But my experience as a partner in Les Éditions Duval was especially in the K-to-12 world, the grade school world, and I had some contact as well with post-secondary.
To some extent the answer is that it is here now. Digital transactions and digital resources are happening much more commonly in education than they are in the trade world, the world of bookstores, and consumer products. Teachers demand it. Professors demand it. When it's not forthcoming from producers—publishers, authors, and others—they have other options. They can go to open source materials. They can do user-created materials. That's something that has the industry paying attention, so they are working very hard to provide the materials that are requested by the system in the form that the system wants.
Over the past couple of years, I had a chance to do some consulting for Ministry of Education in Alberta and some for Canadian Heritage on describing the educational publishing system. What's really clear is that there is not going to be a wholesale, immediate transition. Some learning purposes demand paper. Some users demand paper. Alberta, for example, has some cultural groups that refuse to use digital technology because it conflicts with their faith. They'll never be using digital resources, and they still come under the education act.
So I foresee a fairly long transition, wherein the balance between digital and paper is shifting but both remain in use, and probably paper will remain in use over the long haul. In the meantime, it's a functioning marketplace between the producers and the users. The users really are demanding it, and they're purchasing it under terms that are acceptable to producers.