Not all electronic books are as full of embedded resources and search options as the one described in the previous section. And you may not need such a sophisticated program to accomplish your instructional goals. For these reasons, it is extremely important to evaluate carefully any electronic book you intend to use for instruction. It is very easy to be impressed by the glitz and glamour of a program's multimedia without clearly identifying how the various media can be used to promote studying and learning. We suggest following a series of three steps when evaluating and selecting electronic books to be used in the curriculum.

First, be very explicit about your purposes for selecting an electronic book or set of books. What do you hope to accomplish that can't be accomplished with traditional versions of the same information?

Second, look for features in the available electronic books that would support your purpose. If you want students to be able to search the text for specific types of information, make sure the program has good search tools and indexes. If you want students to be able to take notes while reading, make sure the program has good notational resources.

Third, look for features that would enable a diverse body of learners to use the book effectively. Since classrooms are filled with students of varying literacy skills and prior knowledge, it is helpful to select electronic books that meet a wide range of needs. Traditional books can't be very accommodative, but electronic books can. Specifically, look for translational, illustrative, and instructional resources that support students' comprehension of the text. Especially important are definitions for problematic words, explanations for difficult concepts, and graphics that clarify or bring additional information to the text.

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