IU eTexts

Transforming education, one textbook at a time

IU eTexts are more than digital copies of traditional textbooks. They are tools that help reduce the cost of education, while enhancing student learning both in and outside the classroom.

Faculty adoption timeline

All campuses can begin ordering IU eTexts for Summer, Fall, and Winter 2018 on February 2nd. Keep the following dates in mind as you make plans for future courses.



Spring 2018

September 2 - November 10


Summer 2018

February 2 - July 10


Fall 2018

February 2 - October 6

eText growth: by the numbers

Fall 2015
30,200
IU eTexts distributed
Fall 2016
55,886
IU eTexts distributed

That’s an 85% increase in just one year.

IU’s eTexts initiative

Textbooks can be a luxury for some students. Those who can’t buy new books do the best they can with old or out-of-print editions, while others opt for nothing at all. But why? Simply put, textbooks cost too much.

IU’s eTexts initiative is a direct response to this issue. The university’s direct partnerships with more than 30 publishers have helped IU eTexts become a cost-effective alternative that aids student success and provides faculty with a powerful instructional tool. Benefits include:

  • Better pricing
  • Expanded catalogs
  • Personalized adaptive learning experiences through Digital Learning Tools
  • More options for engaged teaching and learning across a variety of environments

What are Digital Learning Tools?
Digital Learning Tools (DLTs) are designed to accompany eTexts available through IU’s publishing partners. They allow instructors to offer interactive instructional materials and adaptive learning experiences for students. Many also integrate with Canvas.

Visit the IU eTexts Adoption Portal to order partner-provided eTexts at a discounted rate. This cost savings will also extend to students using DLTs in your courses.

Latest research
Student Engagement with E-Texts: What the Data Tell Us
Abaci, Quick, & Morrone (2017)

This case study of Indiana University's e-text initiative reports on students' actual use of and engagement with digital textbooks.

In a typical semester, students read more in the first four weeks and less in later weeks except during major assessment times; in a typical week, most reading occurs between 5 p.m. and 2 a.m. from Monday to Thursday, indicating that students use e-texts mainly as a self-study resource.

Highlighting was the markup feature most used by students, whereas use of the other interactive markup features (shared notes, questions, and answers) was minimal, perhaps because of students' lack of awareness of these features.

Research found that higher engagement with e-texts (reading and highlighting) correlated with higher course grades.


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