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E-Publishing and Digital Libraries (Ebboks in digital libraries)

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131
Chapter 7
E-Books in Digital Libraries
Monica Landoni
University of Lugano, Switzerland
ABSTRACT
This chapter will introduce a definition and an analysis of user needs when reading electronic books. The
way users interact with e-books is explored in a section on e-reading with an overview of different types
of readings and their implications on design. Finally the description of an evaluation initiative aimed
at studying e-book usability in context, the Active Reading Track in INEX is provided. Specific attention
will be paid to the role e-books play in academia and the studies that look into visibility, popularity and
accessibility of electronic titles with students and scholars.
1. INTRODUCTION
The printed book (p-book) as a means of storing
and presenting information has a long history and
is now firmly embedded in modern culture with
an associated infrastructure of bookshops and
libraries. The public library system was set up in
order to guarantee access to the printed word for
all. Recent developments in computer technology
have led to the development of the electronic
book (e-book), basically the contents of a book
made available to the reader in electronic form.
For such a young market, the e-book market has
DOI: 10.4018/978-1-60960-031-0.ch007
seen various formats come and go. First the CDROM based book and then the dedicated e-book
reading device have appeared and subsequently
disappeared, largely because of the increased
development of the World Wide Web and its
ability to deliver interactive multimedia content
to a desktop PC.
Public libraries have generally been slow to
react to the arrival of e-books, not least because
they usually lack the resources necessary to undertake the required research and development work.
However, some studies have been conducted in
conjunction with public library authorities. For
example, McKnight and Dearnley(McKnight &
Dearnley, 2003) reported on a study undertaken
Copyright © 2011, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
E-Books in Digital Libraries
in 2001/2002 in which Rocket eBook dedicated
devices were loaned to library patrons in the same
way that books were loaned. They found that in
addition to lukewarm reactions to the devices from
patrons, institutional considerations generally
militated against the lending of dedicated hardware. Dearnley, McKnight & Morris(Dearnley et
al,2004) report on a study in which general purpose
PDA devices were loaned to library patrons in order
to read e-books. They note that in order to read
fiction, linear reading which stirs the imagination
and offers an ‘escape’, an e-book platform must
be comfortable and usable for extended periods
of time. The PDAs lacked this potential in terms
of both display size and battery life.
As noted above, the Web has become the
dominant delivery medium in many areas and
various content providers now offer a service to
libraries through which their patrons can download e-books to their home PC. Libraries typically
do not have a research and development budget
within which to develop and test such services.
Additionally, the providers tend to be US-based,
with the consequent bias to the books on offer
through their system.
The development of the Web has also been
fuelled by the improved network infrastructure
and increased speed of access via broadband.
However, while many people now have the ability
to download files with relative ease and at reasonable speed, e-books are still relatively expensive
for individual readers and require considerable
effort to seek them out.
There exists a considerable number of free
e-books available over the Web, which has been
increased dramatically by the growing number
of initiatives for scanning and making available
on-line large collection of existing titles. In fact,
next to well established large repositories of free
e-books for humanities such as those produced
by Project Gutenberg1 and Oxford Text Archive
(OTA), there is now a flourishing of digitisation
projects such the Million Books2 and Google Print3
aiming at giving access to even larger corpora of
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books in electronic format via web interfaces. As
these are getting increasingly sophisticated and
effective it is reasonable to suggest that the dream
of a real digital library to guarantee access to the
digital word for all is going to come true very soon.
However, their use is limited for the average
reader by few well-known factors. The first is
in finding them: they are scattered across many
sites with no obvious organising principle even
within sites. Once found, the books lack a suitable interface to make reading/using them easy
and enjoyable. While both these issues are being
addressed by researchers, users complains about
the limited (when it comes to currency) choice of
available books and the fact that still it is mainly
old material to be scanned and made available on
line, which is a problem for publishers to solve
hopefully when redefining their market strategies.
2. vISIBILITy
Visibility is becoming an even more crucial issue
as many more titles than before are made available on-line. Finding the right title in a readable
format is a very tricky task, and it is not a coincidence that the most popular e-commerce site
for books, Amazon has acquired a large e-book
seller, MobyPocket.com and is currently behind
the most successful e-readers on the market:
Kindle and Kindle II. Among the other famous
features that have made the fortune of Amazon
the use of user profile and collaborative filtering
in order to suggest what to buy next, make it a
very interesting combination. Amazon offers a
combination of search, browse and filtering in a
very easy to use interface, providing users with
a combination of pull and push strategies so that
it is almost impossible to miss a title available.
Ideally, an equally supportive, effective and easy to
use system could be designed to allow for access
e-books in an e-library environment. The library
metaphor should be kept at a high level in order
to take advantage of the existing user familiarity
E-Books in Digital Libraries
and trust. An inspiring example from the past
when virtual environments were fashionable is
the Book House that provided a very innovative,
visually engaging and intuitive means of browsing
through fiction books in a virtual library, but did
not include any e-book titles (Pejetersen, 1994),
another interesting approach is that implemented
by Flamenco (Ame, 2001)well known example
of a system allowing for easy to use browsing in
different types of collections, but again not necessarily e-books. Currently academic libraries have
subscriptions with a number of e-book providers
such as netLibrary4, ebrary5 and books24X76, each
of them proposing a different model of e-book with
minimal extra value in terms of functionalities
to support reading and personalisation, often the
result of the restrictions imposed by publishers.
3. READING E-BOOKS
A book or document can be understood in general
terms as a medium for presenting information,
where information is taken to include facts, teaching material, discursive writing and fiction, among
others. An electronic book (or e-book) is, or should
be, its digital equivalent, an object, container and
content, where information is organised and structured so that it can be presented to readers in order
to facilitate consultation (Landoni, 2003). Consultation is an activity that would normally include
at least the following basic actions: browsing,
searching, extracting, comparing and assessing
relevance and quality of information presented. An
essential activity to support this process is reading
in its many variations from deep to shallow, from
intensive to extensive reading (Levy, 1997) that
has attracted quite some attention from experts in
different relevant disciplines, from education to
physicians, from psychologists to human computer
interaction experts. In particular (Dillon, 2004)
has produced an extensive theory to support the
different facets of e-reading by spanning across
different type of content and use. A study by Adler
et al.(Adler et al.,1998) has crucially explored this
subject in a more specific, perhaps less theoretic,
scenario-based perspective, by looking at the
work scenario and running a user study across
professions. That study produced some very
promising and much needed information on how
people use digital documents and highlighted the
common practice of mixing reading with some
form of writing, e.g. annotations, reports, specific
answers. It is expected that better understanding
of reading practice among different categories
of users would provide valuable insight to assist
the design of e-readers tools to support the use
of electronic documents. In fact there is good
evidence in literature (Parker, 1996),(Wilson,
Landoni & Gibb, 2003),(Crestani, Landoni &
Melucci, 2005) that the design of e-books has to
take into account advantages and disadvantages
in terms of legibility, portability and autonomy
of the medium they are hosted by.
There is of course a growing range of e-readers,
devices and/or dedicated software, created for
reading e-books, each of them exploiting some
aspects of the paper book metaphor such as tangibility and portability. Screen resolution is still
not comparable with paper resolution and this has
motivated more research in this area plus the need
for extra value to be added to e-books in order
to justify the discomfort of “reading” them on a
relatively poor resolution screen.
Paper augmented books have been developed
too (Norrie, Paliginis & Singer, 2005). E-ink and
e-paper have been a promise for a while, not yet
completely fulfilled.
The main models that have inspired the design
of e-books have been focusing on paper books
and their physical appearance, logical structure
and usage. Thickness, page titles, page layouts,
typographical clues and tools for searching and
browsing such as indexes and table of content,
bookmarks and annotations, have all been considered as desirable features to include in such
a model.
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E-Books in Digital Libraries
What has not yet been taken into consideration
is the diversity of presentation styles that applies
to different types of books according to their
content, use and intended audience. Personalisation and user customisation will be the core of the
next generation of e-books and e-readers. Indeed,
lessons can be learned from how paper books
have evolved to a variety of different templates
both to fit in with their specific contents and their
intended audience. Children books are different
than adults’, scientific publication from novels,
encyclopaedia from monographs, textbooks from
art books and the differences become subtler in
each genre, even for the same title, in order to really target a specific reader group. Such a clever
system to match readers with the most suitable
version of a title can be taken much further by
e-books where instead of just targeting few user
groups, e-books could be designed to fit in with
individual needs and profile. Creativity and user
centred design should be the core of e-book design
where research should claim a much deserved
centre role.
4. DIFFERENT READINGS FOR
DIFFERENT pURpOSES
Section 2 has discussed how different types of
readings need to be supported by different types
of e-books. We suggest a model of electronic
reading where the broad categories of reading
purposes are linked to reading activities, which
are listed in approximate order of importance
to suggest which are most relevant for different
purposes. These activities are then related to
specific features of electronic reading technology,
which may support them. It will be noticed that
the divisions of reading purpose are not rigid, as
similar activities occur in different contexts. This
serves to identify features, which are shared by
many forms of electronic reading, and activities
may have a greater or lesser degree of importance
in different reading purposes. It is suggested that
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this model is based on two main dimensions:
Purpose linked to reading activities and Support
could be used, for instance to map the most appropriate interface to each e-book title according
to user profile.
Looking at literature and our experience in
the design, implementation and evaluation of ebooks for over than 10 years we have extracted a
list of representative purposes in reading that are
here further explored in terms of related types of
reading and additional activities involved as well
as specific features and functionalities required
to support them:
Entertainment: that is reading for personal
reasons, but not necessarily light reading. It can
include serious fiction, light reading, or non-fiction. Linear reading should be supported. Critical,
“reflective” (O’Hara, 1996), or “active”(Schilit et
al., 1997) reading can also be involved, requiring
support for navigation through the text, scanning,
cross-referencing and annotation.
Study/Learning: where study is understood to
be for a specific purpose, whereas learning is for
general information. However, the two involve
very similar activities. Critical, active reading
will be more important here, as readers will want
to understand the information. Fact-finding and
searching for specific information, possibly in
multiple documents, should be supported. However this reading will require more re-reading
and searching.
Research and exploration: This is more
complex than the previous category, involving
critical analysis, synthesising multiple sources
and developing new ideas. The use of multiple
sources is vital here, so systems need to support
comparisons of multiple documents. Navigation,
cross-referencing, searching and scanning, again
using multiple sources, must be supported. As
research is creative, the need for annotation and
personalisation of material is also very important.
The quality of the presentation of information, to
improve comprehension, should also be supported.
E-Books in Digital Libraries
Research can require collaboration, so there must
be the capacity to share information.
Work: as work and work environments vary
greatly, such reading can involve complex, varying
uses depending on the specific circumstances7.
However basic purposes are shared by many
types of work reading, particularly the need to
share information and keep up-to-date. Quick
access to specific information is required, so
searching and fact-finding should be supported.
It is important that information is up to date, so
the system should support a network or other way
of updating material. Collaboration will often
be required. Annotation and personalisation are
highly desirable too. Some tasks may require
portable, flexible systems to be used in conjunction with other actions; portable and desk-based
systems may have to be used in conjunction.
Linear reading will again be needed, but probably for short sections only. Critical reading will
be less important, as information will generally
be applied to practical situations.
Instruction: this is to perform a specific activity,
using a manual or similar document. Reading will
therefore often be combined with action. Factfinding is vital, and therefore support for searching.
Portability and flexibility of use, to allow use in
conjunction with practical activity. Personalisation, especially the ability to take notes, and to
arrange important information in most useful way.
Comprehension is important, requiring quality
presentation and effective communication. Less
linear reading, though may require “slow”(Lorch,
Lorch & Klusewitz, 1993), intensive reading.
It is clear that this analysis has deep implications on e-book design and usability, as discussed
in the next section.
5. DESIGN
When it comes to e-book interfaces a number
of studies8,(Landoni & Gibb, 2000),(Wilson,
Landoni & Gibb, 2002),9 suggests that good design
is crucial. One size fits all is not working so a
more refined approach should be embraced, where
design guidelines are mapped to a combination of
users’ requirements plus content implications. We
believe that the right combination of e-content and
e-reader will result in a personalised e-book, tailored made for each specific user, use and purpose.
The analysis of reading, presented in the previous section, shows the complex relationships
between reading purpose and reading activities.
This has implications n research into the design
of electronic reading technology. As discussed
previously, research which considers “reading” in
general will be of little practical use. By having a
theoretical concept of what the system is intended
for, experiments can be chosen which represent
more accurately the specific reading activities
that will be required. The model also suggests,
however, that certain features of electronic media
will be useful in many reading situations. The
ability to search is beneficial, and most reading
will require some degree of linear reading, which
benefits from high quality displays and comfort
in using the device. Again, this suggests areas
that research could concentrate on, and where
general findings may be of use in more specific
applications.
However, the analysis described in the previous section clearly points out the need to balance
different demands. Where features cannot easily
co-exist in the same system, as for example providing large, multiple displays while allowing
portability, the purpose for which the system will
be used should determine the relative importance
given to each in the design process. Ultimately this
should allow for the creation of a range of different
approaches to electronic reading, allowing users
to choose which system or application meets the
needs of a particular situation. This should also
allow for variations in the number of features
offered, since the more complex functionalities
may increase the cost of the system, which could
limit its use. While a range of systems should be
made available, the possibilities of personalisation
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should allow some degree of flexibility, to allow
for different user preferences.
E-books and their design can greatly benefit
from the application of this model. By drawing
a parallel from paper books, content is crucial in
dictating for whom and how e-books should be
designed, support follows in terms of what type
of device/s are more suitable to use as support for
that content, which is a choice that depends also
on the purpose of the book and its intended use.
The crucial step of gathering user requirements
for designing an e-book needs to explore the following aspects:
•
•
•
Content and its desirable features including topic, length and style.
Purpose in reading the book (e.g. acquire
new information, consolidate previous
knowledge, revise familiar information,
relax, exercise imagination, discover new
realities, learn new skills and so on). This
dimension also covers the use of the book
(e.g. read sequentially, reference part of it,
interact and relate practice to instructions
in the book, consult or revise it).
Support most suitable to users in terms
of overall profile, considering portability,
cost, extra computational power, legibility
issues and robustness.
A relevant study(Malama, Landoni, Wilson,
2005) shows that even if appearance is still crucial
when moving from educational material to novels
and some of the generic guidelines developed for
educational resources10 are still applicable, there is
a clear need for specific guidelines both in terms
of desirable functionalities and appearance.
There is clearly a need to map these features
to the relevant interface so that each e-book can
achieve its purpose while providing users with the
highest usability possible. The same content can be
used in different way for a different purpose and
in a different format, e.g. a Jane Austen’s novel
is a topic of philological research for scholars
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but also of entertainment for readers that liked
the TV adaptation. In the first instance the novel
is going to be used and analysed, in the second
simply read sequentially possibly trying to resist
the temptation to run to the end. The format could
be different too: cheap paperback is perfect to take
on holiday, while proper hardback to stand long
term use, or, even better, an electronic version for
easy reference and philological search could be
more suitable for scholars.
Looking into the e-book counterpart, possibly
the novel to be read purely for pleasure in the
most economical and light form would require an
equally simple, portable, no fuss, minimal design,
perhaps just a scrolling e-book in PDA format
with few functionalities: mainly book-marking,
moving to next/previous page, and to next /previous chapter. The scholar version would require
more sophisticated services, for instance search
facilities targeting individual passages, chapters
and pages, or the possibility to apply statistical
analysis to elements of the text. Portability will
be less crucial, but speed in processing statistical
data would need a more powerful machine, so a
desktop based machine would be a better option
than a PDA and the necessity to use multiple
window will also require a large size screen
6. EvALUATION
While there is quite a consensus on the importance
of good design and few authors have already been
publishing guidelines by proving advice on good
practice still, no much attention has been paid to
evaluation and its impact on e-book quality.
It would indeed be extremely useful for designers to have a common platform in terms of
bench-marks, agreed procedures, criteria and
measures to evaluate the impact of their products
on users, but this is far from happening. The reality is that quite a few researchers are setting up
evaluation experiments and collecting evidence of
good practice but mostly in isolation from other
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previous or current similar initiatives. We believe
that the time is ready for the e-book community
to look into how to set up such a framework that
would indeed bring lots of benefits in terms of
improved design and quality of e-books. A starting point would be to look into good examples
of methodologies and related experiments for the
evaluation of e-books and extract from there the
foundation of the future common framework. In
this respect the seminal work done by the SuperBook team(Egan, 1987) has to be considered the
main reference for a large study, EBONI, (Electronic Books ON-screen Interfaces), conduced
by one of the authors on e-books usability that
resulted in a set of guidelines for the design of
more usable on-line resources for education11 and
the development of a specific methodology to be
used when setting up user studies looking at the
way users interacted with e-books in education12.
The methodology measured both the ease with
which users can retrieve the information they need
from the text, and their subjective satisfaction
with the experience of reading the material on the
Internet. The two measures were then combined
to produce an overall usability score for each text.
Different representative user groups from few
discipline and background were involved in the
study via this methodology that also allow for the
development of a means of analysing the results
of the experiment and using these results to examine the extent to which students from different
disciplines and backgrounds have separate requirements for the electronic delivery of learning and
teaching resources, and identifying mechanisms
for improving the usability of such material13.
A specific experiment, part of the main EBONI
study, looked at the way students in high school interacted with e-encyclopaedias while asking them
to compare usability of three different models14.
The methodology developed for EBONI is the
core of the Active Reading Task (ART), part of
the INEX Book Search Initiative. The main aim
of ART is to explore how hardware or software
tools for reading e-books can provide support to
users engaged with a variety of reading related
activities, such as fact finding, memory tasks or
learning. The goal of the investigation is to derive
user requirements and consequently design recommendations for more usable tools, to support
active reading practices for e-books.
Software and hardware e-readers have moved
on quite quickly with new models recently coming on the market and getting a lot of attention
(e.g., Amazon’s Kindle and iRex’s Ilaid Reader).
Researchers, from a number of related communities, are actively involved in the study and design
of e-reader tools. Progress in this area, however,
suffers by the lack of common practices when it
comes to conducting usability studies. Current
user studies focus on specific content and user
groups and follow a variety of different procedures that make comparison, reflection and better
understanding of related problems, difficult. ART
offers an ideal arena for researchers involved in
such efforts with the crucial opportunity to access
a large selection of titles, representing different
genres and appealing to a variety of potential users, as well as benefiting from established methodology and guidelines for organising effective
evaluation experiments.
ART is based on the large evaluation experience
of EBONI, and adopts its evaluation framework
with the aim to guide participants in organising
and running user studies whose results could then
be compared.
The task is to run one or more user studies in
order to test the usability of novel e-readers by
following the provided EBONI based procedure
and focusing on INEX content. Participants should
then gather and analyse results according to the
EBONI approach and submit these for overall
comparison and evaluation.
The evaluation is task-oriented. Participants
will be able to tailor their own evaluation experiments, inside the EBONI framework, according to
resources available to them. In order to gather user
feedback, participants may choose from a variety
of methods, from low-effort online questionnaires
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to more time consuming one to one interviews,
and think aloud sessions.
7. CONCLUSION
In this chapter we have focused on an essential
element of Digital Libraries: the electronic book.
We have discussed issues still to be addressed
in order to make e-books more widely available
and popular with readers in different contexts and
scenarios of use. In particular we have analysed
the kind of activities related to reading for different purposes and how design needs to keep these
central in order to produce more usable books. We
have also described briefly some of the on-going
research initiatives aiming at achieving this task.
Even if there is quite a good margin of improvement in the e-books and e-readers currently on the
market, still their popularity is growing, making it
even more urgent for researchers to get involved
and drive their design, by keeping into account
user feedback gathered in rigorous evaluation
experiments.
E-books have a variety of exciting and stimulating scenarios of use. Education, from high school
to university, has already been subject of extensive
study. Fiction reading and in general reading for
pleasure, instead still need to be properly explored,
an area where libraries have the potential to play
a crucial role by proposing new paradigms for
making titles available and distribute them to a
larger groups of readers. Libraries should let users borrow e-readers together with content to be
read on these. Indeed in this case librarians will
have to overcome some initial resistance or even
hostility to e-books as opposed to traditional and
beloved paper books.
Reading at work is another area where topical
libraries should embrace e-readers and propose
new models for the usage of e-books. More specifically, reference books, manuals and internal
reports, all material that has been reported in
literature to be ideally suited for being read and
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consulted in electronic format, could very effectively be circulated among these homogeneous
communities, once the most suitable and appropriate e-reader/s has been selected.
A very promising group of users is that of
young readers, 5 to 9 years old, the so called native digital, where a certain lack of interest and
reluctance in reading plain paper books could
prove an advantage for the introduction of e-books
as long as their design focus on the specific needs
and skills of this age group. Children libraries
should embrace innovative e-readers and provide
electronic titles for children as a way to make
reading more attractive and appealing to their age
group. An interesting initiative is that of Nintendo
DS Flips15. Books for children have been designed
as a combination of games and text to be enjoyed
on this very popular device for video games. The
main advantage of this approach is that there is no
need to buy a dedicated device, as the majority of
children are already familiar with Nintendo DS
and its paradigms of interaction. The main disadvantages are the size of screens, extremely small,
and the fact that children can easily ignore the text
and simply enjoy their game component once the
novelty effects fades away. Even with these caveat
still this is an area worth further exploration. We
are planning a pilot study to get some feedback
from children, 6-9 years, by running a long term
study, in the form of a children reading group.
This would let children interact and enjoy each
‘game’, made of 6/8 titles by same author, for a
month, so that they could then be free to read and
enjoy it as much as possible before asking and
exchanging their opinions.
When writing this chapter the author looked
back a few years to a similar contribution she wrote
for the International Encyclopedia of Information
and Library Science16 and how much the research
scenario has changed since. Back then a simple
typology of e-books was sufficient to guide readers into the different models under study, with a
focus on format, metaphors and overall presentation; the discussion about roles had just started
E-Books in Digital Libraries
with authors, designers and readers being sort of
interchangeable, e-readers had still to appear on
the market and portable devices where not yet a
reality worth exploring. Now, few years later, in
order to discuss different types of e-books and
e-readers we need to define scenarios of use,
with enough dimensions to capture the different
way readers interact with content according to
their purpose and context of use. There has been
a flourishing of new roles including that of book
aggregators and providers, these together with
publishers and authors are still looking for best
model to promote and sell e-books on the market.
E-readers are making a name for themselves in the
US and European market, finally establishing their
presence long enough for new and more advances
releases (see Kindle and Sony E-Readers). Above
this dynamic, confused and messy scenario, only
Libraries, or better Digital Libraries, can provide
e-books with their best chance of being visible
and accessible to readers, if and only if designers
would make them usable and useful to readers.
8. ACKNOwLEDGmENT
The study of electronic book models and typologies, central to this chapter, started from a travel
experience supported by an EPSRC grant, “A
Typology Driven Interface Study for E-books“ in
2005, when author was based at the department
of Computer and Information Sciences of the
University of Strathclyde in Glasgow, UK. This
provided the author, member of the UK research
community, with the opportunity to meet a number of researchers active in this area in US and
discuss design, use and evaluation issues further,
perhaps with a more pragmatic perspective. That
experience was followed by a Master thesis on the
topic by Peter Stirling, who produced the in-depth
literature analysis here only briefly reported in
section 4 that constitutes the basis of the discussion on usable design in section 5.
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ENDNOTES
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11
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15
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www.gutenber.org
www.ulib.com
http://books.google.com/intl/en/googlebooks/about.html
www.netLibrary.com.
http://www.ebrary.com
www.books24x7.com.
Cf. A. Adler et al, op.cit.
Cf. Barker, op. cit.
Cf, Wilson et al, op. cit.
Cf. Wilson et al, op. cit.
Cf. M. Landoni & R. Wilson et al, op. cit.
Cf. R. Wilson & M. Landoni, op.cit.
Cf. Wilson et al, op. cit.
Cf. Wilson et al, op. cit.
See http://www.nintendodsflips.com/
Cf. M. Landoni op. cit.
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