Textbooks represent an 11 billion dollar industry, up from $8 billion in 2014. Textbook publisher Pearson is the largest publisher—of any kind—in the world.

    It costs about $1 million to create a new textbook. A freshman textbook will have dozens of contributors, from subject-matter experts through graphic and layout artists to expert reviewers and classroom testers. Textbook publishers connect professors, instructors and students in ways that alternatives, such as open e-textbooks and open educational resources, simply do not. This connection happens not only by means of collaborative development, review and testing, but also at conferences where faculty regularly decide on their textbooks and curricula for the coming year.

    It is true that textbook publishers have recently reported losses, largely due to students renting or buying used print textbooks. But this can be chalked up to the excessively high cost of their books—which has increased over 1,000 percent since 1977. A restructuring of the textbook industry may well be in order. But this does not mean the end of the textbook itself.

    While they may not be as dynamic as an iPad, textbooks are not passive or lifeless. For example, over the centuries, they have simulated (模拟) dialogues in a number of ways. From 1800 to the present day, textbooks have done this by posing questions for students to answer inductively (归纳性地). That means students are asked to use their individual experience to come up with answers to general questions. Today’s psychology texts, for example, ask: “How much of your personality do you think you inherited?” while ones in physics say: “How can you predict where the ball you tossed will land?”

    Experts observe that “textbooks come in layers, something like an onion.” For an active learner, engaging with a textbook can be an interactive experience. Readers proceed at their own pace. They “customize” their books by engaging with different layers and linkages. Highlighting, Post-It notes, dog-ears and other techniques allow for further customization that students value in print books over digital forms of books.

解析：C。根据题干中的open educational resources可定位到原文第二段。第二段第三句指出，教科书出版商将教授、教师和学生联系在一起，而开放式的电子教科书和开放的教育资源等替代方式则无法做到这一点。C项表述与原文定位句完全一致，故为正确答案。原文只是说开放的教育资源不能把教授、教师和学生联系到一起，并没有提及这样对教学和学习是否有帮助，故A项排除。第三段第一句指出，教科书出版商最近报告称他们的确出现了亏损，随后又在第二句指出，他们教科书的成本过高，由此可知传统教科书并非利润丰厚，故B项可排除。第三段最后一句指出，教科书产业的重组势在必行，但这并不意味着教科书本身的终结。可知开放的教育资源与传统教科书之间并不是激烈的竞争关系，因此D项排除。