Editorial: Textbook underutilization reveals flaws in course materials planning

While browsing the MBS online bookstore for the upcoming school year, one word stands out: REQUIRED. The bright red, all-caps font highlights each title. As you check the “Add to cart” box, the total price steadily increases with every addition. When your package arrives, you arrange the textbooks neatly on your shelf. Yet, as the school year unfolds, these books often remain untouched, their pristine pages gathering dust.

Each year, students purchase new textbooks, only to find that many are seldom used. A recent Harker Aquila Instagram poll revealed that 82% of 109 Harker high school students used fewer than half of their textbooks more than once a week, with 48% using less than a quarter of their required materials. Additionally, 93% of respondents reported buying textbooks they never used throughout the year.

This underutilization raises concerns about the high costs associated with textbooks. According to the poll, 59% of students spent over $150 on textbooks for the year, while 29% spent more than $300. The perceived lack of value in many textbooks makes their cost seem unjustifiable.

The steep price of textbooks also drives some students to seek alternative methods for acquiring their required materials, including illegal piracy. Twenty-six percent of poll respondents admitted to using pirated versions, risking their integrity and cybersecurity, rather than paying hundreds of dollars. Even students who purchase textbooks from reputable online sources find it wasteful to buy materials they rarely use.

To address this issue, teachers could implement a survey at the end of each year to assess the usefulness of textbooks and reconsider their reading lists. Based on this feedback, some textbooks could be designated as optional rather than mandatory in the MBS online bookstore. This approach would help students distinguish between essential texts and optional resources, allowing those interested to use additional materials with a clear understanding of their benefits and limitations. For materials intended only as supplements, teachers could provide free online resources instead.

Another potential solution is to organize a voluntary textbook swap at the end of the year. The poll showed that 90% of students would be willing to recycle their textbooks for others to use. Additionally, 18% of students already receive textbooks from friends and family. A school-wide exchange could make this option more accessible, benefiting a larger portion of the student body.

Textbooks remain a vital part of many curricula. By fostering community involvement in evaluating and sharing academic resources, we can ensure that students invest in materials that truly enhance their learning experience rather than becoming costly, underutilized assets.