

[3] Gregg Hartrell, Senior Product Manager, Google Play Books. Found in: ‘Google Play Books introduces Bubble Zoom’, Official Blog,  21 July 2016. Available at: https://blog.google/products/google-play/google-play-books-introduces-bubble-zoom/%5Baccessed: 3 March 2018].

[4] Terje Hillesund, ‘Reading Books in the Digital Age subsequent to Amazon, Google and the long tail’, First Monday, 3 September 2007. Available at: http://firstmonday.org/ojs/index.php/fm/article/view/2012/1887  [accessed: 3 March 2018].

[5] David Nicholas, ‘The Google Generation, the mobile phone and the ‘library of the future: Implications for society, governments and libraries’, Icolis, 2014 [accessed: 3 March 2018].