Audiobooks have been the fastest growing area in consumer
publishing, but also in academic publishing they are becoming more and more
Undoubtedly the market leader is Amazon’s “Audible” but
other audio services like Spotify, Audiobooks.com and various eBook vendors
also offer audiobook programmes and some publishers distribute audiobooks on
their own ebook platforms or websites.
Of course, audiobooks are not new – their origins date back to the 1930s when audiobooks were being sold on vinyl records, primarily for educational purposes. However, since they have become digital, their market reach has grown exponentially and with modern devices (for example smart watches or speakers), they can be played in all sorts of environments and have also become more interesting for the academic market. Their potential to bring in new types of content is interesting to the academic market and non-fiction “trade” publishing was the first to take advantage of this, for example in Bloomsbury’s “33 1/3” series with a focus on exploring popular music (this project is a co-operation between Bloomsbury Publishing and Spotify).
In academic publishing, Princeton and Cambridge University Presses were the first publishers to announce their audiobook programmes: whilst PUP launched theirs in 2018 , which now comprises 12 titles, Cambridge launched their pilot with 4 titles at the 2019 London Book Fair (and a fifth title will be available in October). They have benefited from some authors who have been happy to read their work, for instance the topical “There Is No Planet B” by Mike Berners-Lee. Both university presses collaborate with the UK-based production company Sound Understanding. In November 2018, Wiley announced a collaboration with RBmedia to produce over 650 audiobooks over the next three years, though the focus will be on business and finance as well as the popular Dummies brand, more than on traditional academic publishing.
No doubt, with audiobooks being one of the buzzwords of the industry, there will be more to follow, and readers ought to keep an eye on our blog, where we will talk more about this trend as it evolves with some industry stakeholders.
“Fake News” was the “word of the year” in 2017 (according to Collins Dictionaries). It was a buzz-phrase that sprang up the information sector in 2016, when the US presidential election acted as a catalyst. Its importance is increasing in a world where the extent of democracy and true freedom of speech varies hugely across the globe. The Collins definition says that it is “false, often sensational, information disseminated under the guise of news reporting”. While this phenomenon has existed since the earliest broadsheets were published, it has had a much bigger impact on the psychology of today’s society than those of the past. Now Social Media is a major source of information for many, Fake News can be disseminated and spread much more quickly and widely; moreover, today’s Social Media consumer tends to be less and less worried about the sources and accuracy of the “information” s/he reads. Paradoxically, those who read news no longer trust the media – a recent Reuters Institute Digital News Report said that 49% of readers don’t trust the news sources they use, even though they have chosen these sources themselves! – but this seems to make no difference to their popularity.
You may feel that popular journalism has always been a shade scurrilous, but ask how may affect Academic Publishing. In 2016, The International Federation of Library Associations and Institutions (IFLA) published an infographic on How to spot fake news; a closer look reveals that all eight fact-checking points are very relevant to Academic Publishing.
Fake News presents some fundamental challenges to Academic
Publishing, an industry that relies on accuracy and integrity of information as
the central justification for its existence. Academic Publishing needs to be
robust, transparent and meticulously well-researched, because it drives
innovation, public policy, and the entire academic discourse. However, Fake
News has a big impact on the sector and the opinions held within academia, since
misinterpretations of research results can quickly be spread as “facts”. One
very prominent example of this was the measles outbreak in Brooklyn, New York in
April this year which caused a local public health emergency, because it had
been preceded by widespread misinformation about a (non-existing) link of childhood
vaccination to autism, with the result that fewer children had been vaccinated.
This “information” was based on a study which was already been proved a fake,
withdrawn and the author sanctioned, but was still being spread widely on
Again, this is not
new – tabloid newspapers have long based their business models on selling biased
research data or exaggerated interpretations to the public – but the power of
rapid dissemination and concomitant general lack of interest in sources
exhibited by the public at large has allowed Fake News to spread more rapidly,
even within academic circles. Publishing is the central route to academic
preferment. Unfortunately, therefore, Academic
Publishing sometimes lends itself to fraud practised for unscrupulous personal
The world of Academic Publishing relies heavily on Peer Review as its main mechanism of preventing Fake News; there have been frequent examples of publishers having to retract journal articles because of fraudulent peer reviews, as an examination of the blog Retraction Watch, which tracks scientific integrity, can demonstrate.
In response to such malpractice, fact-checking sites like snopes.com and factcheck.org have been established, to help readers to verify the integrity of academic content. Hypothes.is is a fact-checking site dedicated to Academic Publishing which uses annotations in a very effective way and also allows plugs into blogs and news sites.
The switch to Open Science provides another opportunity to
prevent Fake News from contaminating Academic Publishing, because the whole OS
publication process is open and transparent, meaning that fraud can be detected
at an earlier stage.
There is a demonstrable need not only to educate students, but also the wider public, in information literacy and critical thinking. Websites like NimblyWise are attempting this, but take-up is not wide-spread and their reach to the wider public is limited.
Academic Publishing is therefore not immune from Fake News. Society’s trust in published work without
questioning its authenticity holds far-reaching implications. Clearly there is
an urgent need for an improved system that can de-incentivise (and possibly
prevent) the production of Fake News, provide education in information literacy;
and offer a trusted forum to enable Scientists and Academic Publishers to stay
in an active dialogue with the public.