Wednesday, September 30, 2009

Mobile Technologies for Children > Allison Druin / Iowa State University / October 9 2009

Women in HCI Lecture / Allison Druin / University of Maryland / October 9, 2009 / Noon / Howe Hall / Alliant Energy-Lee Liu Auditorium / Iowa State University

Abstract > For many children (ages 2-12) in the United States, mobile technologies are now an integral part of their everyday living and play experiences. They commonly use mobile phones, netbooks, pen-based computing, GPSs, computer-enhanced toys and much more.

But this is not the case for all children. There are still young people who live in places where mobile technologies are just becoming affordable. Others live in areas where there is no cell phone service at all. And still other children live in places where basic living necessities outweigh the need for electronic technologies. There are extreme differences in children’s opportunities and challenges for learning with new technologies.

Therefore, in my talk I will discuss how to approach designing for these diverse children. This talk is not about how to make mobile technologies. It is about how to make BETTER mobile technologies for the world’s children.

I will demonstrate some of our newest work at the Human-Computer Interaction Lab in mobile collaboration and intergenerational mobile storytelling. I will also suggest how these new mobile technologies call for new approaches to design.

Speaker > Allison Druin is the Director of the Human-Computer Interaction Lab (HCIL) and an Associate Professor in the University of Maryland’s College of Information Studies and Institute for Advanced Computer Studies. Her work includes: developing digital libraries for children; designing technologies for families; and creating collaborative storytelling technologies for the classroom.

Druin’s most active research is the International Children’s Digital Library (ICDL) 


now the largest digital library in the world for children which she and colleagues expanded to a non-profit foundation.

She is the author or editor of four books, and her most recent book was published Spring 2009: Mobile Technology for Children (Morgan Kaufmann, 2009).

She received her Ph.D. in 1997 from the University of New Mexico, her M.S. in 1987 from the MIT Media Lab, and a B.F.A. in 1985 from Rhode Island School of Design.

Sponsored By > Women in Human Computer Interaction Series, Women in STEM Speaker Series, and Committee on Lectures (funded by GSB).


Monday, September 28, 2009

Question Box > CellPhone Reference / Extension Service For The Developing World

New York Times . September 28, 2009
Dialing for Answers Where Web Can’t Reach / RON NIXON

KAMPALA, Uganda — The caller was frustrated. A new pest was eating away at his just-planted coffee crop, and he wanted to know what to do. Tyssa Muhima jotted down notes as the caller spoke, and promised to call back in 10 minutes with an answer.

Each day, Ms. Muhima and two other young women at this small call center on the outskirts of Uganda’s capital city answer about 40 such calls. They are operators for Question Box, a free, nonprofit telephone hot line that is meant to get information to people in remote areas who lack access to computers.

The premise behind Question Box is that many barriers keep most of the developing world from taking advantage of the wealth of knowledge available through Web search engines, said Rose Shuman, the service’s creator. That could be a drag on economic development.


Instead of searching for information themselves, people in two rural agricultural communities in Uganda can turn to 40 Question Box workers who have cellphones.

The workers dial into the call center and ask questions on behalf of the locals, or they put the call on speakerphone so the locals can ask for themselves. The operators then look up the requested information in a database and convey it to the workers, who pass it along to the villagers. The workers are compensated with cellphone airtime.

The service is a joint effort of Open Mind, a nonprofit group founded by Ms. Shuman, and the Grameen Foundation, which is best known for promoting small loans for the poor. It has received financial backing from the Bill and Melinda Gates Foundation.

The Question Box service was first introduced in remote villages in India two years ago, and it came to Uganda in April. The Ugandan version takes advantage of the explosive popularity of cellphones in Africa. Cellphone use has more than tripled in the last few years, and nearly 300 million Africans now have cellphones.

Where rural villages were once cut off and isolated from urban centers, cellphones now offer a lifeline, providing access to banking, news and business opportunities.

That is a big technological advance, but for most Africans, Internet access is still too costly and slow. Question Box was conceived as a way of overcoming both the expense and the scarcity of Internet connections. Eventually, Question Box will allow farmers and others to use the hot line with their own cellphones or through text messages.

In June, Google introduced a similar effort in Uganda, also involving the Grameen Foundation, that allows people to find information on topics like health and agriculture via text messaging.


In Uganda, though, that model proved unworkable because Internet connections are so slow. So the operators at Question Box search a locally stored database created by Appfrica Labs, a Ugandan company that hosts the call center. The database contains answers to past questions as well as a repository of documents, government statistics and research papers.

“A lot of this information isn’t even available on the Internet,” said Jon Gosier, chief technology officer of Question Box and founder of Appfrica Labs. “The real value in this database is that it contains a wealth of data that only pertains to the local areas.”



!!! Thanks To Bernie Sloan For The HeadsUp !!!

Related / See Also

Can the Cellphone Help End Global Poverty?

Africa > Mobile Phone > Powerful Instrument Of Learning

Orange Grove Text Plus > Accessible / Affordable / Adaptable

Orange Grove Text Plus (OGT+) is a joint initiative of the University Press of Florida and The Orange Grove, Florida’s Digital Repository. The goal of this partnership is to reduce the cost of books to students by offering texts that are affordable, accessible, and adaptable to reader preferences.

Orange Grove Texts Plus delivers access to a wide range of textbooks in a choice of electronic or bound book formats. These books are priced at 40-50% less than similar textbooks purchased at retail outlets, including online discounters.

OGT+ uses open textbooks which are free, online, open-access textbooks. The content of open textbooks generally is licensed to allow anyone to use, download, customize, or print without expressed permission from the author. Open textbooks are available online for free, so all students have equal access to the content. Open textbooks can also be downloaded and printed to accommodate different instructional preferences. OGT+ also includes a number of scholarly monographs offered for free online access by the University Press of Florida and collaborating authors.

How does OGT+ work?

For students:

Students will have the choice of how they want to access their textbook. Textbooks can be freely viewed and downloaded from The Orange Grove Repository, so many students may opt to read the text online. For those who prefer a hard copy, some or all of the downloaded pages can be printed for free on students’ own printers. Or, if they prefer, students can use the site’s one-click ordering to order a paperback copy of the book printed, bound, and shipped directly to their home for about half the cost of traditional textbooks.

For instructors:

OGT+ opens a new realm of possibilities for customized classroom material. Instructors can now use OGT+ textbooks in their entirety. Instructors can add a link to the online version of their textbook directly into their course web page within their learning management system. They will also be able to access additional materials in The Orange Grove, which gives them the flexibility to create and consume information presented in text, audio, video, animation or other multimedia files.

As soon as funds are available, instructors will also be able to customize the text to meet their particular teaching needs by selecting and/or rearranging the chapters. In the future, instructors will be able to do additional customizing, omitting superfluous information, and even include their own materials. Each new version of a text book will have its own unique ISBN.

What books are available?

OGT+ currently offers 89 textbooks and 21 scholarly monographs for free online, with more titles added on a continuing basis. The available books cover a wide range of topics and curriculum areas. A complete list of texts currently available in The Orange Grove can be viewed here.

OGT+ will eventually include a large selection of content from UPF’s backlist of more than 1600 titles and may eventually include books developed specifically for this imprint.



OGT+ Frequently Asked Questions


Browse Collections / >Select< Sub Topics [Collections]

>>>Orange Grove Resources (885 results)
Resources in a range of subject areas. Most resources are available to the public.

>>>Broward College Resources (1,369 results)Content managed by Broward College. Some content may be offered only to specified users.

>>> Open Textbook Resources (113 results)

 This collection contains open textbooks (textbooks that are freely available with nonrestrictive licenses), web-books, and Orange Grove Text Plus resources.

>>> Seminole Community College Resources (230 results) Content managed by Seminole Community College. Some content may be offered only to specified users.

Open Textbooks [Resource Page]
  • What are open textbooks?
  • Open textbooks currently available in The Orange Grove (PDF, 299 KB)
  • Open Access Textbook Task Force
  • Open textbook webinars and presentations
  • Other open textbook initiatives and events underway in Florida
  • Open textbook information and resources

News Coverage

Florida Lightens the Financial (and Physical) Burden of Textbooks / Ben Terris


New Initiative Offers Florida College Students Free Digital Versions Of Pricey Textbooks / Shannon Colavecchio


!!! Thanks To The Chronicle Of Higher Education For The HeadsUp !!!

Sunday, September 27, 2009

_Mobile Libraries_ >>> The Road Show >>> April 2010


In late April 2010 (04/26-04/28) I plan to attend and hope to present at EMTACL10 > The International Conference On Emerging Technologies In Academic Libraries 2010 in Trondheim, Norway.

I intend to prepare an abstract / paper / presentation about major initiatives relating to Mobile Libraries / Mobile Learning that will be derived from my >>> Research In Public <<< Blog _Mobile Libraries_ and my ongoing review of current and emerging developments in these areas.

The EMTACL10 conference will be hosted by the Library of the Norwegian University Of Science And Technology  (NTNU)

"This is a new international conference for academic librarians, information professionals, academic staff, students, library system developers and suppliers, among others. The conference aims to provide answers to the following questions: What can academic libraries do to address change? How can we adapt? Which technologies can/should/must we use/create?"

"This is a conference for academic library workers and others with a general interest in emerging technologies and electronic information services >>>

User Profiles / Sharing / Social Technologies / Mashups / Tagging / Emerging Learning Technologies / Semantic Web / Aggregation / Cloud Computing / Virtualization / Social Networks / Mobile Technologies / Communication With Users / Location Awareness / User-Behaviour Data And Analysis / Streaming / Democratization / Interfaces
Call For Papers With More Specifics And Link To Submission Form Available At

>>>Important Dates <<<
  • Abstract submission: 15 October 2009
  • Notification of acceptance/rejection: 1 December 2009
  • Authors should confirm their participation: 15 December 2
  • Submission of publishing-ready paper: 1 March 2010
  • Conference dates: 26–28 April 2010 .
I Am Greatly Interested in Spreading The Word About Mobile Libraries/Learning And Would Be Honored To Present On The Topic(s) (Focused On Your Particular Interests And Those Of Your Community)  At/In >>>Other Venues<<<  Before/ After My Visit To Trondheim ... So ...

While abroad I would willing to travel to any country in Europe / Eastern Europe / Middle East  [a week or so before or after my visit to Norway]

It Would Be Great To Return To Ireland, Italy, Spain, As Well As The UK, But There Are Places I've Not Been ...

While an honorarium is always appreciated, I ask (as a minimum) that my direct expenses be covered (moderately-priced accommodations, meals, travel).

Please Note: I always attempt to find the least expensive / best value housing and airfare/rail whenever I do travel.
Please contact me at  and / or  if you are interested in sponsoring a presentation (or two [:-)])

Thanks For Considering !


Saturday, September 26, 2009

Handheld Serials -- How Wireless Device Technologies Impact Electronic Journal Publishing ...

ABSTRACT. As computing becomes more portable, an ever-increasing number of people are dependent upon smartphones, personal digital assistants, webpads, and other wireless devices. This paper addresses the effect, if any, of these current and future wireless technologies on electronic journal publishing. Have these technologies impacted e-journal publishing to this point? What are the expectations and strategies of journal publishers in dealing with the changing technology? What special issues do these devices present regarding licensing?



The purpose of this article is to examine matters related to full-text ejournal access on handheld devices. Since there has been so little in the library literature about the topic, an attempt was made to consult e-journal content providers–both publishers/producers and vendors–regarding it. A short questionnaire, consisting of five open-ended questions, was designed; it was hoped that the open-ended questions would allow respondents to elaborate. Initially, the questionnaire was sent to eight ejournal publishers/producers and vendors of various sizes. No attempt was made to discriminate against particular companies.

Of the eight questionnaires sent, two were returned completed by the due date. Because of the poor response from the first set of inquiries, some of the original eight companies were contacted a second time, and the questionnaire was sent to two additional e-journal publishers that had not been included in the original group. Again, a reasonable deadline was assigned, but only two more companies responded. Thus, in total four questionnaires were completed and returned. Despite the poor response rate, there was valuable information in the responses.

The discussion that follows is therefore based on the four completed questionnaires, which were received from Ron Burns, the director of Software Product Management at EBSCO Publishing; John Viviano, the product manager of POCKETConsult at Elsevier; Michael Krot, a research associate at JSTOR; and Sri Rajan (electronic products manager), Peg Marshall (the manager of Marketing and Business Development), and Frans van Ette (the director of Marketing) at Swets Information Services. Elsevier’s response was specific to a particular product, POCKETConsult, “a point-of-care source for medical and health information.”



Those who responded to the questionnaire felt the impact of handheld devices on electronic journal publishing had been minimal so far. A variety of issues–among them device memory, screen size, and download speed–currently limit the popularity of handheld devices among library and e-journal users.

The importance of handheld devices in the library and in the e-journal market is expected to grow. Swets pointed out that the demand for e-journal services should increase as younger generations adopt more powerful handheld devices. Both publishers/producers and vendors face problems of their own, though, with cost probably being the greatest. Is it more cost-effective to develop content for the current technology or does it make more sense to wait for the technology to catch up to current content? Licensing, as it relates to handheld devices, is a matter that publishers and vendors still need to work out.

In all of this, where do libraries fit in? More study is needed regarding the issues raised in this article. As handheld devices increase in power and the number of users grows, expectations regarding library services will also increase. Once libraries decide how best to serve the needs of handheld device users, publishers and vendors will become more involved as well.



Spires, Todd (2008). Handheld Serials -- How Wireless Device Technologies Impact Electronic Journal Publishing Now and in the Future. The Serials Librarian, 53 (4), 141-153. Retrieved September 26, 2009, from (Subscribers)

Digital Book Readers > eBook Readers Guide

eBook Readers Guide: Reviews, Articles, Features, Offers

Amazon Kindle / BeBook Reader / Compare / Ectaco jetBook  Fujitsu FLEPia / iRex iLiad / Other / SONY Reader Digital


eBook Readers / Consumer Electronics / Articles, Blogs, Reviews / Shopping  / Mobile Phones, PDAs / Computers and Accessories / Electronic Gadgets / Technology / CD/DVD Products / Magazines, Ezines, Journals / Books, eBooks / Travel  / Other Arts, Writing / Software

> Featured eBook Videos  / Featured Devices <

Thursday, September 24, 2009 > Guide To eBook Readers

eBook Reader Comparison Table

eReader Basics / eBook Reader Industry Commentary / Reader News Links / What's New

These are the main eBook Readers available in the US. If you want to see a table of all eReaders, including hard-to-get models and country specific ones, see our Worldwide Table, or if you are from a different region, try our UK Table, European Table , or Asian Table.



!!! Thanks To ZDNet For The Headup !!!

Wednesday, September 23, 2009

"Going Mobile with Library Services" > New Technologies: Libraries & Beyond Conference | July 30 2009

Carrie Gits and Rich Ackerman / Alvin Sherman Library / Nova Southeastern University


This talk discusses how libraries are using the mobile web to deliver services to patrons and provides a simple template for providing library information on mobile platforms.

> Recommended reading


> Source code

An example of a simple mobile website is downloadable in a zip file from []  It contains six files:

contacts.htm  / directions.htm / hours.htm  / index.htm  / loanperiods.htm / mobilelibrary.dwt

mobilelibrary.dwt is a Dreamweaver template with which the others are constructed. It is not necessary to use the template but it simplifies maintenance.

The files can be unzipped into a folder on your web server and should just work as is. You will need to update them with information about your library :)

If you have any question feel free to email Rich at 

> References /  > Handouts

Slides from our presentation are available at: []



Google Apps, iPhones and A Chemistry Curriculum: A Series of Handheld General Chemistry Exercises

Thomas J. Manning*(1), Caley Allen(1), Greg Kean (1) Michael Tang (1) Tolulope O. Salami (1) and Aurora Pérez Gramatges (2)

(1) Department of Chemistry, Valdosta State University, Valdosta, GA, 31698,, (2) Departamento de Radioquímica, Facultad de Ciencias y Tecnologías Nucleares, Instituto Superior de Tecnologías y Ciencias Aplicadas (InSTEC), Quinta de los Molinos, Ciudad de La Habana, Cuba, A.P. 6163

Abstract: This letter argues that new electronic communication devices can be used in a chemistry lab and lecture setting in place of desktop and laptop computers. We present 4 spreadsheet exercises that can be conducted on an Apple iPhone (or a similar device). The Google Apps package, which offers free wordprocessing, spreadsheet, presentation software, as well as electronic classroom domain space, easy to post web pages, and e-mail, is utilized by students to do these exercises offering some advantages over the MS07 package.
Recently we developed a series of computer-based laboratory exercises that were designed to take between three and twelve hours for completion. These exercises incorporated Excel spreadsheets and molecular modeling (Spartan, Wavefunction) software. Given the growing presence of computers in chemistry laboratories, it was argued that some wet laboratories in a chemistry curriculum could be enhanced or even replaced with these computer-based exercises. For example, rather than doing two or three experimental titration labs, a student could perform one hands on laboratory and one computer simulation aimed at deepening their understanding of the reactions taking place. [snip]

The release of Microsoft 07 placed an additional financial burden on academic institutions, from K-12 through PhD granting institutions, to not only purchase new software but to also upgrade computer systems to support this version. In our curriculum students traditionally utilize word-processing (Word), spreadsheet (Excel) and presentation (Powerpoint software in classes and research projects on a regular basis. [snip]

This summer we conducted a two week course for middle school and high school science and mathematics teachers entitled “Computers in the Classroom.” This experience reflected what was encountered at universities but at a deeper level. [snip]

...  Google ... has introduced a spreadsheet, word-processing, and presentation package that is offered free to academic institutions. It includes email (gmail) and the ability to publish Web pages quickly and easily. The files generated are stored at the Google site reducing the memory required at the host institution. Google apps [1] allow educational institutions to set up electronic classroom folders free of charge. [snip]

Although we have used this package in classrooms and laboratory settings while the teacher is in direct contact with the class, the Apps system does have similarities to distance learning programs such as WebCT and could be used in that capacity.

The interface of the popular Apple iPhone to Google Apps has been announced. It raises the question: “if computer use in an educational setting might be accomplished by a device such as the iPhone.” [snip].

.... Four spreadsheet exercises that have been adapted to Google Apps from a computational laboratory manual  ... . The spreadsheet exercises were originally written in Excel. This manual was developed by American and Cuban faculty and students [2]...  and outlines the use of several spreadsheet labs aimed at high school or general chemistry courses.

Exercise 1 introduces the commands needed to work in Google Apps. Exercise 2, a simulation of a strong acid/strong base titration, also contains Google Apps commands. Exercises 3 and 4 assume the students feel comfortable working in Google Apps. Reports are generated in Google Apps word-processing program and instantly published to the Web or stored in a designated file that the instructor can access. The four ... exercises can be conducted on an Apple iPhone.

Exercises of this nature raise the question if traditional computer laboratories that require either a laptop or desktop computer can be replaced in a chemistry laboratory by an Apple iPhone (or a similar device) utilizing free software (Google Apps). Rather than designating entire rooms with dedicated infrastructure, will computer laboratories of the future simply require students to pull their cell phones out? The advantages of this approach include savings in space, hardware and software costs, added flexibility in file sharing, and the reduction in on-campus memory needs.

While current programs in Apps (spreadsheet, word-processing, presentation) lack the depth of commands and flexibility found in the current MS 07 software, this simplicity also serves as a good training tool for these programs [snip]

[snip]. For a range of applications including laboratory and homework exercises, presentations, reports published to the Web, and distance learning, the combination of a free and flexible software package coupled with a pocket-sized computer, which can access assignments from locations worldwide is a potentially powerful educational tool.

Supporting Material. Four laboratories that can be implemented in Google Apps are available

[Not Available 09-23-09]


References and Notes

1. (accessed August 2008).

2.  (accessed August 2008).

© 2008 The Chemical Educator, S1430-4171(08)52160-1, Published on Web 12/1/2008, 10.1333/s00897082160a, 13080374tm.pdf


[] (Subscribers)

!!! Thanks To Thomas J. Manning / Senior Author / Valdosta State University / For The HeadsUp !!!

Tuesday, September 22, 2009

Engaging Students With Cell Phone Technology In Organic Chemistry Instruction

In The Classroom > Adapting to Student Learning Styles: Engaging Students with Cell Phone Technology in Organic Chemistry Instruction

David P. Pursell / School of Science and Technology / Georgia Gwinnett College / Lawrenceville GA /

Abstract > Students of organic chemistry traditionally make 3 x 5 in. flash cards to assist learning nomenclature, structures, and reactions. Advances in educational technology have enabled flash cards to be viewed on computers, offering an endless array of drilling and feedback for students. The current generation of students is less inclined to use computers, but they use their cell phones 24 hours a day. This report outlines these trends and an even more recent educational technology initiative, that of using cell phone flash cards to help students learn organic chemistry nomenclature, structures, and reactions. Student attitudes were positive toward cell phone flash cards in a pilot study and a more detailed study investigating use and effect on student learning is planned.

CITE: Pursell, David P. J. Chem. Educ. 2009, 86, 1219.




Traditional Approach

A traditional approach to organic chemistry instruction includes lecture, discussion sections, and laboratory. Students rely on course texts for substantial supplementation and reinforcement of course topics presented by the instructor. [snip]. Even with outstanding texts and the engaging multimedia resources that often accompany them, students often feel overwhelmed with the pace and content of introductory organic courses. As noted above, students may then resort to memorizing as a means of survival. The notion of memorization depends on one’s perspective, but for the beginning organic student the nomenclature, functional groups, structures, and reactions are often viewed as part of “the infamous, dreaded ‘orgo’, a marathon of memorization.”

To assist students with the task of memorization, all of the texts noted above consolidate nomenclature, functional groups, structures, and reactions into callout boxes that focus student attention. In addition, students often make their own flash cards for these topics. [snip]

Electronic, Web-based reaction flash cards are a relatively recent development, offering an unlimited variety of reactions, reagents, and products drills, often providing feedback to students (and instructor) to guide further study effort. [snip] The Web-based reaction flash cards have been shown effective in enhancing student ability to learn reactions ... . The disadvantage of the Web-based flash cards is that they require a desktop or laptop computer and students miss the learning opportunity of creating their own flash cards.

New Educational Technology Approach


[snip] With the advent of the iPhone and other handheld devices, students can access this organic course content 24 hours a day. This 24-hour-a-day access is likewise available with “podcasts” that are appearing in instructional efforts in many disciplines ... .

As students migrate to the versatility, mobility, and convenience of cell phones—they can listen to music, watch videos, text or call friends, email, surf the Web, play games—all on a pocket-size device, the previous allure of the laptop computer is rapidly waning. A challenge for educators is to capitalize on the pervasive use of cell phones by younger students for educational purposes. [snip]


There have been recent initiatives designed to capitalize on the capabilities of cell phones to enhance education. Liz Kolb discuses many approaches to integrating cell phones into the classroom, primarily in the K–12 environment ... . Michal Yerushalmy has developed five “Math4Mobile” applications that help students intuitively learn about mathematical concepts using their cell phone ... . Her approach is focused on the high school level, but has the potential for use with college level courses and tutorials. Taken perhaps to the extreme, Mobile Enterprise Magazine reports that Colorado Technical University has launched CTU Mobile, which is a virtual campus and curriculum away from student’s computers where they can view assignments, grades, administrative information, video courseware, and podcasts on their cell phones ... . To date there are no reports of using cell phones in chemistry education, so the first generation cell phone flash cards reported in this article may inspire others to find ways of using cell phones for chemical education purposes and their effect on student learning in chemistry.


Organic Chemistry Cell Phone Flash Cards

With these trends in student technology use in mind, the logical progression of organic flash cards is from 3 × 5 in. paper flash cards to Web-based electronic flash cards to cell phone viewable flash cards. To this end, during the past year I developed first generation organic chemistry flash cards viewable on a cell phone with Mobile PowerPoint. [snip]The intent was that students could flip through their cell phone flash cards while waiting in line at the movies, riding as a passenger in a car, hanging out with their friends— ... . [snip]

The cell phone flash cards were organized by text chapter ...  to help students stay in synch with the course syllabus. The format of the cards was flexible, with examples shown for functional groups .... , structures ... , and reactions ... . All students were provided the electronic files for the flash cards.

As not all students had cell phones suitable for flash cards, those without suitable cell phones were encouraged to download the flash cards onto a computer and use them for drill, just as they would with a cell phone. [snip]

For this first generation cell phone flash card effort, I determined that students did not have the electronic drawing tools, facility with the tools, and expertise in formatting structures for cell phone viewing, so the electronic versions were provided to students as a complete package. [snip]

A Likert-scale survey ... captured students’ positive attitude about the importance of learning organic chemistry reactions and about the organic cell phone flash cards as a tool to help them learn. [snip]. The following student statements illustrate their positive attitude concerning cell phone flash cards no giant deck of cards to keep track of more convenient and more fun to look at than paper cards… could conveniently review the [cell phone] cards between classes who wants to carry pages of paper cards study them in the car going to church every Wed night when driving to relatives house for dinner… always have my cell phone with me when I am in the bathroom…



Engaging students is important in attaining educational outcomes. This investigation found that students responded very favorably to engagement with cell phones used as educational technology in the organic chemistry course. Students appreciated the convenience of cell phone flash cards and used them as one of several tools to help them learn organic chemistry. While we are not yet able to demonstrate the effect of cell phones on student learning, their favorable receptions of cell phones is a first step that may inspire chemical educators to further investigate this new and exciting educational technology.

Literature Cited

Thirty Two References

Link To Supporting JCE Online Material / Color Figures  / JCE Concept Connections for October 2009

Source (Subscribers)

!!! Thanks To My ISU Colleague / Dr. Jacob D. Schroeder / For The HeadsUp !!!

Monday, September 21, 2009

Center For History And New Media Project > Mobile for Museums

For many years, art museums have been at the forefront of offering their visitors learning experiences that extend beyond traditional exhibit labels with gallery kiosks and audio guides. More recently, art museums continue leading the way by adding cell phone tours, podcasts, and platform-specific applications in an effort to capitalize on the commonly-owned portable devices—iPods, MP3 players, Blackberries, cell phones—that visitors already carry in their pockets.

Museum professionals see great potential in reaching new audiences and pleasing old ones by providing content and social interaction via mobile devices. The biggest challenge is that many museums do not quite know where to begin when working with a small budget and small staff with limited technical knowledge. This site addresses those needs by proving a brief overview of what is being done in the mobile museum world and offers suggestions based on this research on how to economically provide mobile users with a positive experience with your museum.

Project Team:
  • Sharon Leon (Primary Investigator) is Director of Public Projects at CHNM.
  • Sheila Brennan (Project Manager) is a Senior Digital History Associate at CHNM.
  • Dave Lester (Developer) is a web developer and developer outreach coordinator for CHNM.
  • Andrea Odiorne (Project Associate) is a web designer and project associate in the Public Projects division at CHNM.
This work was performed with generous funding from the Samuel H. Kress Foundation.



■Assessment of the Field

Development Recommendations

■Implementation and Prototypes

Omeka Plugins for Mobiles

■Sites Optimized for Mobiles

Native Cross-Platform Applications


Annotated Bibliography

Join our Zotero group to view and add to the annotated bibliography.

Source And Links Available At

!!! Thanks To Museums And The Web For The HeadsUp !!! 

New Google Group > eBook Devices in Libraries

The eBook Devices in Libraries Google Group was started on September 21, 2009 by Lori Bell, the Director of Innovation at the Alliance Library System, and Tom Peters, the CEO of TAP Information Services, to facilitate discussions and the sharing of ideas about what libraries and library-related organizations are planning and doing regarding eBook services designed primarily for use on portable electronic reading devices.

Source and Home


> Access Anybody can view group content

> Only members can view group members list

> Anyone can join

> Only managers can create and edit pages

> Only managers can upload files

> Only members can post

> Group email



Saturday, September 19, 2009

100 Ways to Use Twitter In Your Library

Twitter is a free social networking and communication tool that lets you send short messages of up to 140 characters to your group of friends via the Twitter website, SMS, other Twitter clients, email, or IM. An increasing number of libraries and librarians are now using Twitter to engage readers, spread information, and banish the conception of dark, silent buildings staffed by stuffy introverts. So if you want to see how Twitter can be a dynamic way to connect with patrons, students and other library professionals, then the list below should definitely get you started. Here are 100 tips that can help you effectively use Twitter in your libraries.

> Reference

With many online tools, the reference sections of many libraries have been overlooked. These tips can help make connections with patrons which can lead to a more visited reference section.

1. Read the latest news: Many major news sites, like MSNBC have Twitter feeds. This makes it easy to quickly check up on news and find the latest information.

2. Identify experts in a specific area: Find out who’s talking about subjects that interest you or your patrons. You can’t get the same affect by using traditional email and resources.

3. Find out what other schools and libraries are doing around the world: Get ideas on how other libraries all over the globe are using Twitter effectively in their library


> Discussion

Use these tips to create communication as well as a feeling of community at your library.

10. Try having a question and answer session: If you need information of any kind a quick question to followers will get you and answer in minutes. It is also an easy way to provide assistance to patrons.

11. Get feedback on potential policy changes: Thinking about extending library hours? Get some opinions from some of your patrons. This is great for college library students too.

12. Don’t let the account go silent for extended periods: This will show that you have mutual interest in providing a connection for many of your followers.


> Announcements & Updates

Highlight new materials, group meetings, current news, and more with some of these suggestions.

19. Get information on conferences: Some conferences of interest to librarians have Twitter feeds that will allow you to keep up with registration deadlines, speakers and accommodations without having to visit the site itself.

20. Keep up to date with internal developments: Stay on top of department meetings and events. You will always know what’s going on.

21. Update patrons on new materials: Have you received some great new resources? Let those in your area know about them through a Twitter feed.


> Helpful Feeds

Here are some interesting feeds that can help you find out how other libraries might be using Twitter.

29. @librarycongress: The Library of Congress is one of the largest libraries in the world, keep up with everything from their special collections to latest events.

30. @yalsa: The Young Adult Library Services Association keeps this feel to help keep you informed about issues pertaining to young adult reading and literature.

31. @glambert: Greg Lambert is a law librarian in Houston. This law librarian discusses knowledge management, social media, and more.


> Colleagues, Students, and Friends

Stay connected with other librarian, friends, and students with the tips below.

49. Learn more about colleagues: See if fellow colleagues have a Twitter feed and read more about their life. Who knows, maybe you have more in common than you think.

50. Link to interesting news stories: Get some inspirational ideas from reading interesting stories about literacy and other libraries.

51. Promote the library: Using Twitter can help promote your library and the programs offered. Tweet your friends and family about what’s happening.


> Library Twitter Tools that Could be Useful

Here are some tools that can be useful if you are going to try some of the above tips.

55. TweetDeck: This application will let you create groups of Tweets to better manage your information systems.

56. Twrivia: Provide a new trivia question each day for your patrons with this tool.

57. GroupTweet: Create groups to facilitate Tweeting. This is a great tool for specialty groups such as young adults, book clubs, or library employees.[more]

> Vendors Using Twitter

More and more library vendors are joining Twitter. Many librarians are now able to interact with their vendors in a different way. Whether for asking a question regarding an order or finding out about other services offered you weren’t even aware of. Here is a list of some of the major vendors we have found that have hopped on board the Twitter wagon.

76. Academic Earth: A collaboration of video lectures from the world’s top scholars. They also provide full video courses from leading universities.

77. Duke Press: The Press publishes primarily in the humanities and social sciences and issues a few publications for professionals such as doctors and lawyers.

78. Credo Reference: A leading provider of reference services for libraries and information centers.


Libraries have only begun to find the true potential in Twittering. We hope that by using some of these tips, librarians and libraries everywhere will find creative ways to broaden the serviceability for themselves and their patrons.



!!! Thanks To Adrienne Carlson / Accelerated Bachelor Degree / For The Headsup !!!

>>> See Also <<<

Libraries Using Twitter: Academic / Research / Special Libraries

Twitter for Libraries (and Librarians) / Sarah Milstein

Twittering Libraries Wiki