Skip to main content Accessibility help
×
  1. Home
  2. Publications
  3. Publishing partners
  4. Facet Publishing
  5. Content Listing

Refine listing

Refine listing

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

6023 results in Facet Publishing

Page 213 of 302

  • 9 - Changing the conversation: introducing information literacy to a generation of smartphone users

  • from PART 2 - CASE STUDIES
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Beyond Library 2.0
    Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    23 March 2012, pp 103-110

  • Summary

    Background

    Smartphones, or mobile phones with computer-like capabilities, have rapidly grown in mobile phone market share since the introduction of the Apple iPhone in 2007. To date, librarians’ responses to the growing adoption of smartphones have largely centred on providing mobile access to existing services and resources. The past few years have seen significant increases in libraries offering text messaging reference (e.g. Kohl and Keating, 2009) and building mobile websites or apps (e.g. Bridges, Rempel and Griggs, 2010; Seeholzer and Salem, 2011). Less frequently, however, have librarians considered the effects of smartphones and other mobile devices on students’ achievement of information literacy (IL). Godwin and Parker (2008) and Cvetkovic and Lackie (2009) have presented a variety of discussions about IL for the millennial generation, though none has specifically examined smartphones as an emerging technology. Godwin (2010) focused on using mobile devices to deliver IL instruction. Walsh (2011) compared competency-based models for IL to relational models, finding the relational models more adaptable to mobile information use. A wealth of research addresses mobile search (e.g. Kamvar et al., 2009) and mobile learning (e.g. Kukulska-Hulme and Traxler, 2005; Ally, 2009), though the findings are not often applied to IL instruction. Thus, while librarians acknowledge that patrons increasingly use mobile devices and strive to provide useful services for them, the profession has not yet fully investigated whether and how these new devices change the ways in which users search, find, evaluate, process and use information, particularly information external to library collections. Such research can lead to evidence-based improvements in IL instruction.

    Process

    My continuing research at the University of Scranton seeks to identify and make explicit the relationships and interactions between smartphones and student IL, with a goal of improving my approach to introductory IL instruction. I began by exploring the functionality and capabilities of the Apple iPhone and various Android smartphones, studying the culture and behaviour these devices enable and seeking to understand how smartphone users engage with information. Using the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) as a framework, I mapped relationships between expected learning outcomes and smartphone functionality, pinpointing areas in which smartphone use could either help or hinder students’ achievement of IL (Yarmey, 2010).

  • 13 - Informed cyberlearning: a case study

  • from PART 2 - CASE STUDIES
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Beyond Library 2.0
    Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    23 March 2012, pp 139-150

  • Summary

    Introduction

    Throughout, this book highlights the potential of Web 2.0 to enhance information use and learning for personal, social and professional well-being. This cyberlearning case study demonstrates the application of Web 2.0 in the mainstream higher education curriculum, whilst providing an in-practice example of informed learning, the pedagogical construct introduced in Chapter 6. The case study features the learning experiences and creative outcomes of postgraduate cyberlearning students at Queensland University of Technology in 2011. As informed learners, the students learned simultaneously about the theory and practice of cyberlearning by carrying out a virtual team project. This involved collaboratively researching a topical issue, as well as exploring and applying Web 2.0 media. To support the informed learning of their peers, they created online resources which both convey disciplinary knowledge and showcase the educational potential of Web 2.0.

    Queensland University of Technology (QUT) is based in Brisbane, Australia. It prides itself on being ‘A university for the real world’ with a commitment to ‘[p]rovide high-quality, learning-centred environments that capitalize on both physical and virtual innovations’ (QUT, 2011, 4). While many of QUT's programmes are offered on-campus, an increasing number are offered in blended or completely online modes. To varying degrees, learning is mediated via online technologies, both in ‘formal’ educational spaces such as QUT's Blackboard learning management system and subscription databases, and in the ‘informal’ domains of Web 2.0. The cyberlearning unit of study is fully online and enables students to explore, apply and evaluate multiple options for learning and teaching. Students are encouraged to move constantly between formal and informal online environments. In this way they gain nuanced understandings about informed learning for Web 2.0 and beyond.

    Overview of CLN601 Cyberlearning

    CLN601 Cyberlearning is a fully online unit of study in QUT's Master of Education (Teacher–Librarianship) degree programme. Each year the unit attracts 60–70 students, who are spread around Australia, and a few from abroad. While it is a core unit in the Teacher–Librarianship study area, CLN601 is also a popular elective across the general Master of Education and Master of TESOL programmes and it attracts some students from Master of Information Technology (Library and Information Science). Most students are practising primary or high school teachers, some are from the vocational or higher education sectors and a few are workplace educators, librarians or IT professionals.

  • 2 - The FRBRization of the catalogue

  • Anne Welsh, Sue Batley
  • Book:
    Practical Cataloguing
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 March 2012, pp 7-16

  • Summary

    Functional Requirements for Bibliographic Records (FRBR) was first published in 1998 (IFLA, 1998) and, as the commentator William Denton has pointed out, ‘is an end point of almost 175 years of thinking about what catalogs are for and how they should work – an end point, not the end point’ (Denton, 2007).

    While carrying on the tradition of the supremacy of the user's convenience established by Cutter, FRBR is concerned with the intellectual concept of the work – the concept of the book (or video or piece of music) – and its relationship to the copies that are held by individual libraries.

    The word ‘work’ has been used throughout the history of cataloguing with more or less specificity. Panizzi, the most famous of the keepers of the British Museum Library, was concerned with the relationships between different versions of books, asserting that ‘a reader may know the work he requires; but he cannot be expected to know all the peculiarities of different editions, and this information he has a right to expect from the catalogues’ (Lubetzky and Svenonius, 2001).

    Indeed, such questions have been central to much enumerative and analytical bibliography over the years, with academics and rare books librarians documenting not only editions but also impressions and states of early printed books (Gaskell, 1995) and provenance information at the individual copy level of rare materials (Pearson, 1998).

    In making the convenience of the user its first principle, FRBR goes on to consider how the user's needs might best be served. As Barbara Tillett has put it, ‘Especially important are the efforts libraries make to help users find resources by uniquely identifying the resources through bibliographic description and by collocating or gathering together resources that share some common characteristic. These are usually resources in a library's own collections, but sometimes bibliographic descriptions or pointers are provided to resources beyond its collections’ (Tillett, 2007).

    Relationships at the heart of the catalogue

    FRBR suggests that the library catalogue should do more than enable the location of a particular item. In essence, in creating a ‘FRBRized’ catalogue record, we are describing not only the thing we have in our hands, but its relationship to other things in the bibliographic universe – not only to its creator(s) and previous editions, but, theoretically, to any other thing that may be of use to an end user.

  • 1 - Catalogues and cataloguing standards

  • Anne Welsh, Sue Batley
  • Book:
    Practical Cataloguing
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 March 2012, pp 1-6

  • Summary

    Catalogue. 1. (Noun) A list of books, maps or other items, arranged in some definite order. It records, describes and indexes (usually completely) the resources of a collection, a library or a group of libraries. To be distinguished from (i) a list, which may or may not be in any particular order and may be incomplete, and (ii) a bibliography, which may or may not be confined to any one collection of books or to a particular group of libraries. Each entry bears details of class number or call number to enable the item to be found, as well as sufficient details… to identify and describe the book. 2. (Verb) To compile a list of documents according to a set of rules so as to enable the consulter to know what items are available and… where they may be found.

    (Prytherch, 1995)

    This working definition from a standard glossary of library terms encompasses in broad brush the focus of this book, which is to outline general cataloguing principles and highlight the major rules through which those principles are commonly applied within library collections.

    In 2011/12 library cataloguing is in a state of flux as a new international cataloguing standard, Resource Description and Access (RDA), is developed and introduced (Joint Steering Committee for the Development of RDA, 2011). Widespread consultation and discussion underpins this committeedeveloped standard, and cataloguers and library managers await with interest each draft, toolkit and, eventually, implementation guidance.

    At times like this, it is more important than ever that cataloguers should understand the general principles for providing information to their users, in order, ultimately, to decide on local cataloguing policy for their libraries. In this introductory chapter, we will consider the roots of general cataloguing principles and briefly survey the history of the development of the codes that are in use today.

    Ranganathan

    For many librarians, Ranganathan's Five Laws form the basic principles of librarianship:

  • • Books are for use.

  • • Every book its reader.

  • • Every reader his book.

  • • Save the time of the reader.

  • • A library is a growing organism.

  • 21 - Thoughts about the future

  • from PART 3 - WHAT IT MEANS FOR INFORMATION PROFESSIONALS
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Beyond Library 2.0
    Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    23 March 2012, pp 241-256

  • Summary

    Introduction

    The speed of change fascinates me. With the coming of the internet everything changed, and with Web 2.0 it has changed yet again. YouTube took up more bandwidth in 2007 than the entire internet in 2000. Many mobile phones now have more computing power and internet capability than the average home computer of 2000 (Thomas and Brown, 2011). However, education changes slowly. Institutions are changing far more slowly than are modes of learning, which are becoming more participatory and collaborative (Davidson and Goldberg, 2009). Think of your own workplace and your own colleagues and friends. Real change is slow. In this chapter I will cover some important likely trends and what they may mean to us, as IL practitioners, in the future.

    Streams of information and coping with the flow

    Information overload is going to increase. This is not just the amount of information being added to the web every day, and its being searchable via Google. It is about coping with the flow of information: the flood of RSS feeds, blog posts or tweets. We need to be able to ‘sample’ the flow (Rheingold, 2010). The tools we use to do this will change, evolve and interrelate. The challenge will still be to channel the right stuff and to control it. Web 3.0 could bring search engines that bring together results into a synthesized report – but many of the promised improvements in search have not yet occurred (Herring, 2011). So we can still say ‘Information overload is not the problem. It's filter failure’ (Shirky, 2008). Boyd (2010) places us all in a stream of networked content that we grab as it goes by, as opposed to broadcast models of information and entertainment. In Chapter 4, Phil Bradley and Karen Blakeman have shown how search engines now take our location, occupation, interests and social media activity into consideration when presenting results to us. How many of our users (or our librarian colleagues, for that matter) realize that different results appear for the same search in different locations? In a world where Google is so trusted, it is important that someone should inform people that the results they get will vary: from person to person, from place to place, at the same time and at different times.

  • 12 - Moving information literacy beyond Library 2.0: multimedia, multi-device, point-of-need screencasts via the ANimated Tutorial Sharing Project

  • from PART 2 - CASE STUDIES
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Beyond Library 2.0
    Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    23 March 2012, pp 125-138

  • Summary

    Introduction

    Providing information literacy to today's students is a bewildering exercise. People who once came to a library for information and assistance now turn to the internet; want to access educational content at their actual point of need; tend to be increasingly turning to multimedia as their preferred educational medium of choice (Pew Internet and American Life Project, 2010, 3, 5); and are accessing web information using a wide array of devices including laptops, smartphones and tablets. Librarians working with students understand that the ability to use Web 2.0 search or communication technology does not mean that students understand how to access reliable information or use it in appropriate ways – and given the complex information environment, there is a multitude of information literacy skills that need to be taught. But how does one do so in this diaspora? One initiative, the ANimated Tutorial Sharing project (ANTS), is attempting to address this by providing librarians with a means to support 24/7 point-of-need library instruction. It is also working to develop content that is available in the many useful formats required by people who access the internet using a wide range of devices.

    ANTS: background and purpose

    The ANimated Tutorial Sharing Project is an initiative that enables librarians to collaboratively build, update and share large numbers of useful multimedia tutorials. It has its origins in a meeting held by the Distance Education Librarians of the Council of Prairie and Pacific University Libraries (COPPUL) in May 2004.

    At the time, the Distance Education Forum was discussing ways to provide information literacy to remote students. It had created a one-shot information literacy tutorial in 2000 that had received minimal usage, and the group wanted to look at screencasting as an alternative means of providing instruction. The forum thought that the technology was promising, as it enabled librarians to easily construct learning objects that included audio, text, images, quizzes, etc., that would appeal to individuals with different learning styles, and test their knowledge. The ease of creation also pointed towards the opportunity to create short point-of-need tutorials that could teach people how to do specific things, such as search a particular database.

  • 7 - Reinventing information literacy at UTS Library

  • from PART 2 - CASE STUDIES
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Beyond Library 2.0
    Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    23 March 2012, pp 83-90

  • Summary

    Introduction

    At the University of Technology, Sydney (UTS) Library we are reinventing our information literacy (IL) programme and developing a dynamic new approach to engaging with clients. We realize that the information landscape of our clients is changing, and mobile devices have created a convergence of physical and digital information practices. At the same time, Web 2.0 has led to a more social approach to the way information is found, stored, used, created and shared. We have responded by reshaping our IL programme through experimentation and play, addressing the move towards active learning by developing a dynamic programme of generic and specialized IL workshops, both face-to-face and online. We have moved beyond just teaching clients how to find journal articles in a database, and now cover topics such as Google Skills, Collaborative Tools, Finding Images and Mobile Searching. Our IL programme supports a range of learning styles and provides formal and informal instruction through a diversity of access points. This allows for planned or just-in-time learning, extending beyond the classroom into flexible, personalizable, 24/7 physical, digital and mobile spaces.

    Making it visual

    On our library website we provide multiple access points for clients to engage with online IL, enabling self-directed or just-in-time learning. We have developed an open content system, called InfoSkills Bank, to house learning objects and allow greater discovery of and access to handouts, lesson plans, podcasts, vodcasts and screencasts. InfoSkills Bank objects have been added to our Endeca discovery layer so they are found alongside other catalogue items. Discovery layers are now commonly used to enhance library catalogues with extra content and features. For example, a search for Academic Search Premier will find the link to the database as well as a screencast on how to use it. An icon has been created to identify screencasts easily in the catalogue and it's also an option within faceted browsing.

    We all know what it's like to attend a class and think we know it all, only to find when we return to our own computer that we seem to have forgotten everything! Feedback after classes indicated that, even after hands-on sessions, students were struggling with database searching. So in an effort to provide ongoing support after the initial class, we decided to create a screencast for every key database on which we deliver instruction to our students.

  • 1 - Library 2.0: a retrospective

  • from PART 1 - RECENT DEVELOPMENTS IN INFORMATION LITERACY AND LIBRARY 2.0
  • Edited by Peter Godwin, Jo Parker
  • Book:
    Information Literacy Beyond Library 2.0
    Published by:
    Facet
    Published online:
    09 June 2018
    Print publication:
    23 March 2012, pp 3-18

  • Summary

    When Information Literacy Meets Library 2.0 was written in 2008 it was still ‘cool’ to use the 2.0 epithet. We did not attempt detailed definitions and skirted over any distinctions between Web 2.0 and Library 2.0. Now that the general enthusiasm has died down and scepticism about its merits has surfaced, we need to examine what it was all about in the first place and how it has turned out in practice. We shall see that there has been widespread adoption of certain elements of the 2.0 bandwagon, particularly in awareness, if not in the practice of all librarians. The importance of 2.0 in connecting to the so-called Net Generation was overplayed. The CIBER reports (2008) have demonstrated that the ‘geeks’ were in the minority. Now that the bubble has burst, we can begin to appreciate that social media (aka Web 2.0 tools) are here to stay. They have now become mainstream.

    What was Web 2.0 and Library 2.0 about?

    In 2004 something fundamental happened to the world wide web. It became a place for collaboration, more personal and driven by us, the users. The web itself, not extra software that had to be downloaded, became our platform and made it possible for us to share our thoughts, photos and videos and build or take part in building websites easily. The availability of the easy-to-use web tools for creating blogs and wikis and engaging in social networking seemed especially appealing to the young. This led university staff too, including librarians, to realize that it could be advantageous to start using them, both for plugging into their users’ wavelength and for their marketing and educational potential. Then Michael Casey in his blog Library Crunch came up with the term Library 2.0, seeing it as a user-centred environment that helped people to learn and to fulfil their information needs and that also encouraged them to both create and share content (Sodt and Summey, 2009): ‘Library 2.0 will look different for each library, based in part on users’ diverse needs’ (Casey and Savastinuk, 2007, 37). Library 2.0 was about constant change brought about through evaluation to see whether we were meeting our expected outcomes. It was about user participation, feedback and reaching out to new and existing users (Casey and Savastinuk, 2007). Brian McManus (2009) uses Web 2.0 and Library 2.0 interchangeably, and this has usually been my own approach.

  • 8 - Sound selection: podcasts prove positive

  • from PART 1 - DEVELOPING MOBILE SERVICES
  • Edited by Mohamed Ally, Gill Needham
  • Book:
    M-Libraries 3
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 January 2012, pp 65-72

  • Summary

    Introduction

    The Toowoomba Clinical Library has introduced and established a service whereby clinically oriented audio presentations are provided to the health professionals throughout the region it serves. This chapter describes its inception and progression.

    In many ways, this is a project that is all about mobile information technologies – about MP3 files and podcasting software and iPod shuffles. In some crucial ways, though, the technology is almost the side issue, or at the very least was not the driver of the success that this service seems to have achieved. In his recent manifesto ‘You are not a gadget’ Jaron Lanier (2010) claimed ‘The central mistake of recent digital culture is to chop up a network of individuals so finely that you end up with a mush. You then start to care about the abstraction of the network more than the real people who are networked, even though the network by itself is meaningless. Only the people were ever meaningful.’ It is an obvious statement, yet a profound observation, and one of which the Library has tried to remain cognizant in all its work.

    The major role of a clinical library service is to be aware of quality content and to connect clients – doctors and nurses and allied health workers – with it. It is they who make decisions about patient care, who strive to practise from a sound evidence base, who must provide safe, effective and cost-efficient health interventions. To do this, clinicians require information. The eminent UK physician Sir Muir Gray has consistently argued in many forums that in the 21st century knowledge is the key to improving health. In the same way that people need clean, clear water, they have a right to clean, clear knowledge. He has also claimed that the greatest future advances in healthcare will come not from new inventions and discoveries but from the application of what we already know. To that end, it is the work of the library and its information professionals to meet the need – to put the right information in the right context and the right container for the right client. This project is one small contribution towards meeting that need.

    Where did we start?

    For several years the Library had loaned first audio cassette and later audio CD programmes as a regular part of the circulation service.

  • 1 - Education for all with mobile technology: the role of libraries

  • Edited by Mohamed Ally, Gill Needham
  • Book:
    M-Libraries 3
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 January 2012, pp 1-10

  • Summary

    Introduction

    Recently, there have been many initiatives to provide basic education to everyone in the world, regardless of their location, economic status and background. Among these initiatives are Goal 2 of the United Nations Millennium Development Goals, to provide universal primary education to all children, and Article 26 of the Universal Declaration of Human Rights, which states:

    1 Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

    2 Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

    Other initiatives, such as the University of the People, the Open Content Alliance, the World Digital Library, the Khan Academy, Open Education Resources, user-generated content, etc., are also being developed. These initiatives, with the help of educators and librarians and the increasing use of mobile technology by people the world over, will make education for all possible.

    The Education for All movement recognizes that all inhabitants of the world must achieve at least a basic level of education in order to function in society. The United Nations has some specific goals for Education for All (UNESCO, n.d.), which include:

  • ■ Ensuring that by 2015 all children, particularly girls, children in difficult circumstances, and those belonging to ethnic minorities, have access to and complete, free and compulsory primary education of good quality.

  • ■ Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.

  • ■ Improving all aspects of the quality of education and ensuring

  • excellence of all so that recognized and measurable learning

  • outcomes are achieved by all, especially in literacy, numeracy and

  • essential life skills.

    • We are in the mobile generation. Mobile technology is being used by people to conduct everyday business and to accomplish everyday tasks. The technology is changing the way people work, learn, conduct business, interact with each other and access information.

  • 6 - Mobile service providers and library services in a multi-campus library

  • from PART 1 - DEVELOPING MOBILE SERVICES
  • Edited by Mohamed Ally, Gill Needham
  • Book:
    M-Libraries 3
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 January 2012, pp 51-56

  • Summary

    Introduction

    Mobile technology has taken information and communication technology (ICT) around the world, the Pacific included, to greater heights. People with mobile technologies are able quickly to communicate, gather and share information without the limitations of time and place that once existed. The technology has revolutionized and even overwhelmed people's lives, altered the way normal business is done and may have increased expectations or fears of what lies in the future. While we are mapping out the best strategies for our ‘niches’, the mobile service providers are busy marketing their chosen products. The onus is on librarians, as information specialists, to embrace the new mobile technologies in their work and to make their demands known with regard to the use of mobile technology so as to address geographical areas where services are lacking.

    This chapter attempts to address the mobile broadband and text service options offered by the two major service providers, Vodafone and Digicel, in Fiji, and highlights implications for the role of librarians in the Pacific. It begins with an overview of the region, the University, information technology and the library so that the diverse physical, economic, social and cultural dimensions that we must work with can be appreciated.

    The Pacific region comprises 30 million square kilometres of ocean, making it three times greater than the area of Europe. The total land mass, however, is almost equal to that of Denmark. The region's territorial divisions are Melanesia, Polynesia and Micronesia and it is home to one-third of the world's languages. The total number of inhabitants is about 1.3 million, which is 0.1% of the world's population. Despite the varying degrees of diversity within the region, the introduction of mobile technologies has brought about changes in communication and also produced a current generation of information technology (IT) savvy clients, also referred to as ‘Net Gen’ users – a term coined by Oblinger and Oblinger (Lippincott, 2008) – a majority of whom are patrons of the University of South Pacific (USP) Library.

    University of the South Pacific

    Established in 1968, USP is one of only two universities of its kind in the world and is jointly owned by the governments of 12 Pacific island countries (Cook Islands, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu).

  • Conclusion

  • Edited by Mohamed Ally, Gill Needham
  • Book:
    M-Libraries 3
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 January 2012, pp 197-200

  • Summary

    The chapters in this book present recent research and information on the use of mobile technology in libraries. The authors of these chapters are pioneers in their respective countries and are contributing to the advancement of the use of mobile technology to transform libraries. They are laying the groundwork for the libraries of the future in the mobile revolution.

    As the educational system and society change, libraries need to change too, so as to continue to provide quality service to customers. The libraries of the future will not be the same as we experience them today. They will be transformed to provide access to 21st-century services. The transformation of libraries is needed for the following reasons:

  • 1 The new generation that is entering the education system has different expectations from previous generations. In addition to the present generation, libraries will also have to cater for future generations.

  • 2 Technology is changing rapidly, becoming smaller, more powerful, more virtual and more user friendly. A recent news article about changes in the smartphone market had the title ‘Don't Blink: you'll miss it’ (Canadian National Post, 2011). This describes very well the rapid changes in technology.

  • 3 The internet is becoming faster as we move to Internet 2 and Internet 3. This will provide fast connectivity to people, especially those in remote locations.

  • 4 The amount of information available for access is growing fast. According to Eric Schmidt, ‘every two days we create as much information as we did from the dawn of civilization up until 2003’ (Schmidt, 2010). This includes user-generated information using social software.

  • 5 The education model is changing, moving away from group-based instruction and towards individualized instruction. There are initiatives around the world to establish online and virtual educational institutions, and existing group-based institutions are moving to blended learning that includes both online and face-toface instruction.

  • 6 There is more emphasis on lifelong learning, since people will change careers frequently, and on the increasing availability of information. There are also initiatives around the world, such as the Millennium Development Goals, to provide education for all and to improve people's quality of life.

  • 7 Learning for just-in-time application is taking the place of learning ‘just in case’ the information will be needed. Rather than sending employees to take an entire course, organizations are using e-learning and mobile learning to provide just-in-time training.

  • 15 - Mobile services of the National Library of China

  • from PART 3 - FOCUS ON TECHNOLOGY
  • Edited by Mohamed Ally, Gill Needham
  • Book:
    M-Libraries 3
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 January 2012, pp 129-138

  • Summary

    Introduction

    This chapter focuses on the history of ‘NLC IN Your Palm’ and introduces the following public services: SMS, Wireless Application Protocol (WAP) and mobile phone offline applications. With 3G communications technology, the National Library of China (NLC) will further strengthen its research and development of mobile terminal services and resources. NLC will also strengthen the development of mobile reading using hand-held mobile reading devices. This chapter also analyses the challenges for mobile library services, including multiplatform terminals, the organization of resources, user experience and copyright protection in the mobile internet environment.

    Mobile services of China's public libraries

    With the development of mobile technology, promotion of mobile applications, gradual popularization of 3G and emergence of 4G, the numbers of mobile phone and smartphone users are gradually growing. As was revealed by the Ministry of Industry and Information Technology of the People's Republic of China (PRC) in the 2010 Statistical Bulletin of the National Telecom Industry, the number of mobile users had reached 859 million as of 2010, including 47.05 million 3G users. The number of mobile phone netizens reached 303 million, accounting for 66.2% of the total number of internet users. Thus, more and more users are accessing information from the internet via mobile phones and other mobile devices. The survey showed that, with the opening and popular - ization of 3G services offered by various operators, 46.5% of mobile phone netizens would be accessing the internet by 3G mobile phone in the following six months. In the era of the mobile internet, information access modes are developing towards personalization, targeting inform - ation and so on. The mobile internet will become the most important supplementary internet tool for information access and communication. The development of mobile communication technology is driving libraries’ mobile services. Domestic mobile library services have been increasing gradually since 2000 and entered a concentrated stage of development from 2005. Before 2007, the services were mainly based on SMS. After 2007, with the development of wireless network technology, WAP services gradually emerged, forming a complementary pattern with SMS services. In 2010, some libraries started to try out mobile phone app store services.

    NLC prepared to launch mobile services in 2006. Following the pattern of mobile communications and consumer behaviours, it launched the NLC SMS platform in 2007, providing readers with basic services and information through SMS.

  • 12 - Exploring student engagement with mobile technologies

  • from PART 2 - PEOPLE AND SKILLS
  • Edited by Mohamed Ally, Gill Needham
  • Book:
    M-Libraries 3
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 January 2012, pp 101-108

  • Summary

    Introduction

    Smartphones, in essence mini wireless-enabled computers, have begun to outsell personal computers in many countries (Little, 2011, 267). Certainly at Charles Darwin University (CDU) Library we have observed the increasing presence of both smartphones and other mobile devices such as iPads and tablets. Greenall (2010, 16) urges libraries to engage with this ‘user-driven technology’ trend or risk being out of step with their clients.

    But what should we be doing? Do we need a mobile site? Or some apps? And what about Quick Response (QR) codes, those twodimensional barcodes that are popping up in a variety of places? Some worry that QR codes cannot live up to the hype (Carlucci Thomas, 2010, 34), or that the barriers to their use are too high (EDUCAUSE, 2009). However, the University of Huddersfield and University of Bath successfully adopted QR codes in 2009 (Walsh, 2009), using them to link clients directly to a range of reference desk and help services, including micro instruction tutorials (Walsh, 2009).

    We, as librarians, need to learn more about mobile devices. We need to explore, play and have fun investigating the possibilities. Indeed, far from heralding ‘the end of usefulness for libraries or librarians’, Hahn (2008, 284) suggests that providing digital library content on mobile devices is a ‘new existence for the Library’. As mobile technology usage increases, librarians need to be able to develop an understanding of trends in mobile use. This knowledge needs to be incorporated into our skill set. We, at CDU, need to gather the evidence required to make appropriate strategic decisions in light of the fact that our library is a small institution and our funding is limited. We cannot afford to waste staff time and resources on products our clients do not want.

    Challenges and issues

    How do we engage with students?

    Charles Darwin University is a dual-sector institution formed in 2003. The student cohort includes Year 11 and 12 students, Vocational Education and Training (VET) in Schools programme Certificate I to IV VET students, as well as higher education (HE) and postgraduate students. Our students are drawn from the local area, across Australia and overseas and comprise indigenous and international students, school leavers and mature students returning to study. Each of the three campuses, Casuarina, Palmerston and Alice Springs, has a library.

Page 213 of 302