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Typos and Worse: When E-Books Need Correcting

September 29, 2011, 6:22 pm

Photo: New York Times, May 10, 1914, p. 21

Not long ago an author e-mailed us in dismay: An image in his newly published book was wrong.

The book, which I had copy-edited, was so new it was still on my desk: oversized and gorgeous, Edward W. Wolner’s Henry Ives Cobb’s Chicago: Architecture, Institutions, and the Making of a Modern Metropolis.

But in Chapter 12, in place of an image of the renovated Times Square Heidelberg Building (1914), a skyscraper of “high slenderness,” there appeared a mystery building, undeniably squat.

(Mystery building)

Although we all rushed around trying to figure out what had happened, it didn’t matter: It was too late to stop the presses. The best we could do was promise to correct the image at the first reprinting. And that won’t happen until the stock of the first printing is depleted.

When Henry Ives Cobb’s Chicago is reprinted, the “impression line” on the copyright page will change. Currently this line identifies the book as a first printing, from 2011:

20 19 18 17 16 15 14 13 12 11        1 2 3 4 5

The second printing, let’s say in 2013, will look like this:

20 19 18 17 16 15 14 13                      2 3 4 5

Thus, if our goof results in any scholarly disputes down the line, it will be possible to determine which version is the more recent one.

But what happens when a book is published digitally? If the digital version is prepared from the printed version, the impression line is typically the same in both, changing accordingly with new print runs, although Russell David Harper, who worked on the electronic version of The Chicago Manual of Style, points out that the conversion process can introduce a host of errors. Thus, says Mr. Harper, the odds are high that a digital book prepared from the printed book’s electronic files will not match exactly—especially for Kindle and other formats with reflowable text.

And what about books without a print run? Increasingly, some books are made available only in digital form (for e-readers) and as print-on-demand (p.o.d.) hard or softcover books, printed one copy at a time or in small batches as readers order them.

Publishers of p.o.d. and digital books have no need to wait for a new print run in order to make corrections. Rather, they can upload revised files whenever they like. It’s common for this to cost very little, so it’s feasible to make corrections any time an error comes to light. There can be hefty costs in time and trouble, of course: The author or publisher must enter and proofread the corrections, possibly in several different formats (.mobi, .epub, .pdf). But compared with correcting a warehouse full of printed copies, correcting digital copy is a perfectly practical option.

And when an e-book is sporadically or perhaps even frequently revised, is anyone keeping track? What’s the difference between a new printing and a new edition? And does it matter?

It may not matter for ephemeral works, but for any work destined for later scrutiny or citation, it is important to be able to identify which version came first. In the same way reporters and authors give an access date when they cite an online source, e-books can include an impression number as well as an edition number.

A new edition of an e-book, like that of a conventionally printed book, is warranted when substantive updating and revision occurs: a new preface, an added chapter, seven more years’ worth of source citations in the bibliography. For lesser revisions, it makes sense to note a digital reprinting (or impression) every time new files are uploaded, whether it’s to correct one typo or a hundred.

Doug Seibold of Agate Publishing agrees that it’s important to distinguish among e-versions of books. “To my mind, this is related to the whole question of determining the publication date of origin on Web-only stuff, and how, on the eternal Web, one indicates to readers that something on a page has been changed/corrected/updated, when, and why.”

For printed books, the possibility of more than one version has existed for millennia. Even ancient text manuscripts had “print runs,” courtesy of multiple scribes, whose corrections in red ink left no confusion over which version was first.

Surely we can figure out a way to do as much.

Photo courtesy Studiolum.

This entry was posted in Academe, Editing, Varia, Writing. Bookmark the permalink.

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  • http://cardioblogy.blogspot.com/ Jens Fiederer

    Version numbers are HARDLY a new feature for digital items….I write software and every little piece that is used to assemble the software is tagged with its own version number.  Since most ebook formats are proprietary and I haven’t worked on any of them I can’t really say that each book is versioned, but I would be surprised if the versioning was not far more complete and accurate than that on print books – some formats are even serial numbered so each e-book can be identified (even if it exists in many different places).

    • carolsaller

      Exactly. However, such digital tagging is useless to readers if it’s not visible in the product.

      • http://cardioblogy.blogspot.com/ Jens Fiederer

        Mostly useless….assuming a format as described here ( http://wiki.mobileread.com/wiki/MOBI - but looking at a .azw file on my PC, the string “MOBI” occurred at offset 64 rather than 16, so I can’t consider it a reliable guide to finding the info)  you could have third-party programs that display the “versionnumber” EXTH record – assuming the creator actually put sensible data in there.  Most readers aren’t going to be all that interested, but the scholar could use such a tool.

    • http://www.ghiapet.net/ Randy Owens

      I’d favour a date-based ID number, possibly including time as well.  That could basically replace a version number, or might clarify it.
      And I would hope it would be in some form of YYYY-MM-DD, so that it would sort easily.

    • ellenhunt

      I think that e-books should be modified using a version control system such as that used for software. That could allow anybody to see the changes at each version. There is no reason not to do it. It just requires standards and a decision to implement it.

  • http://twitter.com/astamoore Ast A. Moore

    — “As a result, if our goof results in any scholarly disputes down the line . . .”
    I think you can get rid of the “as a result” part to avoid the “result-results” clash. Just “If our goof results in any scholarly disputes down the line . . .”

    • carolsaller

      Done. (Thanks.)

      • http://twitter.com/astamoore Ast A. Moore

        You’re welcome.

  • Awesomer

    The mystery building is Adler & Sullivan’s Carson, Pirie, Scott Building.

  • flowney

    There is also the matter of ISBN costs.  Every printing or version of a book, even an eBook, is supposed to have a unique ISBN.  The on-line record behind the ISBN should resolve academic disputes if they are used whenever there is  a new version.  However, ISBNs are not free and some will endeavor to circumvent the system in order to avoid those costs.

    • dank48

      Not so, Flowney: A new edition of a book, with substantial and substantive revisions, should have a new ISBN, so that it can be distinguished from the earlier edition. New printings, even if they have a number of typos and other errors corrected, don’t get new ISBNs. Such at least has been the practice at the publishing houses where I’ve worked, with a generally academic orientation. Different printings should be usable in the same class without any particular problems; different editions are a different matter.

      This is not unrelated to the familiar problem of specious “new” editions intended to do nothing more than kill off the competition from the used-book market.

      The cost of ISBNs varies greatly, depending on how many you get at one time, rather like some other things in this world. One at a time, for those doing a one-off project, maybe $30-60; publishers get them in larger lots at much lower unit cost. 

  • Paolaproedge

    great observation. Thanks for sharing

  • reedprinters

    even technology has to be corrected

  • pickawebuk

    i have encountered the same..

  • EdwardWolner

    To Awesomer:  The mystery building, alas, is not the CPS department store.  Rather, it’s a building proposed for a site near the Cobb skyscraper (never built) in Times Square.  It was on the NYTimes page next to the Cobb drawing, and was mistakenly scanned into my book instead of Cobb’s design.

  • http://twitter.com/CJAnton CJ Anton

    The e-book industry is still largely the domain of engineers and not of editors.  They *expect* work to go out with errors (bugs) that will be fixed in later versions or with updates that address some issues and create others.  Problems with citation are not on the radar.

    • dank48

      Yep. One can buy an ebook of Bayle’s Historical and Critical Dictionary for about a dollar. The one we looked at had all the text, but not the footnotes to the text or the marginal notes to the footnotes. That is, in the magnum opus of the inventor of the footnote, the notes are missing. In this case, about three-quarters of the book isn’t there.

      That may be okay from the standpoint of engineers and technicians, but not of editors and scholars. Perhaps editors should start designing bridges, cars, planes, and . . .

  • dank48

    Books are like marriages; they take a lot of give and take if they are to turn out well. Ebooks–aside from a relatively few high-profile ones, are one-night stands.

    People–several rightly esteemed colleagues of mine, for instance–who attempt to make ebooks come up to the same standards as print books are engaged in a gallant, humane, and wholly admirable endeavor. They will get little or no thanks for their efforts, certainly none commensurate with the amount of care, work, and sweat they’ve put into it. Most readers will assume everything turned out well “automatically.” Most readers are wrong.

  • urspider

    Let’s stay on the ball, educators. The ball is “critical thinking.” That is what higher ed can provide and industry cannot. Anyone can provide credentials for specific skills, and perhaps we should partner, instead of  fight, these innovators.

    For years, given my liberal-arts bias, I’ve opposed the very idea of an undergraduate major in Business, thinking that feeds the credential-seekers. Now I wonder if we’d be better off with Econ majors who learn to think about abstract ideas while they also complete skills programs with our new “campus partners.”

    These firms do such things well. We do something else very well: get young people who have been “taught to the test” to think beyond it and employ reason, analysis, and methods of research. That trio is in short supply in the workplace, and employers tell that they need more graduates who can demonstrate those skills and communicate effectively.

    Can we get over the sort of “filipietism” that led our colleges and universities to credential and kowtow to Corporate Culture in the first place, when we could outsource that mission and maybe even make a profit doing so?

    • unemployedacademic

      You are exactly right about the purpose of these endeavors: credentialing is the art of unloading onto employees the training that businesses are too lazy and greedy to do. It is much more profitable to hire and fire employees according to your business’s demand. There will be partnerships because the credentialists just cannot measure the deeper skills in making analogies and the cultural riches that allow for creative thinking.

      But higher education will still die because the business elites are too selfish and myopic to save themselves and us. They don’t need all of the graduates that higher education is producing. They only need a small fraction of the population with critical and technical abilities — just enough to keep compensation down and the technocrats from becoming so valuable that they seize power. The US is still a powerhouse in manufacturing. It’s just that most of the factories are mostly automated, so the rentier class needs fewer, highly-skilled workers to run the machines and invent the products. The US is also still a military powerhouse, so it also needs highly-skilled workers to fly the drones that keep huge foreign markets open and enforce contracts in foreign lands. The rest of us are dross to be looted for our last red cents or sent into the maw of the ground wars.

      What we need is to remember the genius of democracy, the genius of an ideology that is concerned for a highly inclusive majority. The GI Bill and public higher education revealed the tremendous potential of an educated populace. It unleashed the talents of the untapped, “unwashed” masses. It offered the promise of mutual benefit. We shouldn’t allow that vision to be restricted and diminished to the vision of an educated workforce. That way lies plutocracy. We should force the corporations to live up to their charters and serve the common good, rather than the myth that they are only responsible for seeking the profits of their shareholders. Society is so complex that we need a majority of citizens with higher education to have an effective democracy. We will not meet the challenge of climate change, overproductivity, resource depletion or a myriad other problems as a corporatocracy.

      • idajones

        Education is to serve multiple “masters.” Yes, we do allow employers and the corporate culture to guide aspects of education (I teach in a business school, so I’m biased) but we must remain vigilant in protecting the larger, more societally-significant aspect of education: to help foster a populace who can and will participate effectively in and contribute meaningfully to accomplish societal goals.  We don’t always agree on goals (e.g. universal healthcare vs. employer-provided healthcare vs…..), but it takes a reasonably educated populace to engage in critical dialogue about those goals.

        Education is facing the same ripples that other industries have faced, involving learners with different skills (e.g. my 19 month old granddaughter who is perfectly comfortable finding what she wants with an iPad or tablet) and a society where information is ubiquitous so that teachers are no longer the keepers of the knowledge (see e.g. my blog post on information being everywhere http://idajones.wordpress.com/2012/04/04/837/). This gives educators an *opportunity* to test different approaches and find the tools that work best for learners and for our own on teaching styles (e.g. my post on using Twitter in the classroom: http://idajones.wordpress.com/2012/04/10/twearning-and-the-learning-goes-on-exam-2/).

        I am excited about the changes and hope to participate in innovative and transformational changes (http://idajones.wordpress.com/2012/04/02/oh-no-we-wont-go-academia-and-digital-information/ or http://idajones.wordpress.com/2012/03/09/lecture-fail-long-live-the-lecture/)

  • mmgriffith

    The push for greater use of technology in higher education ignores the evidence that even though much technology has been introduced in K-12 schools, the students come to college comfortable with technology, but certainly not better trained in using it. Generally speaking, undergraduates have these marvelous smart phones in their backpacks and pockets. However they seem to be virtuosi at only four skills: texting, taking pictures to post on Facebook, playing Angry Birds, and maybe making phone calls. Most do not have the computer skills your average adjunct has achieved through dogged determination.
    The upshot of this is that I would not mind having certification programs that teach undergraduates skills they need in college, like using the reference function in their word processors to make citations. I would love to have that class hour for teaching them the subject matter, or explaining why citations are vital, instead of having to show them which button to push. The students are not the gear heads we suppose them to be, and so the mere introduction of computer-based learning will not be the panacea of which the developers fantasize.So technological innovators, I encourage you to find needs in the university and create impressive methods of solving them. We educators are not saying the demand is not there. But don’t think you will turn the whole institution upside-down with one product. The university system survived the introduction of books, of lectures in the vulgar tongue, and of (gasp) women. Not every disruption must lead to a revolution. Many just add to the marvel of civilization that is the university.

  • wiseaftertheevent

    The thing that is constantly missed about the resident college/live instructor experience is the potential for socialization and debate.  Professors love to obsess over their relative importance, but my experience, as well as educational research, has shown that students learn most from their peers.

    For some reason, the academy is in arrested development, with forces on the outside attempting to get us to change.  Both sides, from where I sit, do not understand the key intellectual dynamics that create real thinkers.  It is the process of individuals working with others, in a structured environment, that creates real coherence and profound thought — not studying great books in isolation.

    Until we as a community fully grasp that, we will be under attack — because we will not be producing enough individuals that can critically think to discriminate between skill generation and real complex thinking.  And we will not be doing the real critical thinking ourselves to adequately defend our modified efforts.

  • http://crystalmatrix.us/ Major_Ray

    [When
    other industries are disrupted, those who don’t innovate go out of business,”
    said Jennifer Fremont-Smith. “Higher ed shouldn’t be different.]”

    Sound
    like the Milton Friedman’s doctrine out of the Chicago School of Economics. This
    doctrine concerns the free market economy. It promotes the privatization of
    everything and insists that the free market will work everything out. This
    philosophy has proven to be a complete disaster. The Republican congress thinks
    this approach works for healthcare. Higher education may be able to survive and
    may even thrive in this atmosphere. However, the real target is public
    education.  I reiterate. The real target
    is the public sector, not the private sector. If they win this battle, the new
    Jim Crow plans will be complete. With healthcare and education out of reach for
    poor and in some cases the middle class, the American dream will become the
    American nightmare. Innovation is good, but cold calculated free-market and profit
    driven economies without any humanity are un-american and ungodly.

  • arrive2__net

    I think most of the time effective disruptors focus on their disruption instead of what the old timers are doing.  

    In recent years, on campus has also been growing at about 2%, while raising price, so demand for campus college seems to be holding up for now. This makes  me wonder if the disruptors and the traditional colleges are in the same market right now. 

    Two-year degrees and undergraduate certificates that are more concentrated and require much less time and money than bachelor degrees have been around for some time but have not displaced bachelor degrees for hiring and long-term career success.  Highly technically focused schools that may lack many of the trimmings of traditional colleges (perhaps ITT Tech is an example) do not seem to have displaced the bachelor degree cohort much either.  Perhaps the accelerated, tech dominated, disrupter institutions will have to deal with the fact that endowing students with competitive educational attainment may really take the 120 semester credits including the wide range of core learning that goes beyond the major.  

    The new breed of higher education disruptors may have to follow the traditional pattern of tech disruption by competing in the less lucrative market for undergraduate vocational certificates and associate degrees before competing effectively with the  big money bachelor degree market they talk about now.  The higher education for-profit sector and online programs have grown rapidly in recent years and certainly have been somewhat disruptive, yet the higher education establishment has been able to adjust and or co-opt those disruptions so far.  Have these earlier disruptive challenges actually put higher education into a more competitive stance to deal with these new challengers? 

    Bart Schuster
    OnlineGraduateSchool.tripod.com/All.htm
    Twitter.com/arrive2_net

  • yourpathahead

    Good article. Disruption in higher ed is inevitable.

  • rhetoricman

    I share many of the concerns expressed in these comments, but for better or for worse, I don’t see the current model of public higher education surviving in its current form for long.  There will be disruption–very serious disruption.  If your “solution” is to keep arguing against all change and blame all of our failures on the students, then have fun going down with the ship.  I won’t even argue that you’re wrong–you’re going to lose even if you’re right (which I don’t think you are, BTW).

    What seem to be the dominant strategies among commenters on this site (not just for this article, but also for others like it)–keep complaining about the lack of public support, keep increasing tuition until it comes, and blame all of our problems on unmotivated students and clueless administrators–are doomed to failure.  I don’t have the answers, or I would offer them here (or sell them for a ton of money).  But I want to try to push this inevitable disruption into positive directions.  I would love to see a discussion among academics that looked for solutions while acknowledging that we’re not perfect and that we’re in a new paradigm that will make the “old ways” impossible to continue for much longer.

  • bkrienke

    Thanks for sharing.  I’ll be encouraging our dissertating doctoral students to check this out.

  • grward

    I wonder about that too. I’ve often thought it would be easy to get a general sense of a person’s intellectual abilities, communication skills, etc. over a 15 minute conversation. I’ve worked with dozens of university grads over the years, and it’s pretty easy to get a good sense of just which ones actually seem to know things that are important and, more importantly, which ones have a eagerness to learn and experience new things. Sure, they often know how to say what we want them to say, and sometimes they’re a little too shy at the beginning, but just probe a bit. Is it that difficult? If it is, then perhaps the hiring manager needs to be replaced.

  • rwejd

    A very large % of the RFP’s placed by HR departments are harvesting attempts, with no real position to back them up. This is well known in private industry. It’s another way for HR departments to justify their existence. With a very significant number of senior corporate  players shooting for the short term, they don’t have time to ferret out these kinds of practices, and frankly, they don’t care. It’s largely about personal rewards for stock performance. “rotten to the core” is a phrase that comes to mind. What comes next is watching the apple fall.

  • grward

    In the “old days”,  a good university library represented a rare opportunity to access the intellectual work of thousands of years of human effort. Today, all you need to access it is a computer and, in some cases, access to a university e-library account (and even the need for that seems to be dwindling over time). Delivering content is already a lost battle for universities, but I’m not the least bit worried for my job. Most of the new approaches to learning are based upon the assumption that students want to learn, that they would learn better if we made the delivery of the content and the development of the skills more “personalized”. Has anyone actually shown that the students that are struggling with the conventional teaching methods are, on average, just as motivated and hard-working as those that do well with the standard approach? If we adopt methods that eliminate the need to learn according to a fixed schedule, many students will still learn, but we’d better get used to the idea that only a small proportion of students overall will succeed. A lot of young people would never get around to learning all this stuff on their own: they’ll need the structure that the “old-school” instructors like me provide.

  • a_voice

    “One can learn in a cave reading the classics…”, but you also need the skills to use the technology at your disposal. Otherwise, a lion can kill you when you come out of that cave.

  • rwejd

    cao3rd: It’s not the students fault. It’s the fault of a lumbering, tilting, K12 system that can’t and won’t adapt. K12 is a political football, with intellectual capital spewed all over the steps of the various statehouses in America.

    For instance, can you imagine any profession – e.g. engineering, medicine, etc – that would permit the public to elect representative from outside that profession to make crucial decisions about how one should function within that profession, right down to the details of how you do your job? Sounds crazy, right? Well. that’s what we have with school boards, in America. Really, little more than a bunch of politicians who know nothing about education; who have for the most part never taught or spent a day in a classroom on a professional basis, determining how our K12 systems are run. It’s a joke, a bad joke.

    We’re talking about massive educational system failure in America, because the sheer weight of the legacy realities embedded in the system, and our political structures, don’t permit real innovation, and most importantly, timely adaptation.

    America is in for it. We’ll be OK, eventually, but there is going to be a lot of pain and displacement along the way. Higher education is a sector that will be very, very hard hit by these developments.

  • mmgriffith

    While I like a general umbrella of certification of skill sets, how long will it be before someone sets up “badge farms” that will either provide someone to take the exams for you under a disguised IP address, or just start selling cheat sheets? 
    We did have an informal system of identifying and qualifying certain technical skill sets–and that was the military. This was true especially post-World War Two, when service in the armed forces or the reserves was nearly universal, and it created certain cultural and technological bonds throughout society. 

  • rwejd

    Ultimately, assessments will be co-managed by educational institutions and hiring industries. There is simply no way to get around that. As for the Humanities: new ways will appear that embed Humanities education into functional learning. This is just getting started.

  • jmalmstrom

    The problem is that many colleges will devote scare resources to the “latest and greatest” without thinking about the implications of failure.  I’ve seen too many “transformational” technologies to put much stock in any of them.

  • rwejd

    IBM? You mean the company that has essentially become a financial process company to hide the fact that its executives are bleeding it dry to maintain their stock bonuses and perks? IBM has stated that 78% of its operation will be offshore by 2015. Of course, that will fail, and IBM will end up getting parted out, or sold, eventually.  Read more at: http://www.cringely.com/2012/04/not-your-fathers-ibm/#comment-206300

    I see most of higher education in the same fix, with adjunct hires slaving for peanuts while college administrators create their so-called “innovative” variations on a theme. I don’t think this is going to change because most people forget that university systems have massive political clout. Obama’s largest political bundler in 2008 was California’s UC system. (His second largest was Goldman Sachs – makes you wonder why no bankers are in jail, doesn’t it?) source: http://www.opensecrets.org/pres08/contrib.php?cid=N00009638

    Frankly, given the lumbering personnel and structural systems of most of post-secondary systems in America, I see near-long-term destruction. At some point, new delivery systems WILL reach tipping points of efficiency *and* result (via assessments that far exceed what we have today). Then, watch out! I give this trend anywhere from 10-12 years.

    Coursera, recently mentioned in this rag is an early attempt by the most prestigious, branded institutions to take new territory. It might succeed. Most colleges and universities, as we know them today, will be left behind, and disappear.

  • Unemployed_Northeastern

    Of course, current IBM business practices are practically charitable in nature when compared to the dark days of Hollerith and http://www.ibmandtheholocaust.com/.

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