“Next stop, mobile apps!”—that was the title of a webinar I attended last week, presented by one of the major textbook publishers. Like most educators, I’m skeptical about technology-driven claims made about mobile apps or other tools. Technology should serve learning, not drive it. Students and instructors should be supported in using the most appropriate and accessible tools and technologies for a given situation. Newer is not necessarily better.
Textbook award-winning insight (part 3): Advice and lessons for other writers
A few weeks ago, I reached out to winners of the 2016 TAA Textbook Awards and asked them to answer some questions about their textbook writing. I had so many great responses I decided to create a three-part series to share them. The first installment focused on why they decided to write their textbook, how they got started, and what they do to boost their confidence as a writer. The second installment focused on how they fit writing time into their schedule, what software they use, what their favorite pedagogical elements are, and what involvement they have had in marketing their book. This last installment in the three-part series focuses on the advice they have to share with other authors and what they wish they had known before they started their writing journey.
Book Review: Guide to Textbook Publishing Contracts
One of the first experiences a textbook author will have is dealing with a publishing contract. Very few of us are attorneys ourselves and very few of us will have had any prior experience negotiating a publishing contract. Our expertise is in our teaching discipline—not in contract law.
I have learned—the hard way—that I should NOT be the only one looking at contracts and amendments presented to me by my publisher. I’ve therefore made it a habit to have an attorney specializing in textbook publishing contracts to review, suggest, and debate the points in anything I sign. Now I have a much better idea of the potential risks and rewards involved in each new professional writing project.
Textbook award-winning insight (part 1): Getting started and boosting your confidence
I recently reached out to winners of the 2016 TAA Textbook Awards and asked them to answer some questions about how they made the decision to write their textbook, how they interested a publisher, what they do to boost their writing confidence, how they fit writing time into their schedule, and more. I will be sharing their answers in a series of posts over the next few weeks. This week’s installment focuses on why they decided to write their textbook, how they got started, and what they do to boost their confidence as a writer.
The textbook of the future: What will it look like?
What does the textbook of the future look like? I asked my students to explore this question, and their answers will surprise and, perhaps, inspire today’s textbook authors.
Join us 4/13 for TAA Webinar, ‘Go on the (Virtual) Road to Promote Your Book’
Whether you are self-publishing or working with a major publisher, you will need to actively promote your textbooks and encourage faculty to adopt them. Traditionally, writers have taken book tours and given talks, but textbook publishers are unlikely to fund world travel. Why not offer a book tour online? Janet Salmons, PhD, author of Doing Qualitative Research Online and four previous books, did just that. While some “virtual book tours” simply place guest posts or advertisements on potential readers’ sites, Janet’s highly interactive approach includes webinars and online discussions with groups or classes.