Friday, July 31, 2009

Mobile Services In Libraries / Call For Submissions / Reference Services Review

Reference Services Review, a quarterly, refereed international journal, covering reference and instructional services for libraries in the digital age, will be publishing a theme issue with guest editors on the topic of mobile services in libraries. For this issue we are seeking manuscripts that cover a wide variety of topics related to providing mobile services to library users.

[http://www.emeraldinsight.com/0090-7324.htm]

Accepted manuscripts will be published in Volume 38, Issue 2 (May 2010) and will need to be submitted for peer-review by December 11, 2009.

Potential topics include, but are not limited to the following:

  • Theory/Background

  • Service models and best practices

  • Types of services
    Device based
    Web based
    Location based

  • Mobile technology

  • Development for mobile platforms
    Back-end
    Use of special technologies

  • User studies

  • Service assessment

  • Distance learning

  • Under-served populations

  • Global - i.e. services around the world

  • The future of mobile services
Please email proposed abstracts of no more than 250 words as an attached Word document or PDF to both guest editors by August 21st. Authors will be notified by September 12th.

Brena Smith (bsmith@calarts.edu) / Michelle Jacobs (michellejacobs@library.ucla.edu)

Thursday, July 30, 2009

Thomson Reuters' Mobile Strategy

Thomson Reuters Talks About Its Mobile Strategy

Information Today > NewsBreaks / Paula J. Hane / Posted On July 30, 2009

While some media observers have noted that Thomson Reuters ... was lagging its news rivals AP and Bloomberg in releasing mobile apps, the company has certainly kicked into high gear this year, releasing new mobile applications, not just in its news division but also in its legal, markets, and investment and advisory solutions divisions.

"Mobile services are increasingly becoming a priority across the entire company," says Alisa Bowen, senior vice president and head of consumer publishing at Thomson Reuters. And she stressed the company's intention to be device agnostic. It's all about enabling access to Thomson Reuters' content "anytime, anyplace, and anyway." And, increasingly, that content is multimedia.

In May, the company released the Thomson Reuters News Pro mobile applications for the BlackBerry and Apple's iPhone. The free apps provide business news and information for business professionals. [snip]

Bowen says that Thomson Reuters is currently working to develop additional language interface versions of the mobile apps, as well as extending to a number of additional devices-Android, Palm Pre, Windows Mobile, and others. [snip]

Here in the U.S., we haven't yet seen the latest Thomson Reuters buzz about mobile. Building on its long-standing relationship with Nokia, the company was pleased that the newly developed Reuters Picture Slideshow comes preloaded on the Nokia N97 phone. The launch date for the product in Europe and India was July 1. It is not yet available in the U.S. The touchscreen allows users to scroll through a pictures-only approach to the news. "We're experimenting with how to package news for mobile devices," says Bowen.

You can see a demo at


[snip]

"This is the latest in a series of mobile stories for Thomson Reuters," says Bowen. Business professionals are increasingly using mobile devices, and the company aims to provide what is needed.

In April, the company's legal division, West, introduced a Black's Law Dictionary application for the iPhone and iPod touch. It is available on the App Store in Apple's iTunes for $49.99.

In early July, Thomson Reuters unveiled a mobile application specifically aimed at meeting the needs of the investment banking community. Thomson ONE Mobile for Investment Banking is described as an "on-the-go financial application for investment bankers and analysts" made available on the BlackBerry smartphone. It follows the launch of Thomson ONE Mobile for Investment Management and will be followed by a mobile application for Corporate Services in late 2009, which the company says "is further proof of our commitment to delivering must have content to decision makers across the financial and corporate markets."

[snip]

[http://newsbreaks.infotoday.com/NewsBreaks/Thomson-Reuters-Talks-About-Its-Mobile-Strategy-55430.asp]

Monday, July 27, 2009

The World In 2020: The Mobile Device Will Be The Primary Connection Tool To The Internet

Pew Internet & American Life Project Report / The Future of the Internet III / Dec 14, 2008

A survey of internet leaders, activists and analysts shows they expect major tech advances as the phone becomes a primary device for online access, voice-recognition improves, artificial and virtual reality become more embedded in everyday life, and the architecture of the internet itself improves.

They disagree about whether this will lead to more social tolerance, more forgiving human relations, or better home lives.

Here are the key findings on the survey of experts by the Pew Internet & American Life Project that asked respondents to assess predictions about technology and its roles in the year 2020: The mobile device will be the primary connection tool to the internet for most people in the world in 2020. [snip]

[snip]

Source

[http://www.pewinternet.org/Reports/2008/The-Future-of-the-Internet-III.aspx]

The Evolution of Mobile Internet Communications / Prediction

The mobile phone is the primary connection tool for most people in the world. In 2020, while "one laptop per child" and other initiatives to bring networked digital communications to everyone are successful on many levels, the mobile phone—now with significant computing power—is the primary Internet connection and the only one for a majority of the people across the world, providing information in a portable, well-connected form at a relatively low price.

Telephony is offered under a set of universal standards and protocols accepted by most operators internationally, making for reasonably effortless movement from one part of the world to another. At this point, the "bottom" three-quarters of the world's population account for at least 50% of all people with Internet access—up from 30% in 2005. :

Compiled reactions from the 1,196 respondents

81% Mostly agreed / 19% Mostly disagreed / *% Did not respond

Expert respondents' reactions (N=578)

77% Mostly agreed / 22% Mostly disagreed / *% Did not respond

Overview of Respondents’ Reactions

A significant majority agreed with the proposed future. The consensus is that mobile devices will continue to grow in impact because people need to be connected, wherever they are; cost-effectiveness and access are motivating factors; the devices of the future will have significant computing power; there is fear that limits set by governments and/or corporations seeking control might impede positive benefits—expected "effortless" connectivity is dependent on their willingness to serve the public good.

Source

[http://www.elon.edu/e-web/predictions/expertsurveys/2008survey/mobile_internet_2020.xhtml]

Versions Of The Full Text Of The Future of the Internet III Available At

HTML

[http://www.pewinternet.org/Reports/2008/The-Future-of-the-Internet-III.aspx?r=1]

PDF

[http://www.pewinternet.org/~/media//Files/Reports/2008/PIP_FutureInternet3.pdf.pdf]

[http://www.elon.edu/docs/e-web/predictions/2008_survey.pdf]

Select Responses From Survey Participants Available From

[http://www.elon.edu/e-web/predictions/expertsurveys/2008survey/mobile_internet_2020.xhtml]

Pew Internet Report: Wireless Internet Use / July 22 2009

56% Of All Americans Have Accessed The Internet By Wireless Means

Overviw

An April 2009 survey conducted by the Pew Research Center’s Internet & American Life Project asked respondents whether they had used a variety of devices – laptops, cell phones, game consoles, and more – to go online using a wireless network. Altogether, 56% of Americans said they have at some point used wireless means for online access.

  • 39% of all Americans have used a laptop computer to go online wirelessly, making this the most prevalent means of wireless access.

  • 32% of all Americans have gotten online with a mobile device – meaning they have used a cell phone or other handheld device to check email, access the internet for information, or send instant messages.


Together, laptop and mobile wireless access account for the vast majority of wireless access, as 51% of Americans have gotten online using either of these two methods. Some people (19% of Americans) opt for both means of wireless access – portable laptops on fast WiFi networks or handheld access on slower networks from cell carriers.

Use of the internet on mobile devices has grown sharply from the end of 2007 to the beginning of 2009.
  • In December 2007, 24% of Americans said they had at some point used the internet on their mobile device.
  • By April 2009, 32% of Americans said they had at some point used the internet on their mobile device.
  • In December 2007, 11% of Americans said they had yesterday accessed the internet on their mobile.
  • By April 2009, 19% of Americans said they had yesterday accessed the internet on their mobile.
Source

[http://www.pewinternet.org/Reports/2009/12-Wireless-Internet-Use.aspx?r=1# ]

Internet Access On The Handheld > Trends

Comparing the April survey to a similar survey in 2007, there were strong increases in the incidence of people accessing the internet with their handheld devices. For our purposes, the means using a cell phone or other connected gadget to share email, exchange instant messages, or access the net for information. Among cell phone users:
  • In 2007, 14% accessed the internet on a handheld on the typical day and 32% had ever used the internet on their handheld.
  • In 2009, 23% accessed the internet on a handheld on the typical day and 38% had ever used the internet on their handheld.
Source

[http://www.pewinternet.org/Reports/2009/12-Wireless-Internet-Use/4-Internet-access-on-the-handheld/2-Trends.aspx?r=1]

Mobile Access To Data And Information > Trends

The figures for use of digital resources on the handheld represent increases from December 2007. In 2007, 77% of handheld users had “ever” used their device for at least one non-voice data activity, and 42% said they did at least one “yesterday.” These increases take place in the context of a growth in cell phone penetration from December 2007 to April 2009 from 77% to 85%.

For all adults, this translates into:
  • An increase from 58% in 2007 to 69% in 2009 in the share of all Americans who have used their handheld device for a non-voice data application. This is a growth of 16%.
  • An increase from 32% in 2007 to 44% in 2009 in the share of all Americans who, on the average day, use a non-voice data application on their handheld. This is a growth of 36% over the sixteen month interval.

Other data underscore the growth in people’s use of their cell phone for non-voice data activities. The average number of activities engaged in on a typical day in 2007 was 0.90, a figure that grew to 1.31 in 2009, or an increase of 46% among cell users.

Source

[http://www.pewinternet.org/Reports/2009/12-Wireless-Internet-Use/5-Mobile-access-to-data-and-information/2-Trends.aspx?r=1]

Full Text Available

HTML >

[http://www.pewinternet.org/Reports/2009/12-Wireless-Internet-Use.aspx?r=1]

PDF >

[http://www.pewinternet.org/~/media//Files/Reports/2009/Wireless-Internet-Use.pdf]

Sunday, July 26, 2009

WorldCat Mobile Pilot Extended To Europe

Birmingham, UK, 6 July 2009—OCLC today announced that the WorldCat Mobile pilot, a program that makes collections from libraries visible through mobile devices, has been extended to Europe. Expanding the pilot to Europe means that now phones in the Netherlands, Germany, the UK, and France will also be operational.

The WorldCat Mobile pilot allows users to search for and find books and other materials available in libraries near them through a Web application they can access from a PDA or smartphone.

Based on WorldCat.org, the world's largest online resource for finding information in libraries, the pilot has already proved a huge success in the U.S. and Canada. Thanks to advanced global positioning capabilities found in most mobiles, WorldCat Mobile pilot users in these countries will be able to find local library materials, if the library in question has loaded records in WorldCat, no matter where they happen to be. Users can even get a Google Maps view of the library location along with detailed driving instructions if the mobile device supports the application.

"People are using their mobile phones today as if they were hand-held computers," said Cindy Cunningham, OCLC Director of Partner Programs. "OCLC wants to make sure that libraries are where people are seeking information. The WorldCat Mobile pilot will help us to gauge the kind of interest people have in accessing library information from their mobile phones—wherever they may be."

Created in collaboration with Boopsie, Inc., a U.S.-based provider of software for mobile devices, the WorldCat Mobile pilot is a downloadable application that supports many devices, including Nokia, Blackberry and iPhone.

As this is a pilot, OCLC are keen to receive feedback from European users as to their experiences with the service. Anyone wishing to offer such comments can do so by emailing

WorldCatMobilePilot@oclc.org .


Download the application to your mobile device at

[http//www.worldcat.org/m/]

Source

[http://www.oclc.org/news/releases/200921.htm]

See Also

WorldCat Mobile (Beta)

[http://mobile-libraries.blogspot.com/2009/04/worldcat-mobile-beta.html]

Friday, July 24, 2009

MmIT Conference 2009 > Mobile Learning: What Exactly Is It?

Lakeside Conference Centre / Aston University / Monday / 21st September /
9.30 am – 4.00 pm


Join Cilip’s Mulitimedia, Information and Technology Group for their 2009 annual conference, taking place in the ‘state of the art’ Lakeside Conference Centre.

As library and information professionals, we are continually being asked to support ‘mobile learning’. But what exactly does that mean? Who are these mobile learners? What do they do? What do they need us to do?

The conference will investigate the current issues and developments surrounding mobile learning within education and library environments.

Some of the very best speakers on this topic will be presenting at the conference, so the day will provide plenty of stimulating discussion and debate and will be the perfect staff development conference for anyone involved or interested in supporting mobile learning.

[snip]

Programme includes:

  • Mike Sharples, University of Nottingham. Mike is Professor of Learning Sciences and Director of the Learning Sciences Research Institute at the University of Nottingham and has an international reputation for research in mobile learning and the design of learning technologies. Mike inaugurated the mLearn Conference series and is President of the International Association for Mobile Learning.

  • Jon Trinder, University of Glasgow. Jon is a part-time PhD student in the Robert Clark Centre for TechnologicalEducation at the University of Glasgow. His work has been investigating the use of mobile devices for computer-aided assessment and the analysis of device usage logs. His first involvement with education and PDAs was writing software that was used by the Cornell University Mobile Mann Library projecti n 2000. He has also written software for a variety of mobile devices [http://www.ninelocks.com/] .

  • John Traxler, University of Wolverhampton. John is Reader in Mobile Technology for e-Learning and Director of the Learning Lab at the University of Wolverhampton and of the UK Co-Lab of the American ADL network. He has co-written a guide to mobile learning in developing countries and is co-editor of the definitive book on mobile learning: Mobile Learning: A Handbook for Educators and Trainers, published byRoutledge.

  • Martin Bazley, Online Experience Consultant. Martin has more than 10 years experience of developing, evaluating and project managing online learning resources and other digital technology and works with a range of cultural institutions and web developers. In his role as eLearning Officer for SEMLAC (South East Museum, Library and Archive Council) Martin undertook a number of projects, including the Victorian Learning Journey [http://www.victorianlearningjourney.org/] - an innovative projectfor schools, involving live 'meet the historical character' face-to-facesessions, videoconferencing, interactive talkboards and short video clips.

  • Melissa Highton, University of Oxford. Melissa is Head of the Learning Technologies Group in Oxford University Computing Services. She leads project teams involved in Oxford University’s podcasting and ItunesU initiatives. She co-wrote a handbook for newu niversity teachers Designing Learning: From Module Outline To Effective Teaching, published by Routledge.

  • Andy Black, Technology Research Manager, BECTA. Andy has written extensively on the subject and role of emerging technologies and has developed a sideline demonstrating gadgets and gizmos, such as 40 gadgets in 40 minutes. His current focus is as a Technology Research Managerfor BECTA.

For details of the Lakeside Conference Centre, please visit:

[http://www.conferenceaston.co.uk/]

To access a registration form for this event please go to the MmIT Website:

[http://www.cilip.org.uk/specialinterestgroups/bysubject/multimedia/events]

Wednesday, July 22, 2009

Wikipedia for Mobiles

A version of the Wikipedia for Mobile phones is now available.

This uses the HAWHAW PHP toolkit convert the usual Wikipedia page into a format more suitable for a small mobile phone screen. It also makes the images smaller and chops each page up into segments to reduce download time.

The result is similar to Google's mobile interface. This is useful, but perhaps whoever did this might try a slightly less condensed version which would be more suitable for netbooks and smart phones.

Because the Wikipedia has a very regular structure it should also be possible to tune the conversion more.

As an example, at present a section heading can appear on the bottom of one page, with the text it refers to on the next page. It should be possible to keep the heading on the next page with the text.

Example

"Australian National University"

Mobile Version Of Entry

Mobile version

Compare this with the standard version.

The mobile version is 63 kbytes in total, whereas the standard page is 261 kbytes. The mobile version is divided into 11 segments, plus a table of contents of 2.5 kbytes..

So if you started at the top of the page, went to the table of contents and then to the page you wanted, that would be about 15 kbytes in total, a saving of more than 90% on the download.

Source

[http://www.tomw.net.au/blog/2009/07/wikipedia-for-mobiles.html]

WikiMobs: Wikipedia for Mobile Phones

WikiMobs: Wikipedia for Mobile Phones


WikiMobs is the free encyclopedia optimized for modern mobile phones. Totally web-based you don't have to download ... [software] ... . ... [All one need to do is to access] wikimobs.com from your mobile browser [and]then [your search term(s)] ... . WikiMobs is optimized to display limited pages to limit bandwidth usage.... ]The[ top of pages ... [will display search results in ] sections ... [from which you can] navigate to the section [of interest] ... .

Source

Tuesday, July 21, 2009

Mobile-Based Engaged Science Learning

Using Mobiles, Blogs And Virtual iPods
To Engage Students In Science Learning

[http://www.mimas.ac.uk/news/mob09/powerpoints/smith.pdf]

Hilary Smith / Kevin Walker / Josh Underwood / Duncan Rowland / Geraldine Fitzpatrick / Rose Luckin / Judith Good / Steve Benford

Hilary Smith (University of Sussex) ... demonstrate[s] ... work she has been doing with secondary school science students using mobile devices to report on [their] findings.

Presentation Delivered At

Mimas Mobile Learning: Telling Tales / The University of Westminster Cavendish Campus / Thursday / 09 July 2009

11:45 Parallel Session 1: New Lamps for Old

[http://www.mimas.ac.uk/news/mob09/]

See Also

[http://mobile-libraries.blogspot.com/2009/07/mimas-mobile-event-mobile-learning.html]

Monday, July 20, 2009

Barnes And Noble Plans An Extensive E-Bookstore

NYTimes / Internet / July 21, 2009 / Chain Plans An Extensive E-Bookstore / By MOTOKO RICH

[snip]

In an announcement on Monday, Barnes & Noble said that it would offer more than 700,000 books that could be read on a wide range of devices, including Apple’s iPhone, the BlackBerry and various laptop or desktop computers. [snip]


More than 500,000 of the books now offered electronically on BN.com can be downloaded free, through an agreement with Google to provide electronic versions of public domain books that Google has scanned from university libraries. [snip]

Barnes & Noble is promoting its e-bookstore as the world’s largest, an implicit stab at Amazon.com, which offers about 330,000 for its Kindle device. Currently, Google’s public domain books cannot be read on a Kindle.

[snip]

Barnes & Noble also announced an upgraded version of its eReader software that users could download free from its Web site, making it possible to read any e-book bought on BN.com on various devices.


See

Information On How To Search For Free B&N / Google Books eBooks

[http://websearch.about.com/b/2009/07/21/free-ebooks-at-barnes-and-noble.htm]

Note: Electronic books bought at BN.com cannot be read on Sony’s Reader or on the Kindle.

>>>>> Link To eReader Download Page Available From <<<<<
[http://www.barnesandnoble.com/ebooks/download-reader.asp]

[snip]

Sales of e-books remain small , but are growing fast. According to a survey by the Codex Group, a book marketing research company, 4.9 percent of books sold in May were in digital form, up from 3.7 percent in March.

[snip]

[Sarah Rotman Epps, a media analyst with Forrester Research in Cambridge, Mass] ... added that as more consumers begin reading digital books on phones and other mobile devices, it made sense to market to those readers as opposed to those who are buying dedicated reading devices like the Kindle or the Sony Reader.


[http://www.nytimes.com/2009/07/21/technology/internet/21book.html]

NPR > Morning Edition > July 21 2009

Barnes And Noble Launches Kindle Competition / STEVE INSKEEP

Correction > The audio report says Amazon's e-books are only readable on the Kindle. This is incorrect. Amazon e-books downloadable on the Kindle can also be downloaded and read on the Apple iPhone and Apple iPod touch using the Amazon Kindle for iPhone application.

[http://www.npr.org/templates/story/story.php?storyId=106835759]

New York Times> Personal Tech > State Of The Art> August 5 2009

New Entry in E-Books Is a Paper Tiger / DAVID POGUE

[http://www.nytimes.com/2009/08/06/technology/personaltech/06pogue.html]

Also Video

[http://video.nytimes.com/]

Using Mobile Devices and Microblogging

Using Mobile Devices and Microblogging


Alan Cann, Jo Badge, Stuart Johnson and Alex Moseley / School of Biological Sciences, University of Leicester

JISC TechDis Service Report

The project team was awarded ten 8GB iPod Touch devices, chosen because they are easy to use, have wifi capability and a high quality screen. This project aimed to utilize mobile technology to ascertain the study spaces used by students at University of Leicester.

Free wifi access is readily available on the University of Leicester campus, and students were required to use the
Twitter microblogging system regularly to record short messages describing where and what they are studying using an iPod touch (or on a personal mobile phone via SMS if they chose). Student messages were tracked by RSS and data aggregated centrally for analysis. The current interest in the student experience (for example, see the Universities UK Student Experience website) has included those looking at the learning environment and in particular the physical space and tools used by students when studying.

The iPod touch devices were used by two different cohorts of students.

The first group of participants were campus-based first year undergraduate science students, all 18-19 years old. The second group were campus-based postgraduate masters-level arts students who ranged in age from 21-41.

The use of a microblogging service enabled us to assess the flexibility of a short text based system on these devices. Participating students were required to post messages ("tweet") at least four times per day, e.g. "I am in the library writing an essay for module x". [snip]

Significant developments

Students were recruited with the incentive of keeping some of the iPod Touch devices at the end of the project. Initially, despite this incentive, very few students volunteered to participate in the project. However, once the project had been advertised to students already using twitter and running for a few weeks, there were further requests for students to be involved. At the launch of the project in November 2008, twitter was still unfamiliar to the students and was unheard of in the general media.

[snip]

Cohort sizes were determined by the number of devices available (maximum of 10). However, due to the low numbers of volunteers involved we decided to change the original project plan and allow the each cohort of students to keep the iPod Touches for 4 weeks. The students that were recruited were very enthusiastic about using the devices. The students readily added a given hashtag (http://hashtags.org/) to label their tweets (#uolh3 for Museum Studies and #uolheat3 for Biological Sciences) and were rigorous about the using it in all their messages. [snip].

Participants were provided with online training materials: http://walls.wetpaint.com/ but the devices proved to be very intuitive and very little instruction was needed beyond the initial set up.

Results for undergraduates:

The first year undergraduate students were very open in their twitter postings and a strong community soon grew between those using the devices. Peer support became a key feature of the undergraduate student network, with activity rising just prior to assessment deadlines or during revision for exams. There was clear evidence of personal learning networks emerging.

Tweets were sent from across the University of Leicester campus, student halls, cafes, bars and any other locations students were working or networking. Some example tweets:

- doing metabolism questions over msn, testing each other is a fab way to learn! If only I knew any answers.

- has the words 'russian bride' written on his hand, and can't remember much of last night.... Now for chemistry revision.

- is rather worried about the assessment tomorrow and is preparing herself for failure.

Leicester Postgraduates results:

The postgraduate group was drawn from a Digital Culture module in Museum Studies, and eight of the ten students on the module agreed to participate. All eight students actively used the devices and twitter. In addition to the location statuses, they utilised the technology to co-ordinate face-to-face meetings, comment on sessions and teaching, share online resources and findings, and to report on independent project work.

Some example tweets:

- Got up at 7 and look the black sky out of my window. Just browsing the website of National Sports Museum http://www.nsm.org.au/

- Enjoyed reading the theory and coming up with realistic ideas. Group worked quickly, good to see what could be achieved in few hours

- Reading about kandinsky and art and music. How apt on an iPod

- Was thinking about watching the Games & Museums lecture together on Wednesday the 4th of Feb. If you want to join text/facebook me.

- never knew museums tweet too. Apparently even the whale on the ceiling of the nat hist museum in NY!

Benefits of this approach for inclusion

Even with the provision of the iPod touch, the students did use a range of different platforms and devices which demonstrated their affiliation with the service over the iPod touch device.

The other surprise was in the students' natural take-up of peer discussion and support, the use of which turned the project to their own natural advantage. This suggests that successful peer support networks could be established without the need for specialized technology, though this was undoubtedly a stimulus to their formation in this project. [snip]

All participants were asked to comment on their experiences of using the iPod touch and their use of twitter at the end of their test period. The postgraduate students suggested that twitter provided a source of help and support which was quick to respond and easily accessed. They used twitter for arranging meetings and sharing resources. Some suggested that twitter provided them with motivation e.g. ‘I felt more focussed and thought of things I could do for my study more often than usual. I came to approach my study in a more creative way. Looking at sites and information other people had posted. I felt connected with my peers in a new (very nice) way.’

Undergraduates also commented on the positive motivating effects of a peer network by using twitter ‘It probably improved my study activity. I felt inclined to write about the work I was doing on Twitter, which then meant that i actually had to do the work’.

How this approach was developed

The approach developed in the following ways:

  1. The students' broadening of the affordances the technology offered them.
  2. The range of technology utilised to facilitate these affordances.
  3. Other related benefits - for example, in the postgraduate group, a tutor used twitter to communicate their availability to the group, offer additional links, etc.
  4. Peer support emerged as a feature of the student generated network, with students using the service not just to report on their status but to arrange meetings, share resources, revise.

As a result, the potential for a wider rollout of the approach is high: we can already provide evidence for real benefits to student groups and tutors sharing a common subject/location.

The barriers that may prevent a successful wider roll-out of this system of peer support would be the lack of technological catalyst (the iPod Touches, in this project), and probable scepticism from a section of staff and students. The perception and awareness of twitter has changed considerably since the launch of this project. [snip]

Disadvantages and drawbacks

No disadvantages have been identified apart from the failure to recruit the anticipated number of participants to what was seen by students as a non-core activity.

The possible adverse effects of students commenting on academic staff in a public forum did not occur; with minimal instruction students demonstrated an awareness of their own public digital identity and a sophisticated level of self-censorship. Comments were made about defects in university systems and services (e.g. temporary failure of internet access in halls) and also of non-named staffing (e.g. a missing lecturer, timetabling problems) but this did not tip over into inappropriate commentary. [snip].

Summary and Reflection

A great deal of data were collected from this project on the student experience, student peer interactions and other unexpected ways in the student experience can be improved (student concerns about cost of text books, lack of wifi or internet connectivity in some areas of campus).

The approach began as an exercise to examine the potential uses of a mobile wifi enabled device, but due to the affordances of the microblogging service that was chosen as the medium for the project, the creation of student-led peer support developed as the unexpected outcome of the project.

Microblogging is a powerful tool which can link real and virtual networks and provide considerable social and academic benefit to students. [snip]

[snip]

Full analysis of these data will enable the team to give a clearer picture of the student experience to inform institutional and departmental strategy in the future. The data collected will be subjected to detailed analysis and will be presented in a peer reviewed paper. The outcomes of this work will also be presented at multiple conferences later in 2009.

Source

[http://www.techdis.ac.uk/index.php?p=2_1_7_26_3]

Sunday, July 19, 2009

Mobile Access Databases And/Or e-Journal And/Or eBook Collections?

Colleagues/
I am greatly interested interested in learning of OTHER vendors/publishers that curretnly provide or a planning to provide mobile access to their respective databases and/or journal and/or e book collections

BTW: I am aware of the Vendors and Publishers section of the M-Libraries section of Meredith Farkas's Most Excellent _Library Success Best Practices Wiki_

[http://www.libsuccess.org/index.php?title=M-Libraries#Vendors_and_Publishers]

and the work of Bill Drew.

Please Post Any/All Current and/or Planned Mobile Access Databases and/or e-Journal and/or e-Book collections As (A) Comment(s) On This Blog Entry.

Thanks!

/Gerry

Saturday, July 18, 2009

IEEE Xplore Mobile

IEEE Xplore Mobile provides free search of all IEEE Xplore documents directly on your mobile device. You can view up to [only] TEN (10) article abstracts per search.

[http://ieeexplore.ieee.org/mobile/]

To view full-text articles, send the article links to your e-mail address.

IEEE Xplore Mobile Beta is viewable on all web-enabled mobile devices. It has been optimized for newer mobile devices (i.e. Apple iPhone, Blackberry Storm). When using older mobile devices (i.e. Blackberry 8360, Blackberry Curve), you may be able to choose “Internet Browser” as your default browser in your device’s options for optimal viewing.

NOTE-1 >>> IEEE Xplore subscribers need to log-in to access the full-text view of the article, and non-subscribers/guests need to purchase the article to view the full-text version.

NOTE-2 >>> Seamless access appears to be available to institutional subscribers.

NOTE-3>>> A link To The Main IEEE Xplore Site is provided from the mobile 'Search' page ('Get your know-how on the go' .as well as from the search results page.

Source

[http://ieeexplore.ieee.org/mobile/about.html]

Credit

Princeton University Library / Engineering Blog

[http://blogs.princeton.edu/englib/2009/06/ieee_xplore_now_available_on_your_mobile_device.html]

See Also

Introducing IEEE Xplore Mobile (Beta) [10-14-09]

[http://mobile-libraries.blogspot.com/2009/10/introducing-ieee-xplore-mobile-beta.html]

Friday, July 17, 2009

Mobile Technology for Children: Designing for Interaction and Learning

By Allison Druin, University of Maryland, USA

Morgan Kaufmann Publishers / April 2009 / 353 pp. / ISBN-13: 978-0-12-374900-0 / USD 59.95

Children are one of the largest new user groups of mobile technology -- from phones to micro-laptops to electronic toys. These products are both lauded and criticized, especially when it comes to their role in education and learning. The need has never been greater to understand how these technologies are being designed and to evaluate their impact worldwide. Mobile Technology for Children brings together contributions from leaders in industry, non-profit organizations, and academia to offer practical solutions for the design and the future of mobile technology for children.

Table of Contents:

Foreword: Water Jugs and Ringtones: Jason Bellone

Introduction: Defining Mobile Technologies, Children and Learning: Allison Druin

Section 1- The Landscape

Chapter 1: How Mobile Technologies Are Changing the Way Children Learn: Yvonne Rogers, Sara Price

Chapter 2: Harnessing the Potential of Mobile Technologies for Children and Learning: Carly Shuler, Dixie Ching, Armanda Lewis, Michael H. Levine, Joan Ganz Cooney Center at Sesame Workshop

Chapter 3: Pocket Rockets: The Past, Present and Future of Children's Portable Computing: Warren Buckleitner

Chapter 4: Social Impacts of Mobile Technologies for Children: Keystone or Invasive Species?: Christopher Hoadley

Chapter 5: A Disruption is Coming: A Primer for Educators on the Mobile Technology Revolution: Elliot Soloway

Section 2- Designing Mobile Technologies

Chapter 6: Mobile Interaction Design Matters: Matt Jones

Chapter 7: A Child's Mobile Digital Library: Collaboration, Community, and Change: Jerry Fails, Allison Druin, Ben Bederson, Ann Weeks, Anne Rose

Chapter 8: Adding Space and Senses to Mobile World Exploration: Maria Joao Silva, Cristina, Azevedo Gomes, Bruno Pestana, Joao Correia Lopes, Maria Jose Marcelino, Cristina Gouveia, Alexandra Fonseca

Chapter 9: LeapFrog Learning Design: Playful Approaches to Literacy, from LeapPad to the Tag Reading System: Jim Gray, Jennae Bulat, Carolyn Jaynes, Leap Frog, and Anne Cunningham

Chapter 10: Designing the Intel-Powered Classmate PC: Ramon Morales

Section 3- Learning and Use

Chapter 11: Early OLPC Experiences in a Rural Uruguayan School: Juan Pablo Hourcade, Daiana Beitler, Fernando Cormenzana, Pablo Flores

Chapter 12: "It's Mine": Kids Carrying Their Culture Wherever They Go: Lisa Guernsey

Chapter 13: Mobile Technologies in Support of Young Children's Learning: Glenda Revelle

Chapter 14: Mobile Technologies for Parent-Child Relationships: Svetlana Yarosh, Hilary Davis, Paulina Modlitba Soderlund, Mikael Skov, Frank Vetere

Chapter 15: Using Mobile Technology to Unite (for) Children: Christopher Fabian and Erica Kochi

Chapter 16: Designing the Future: Janet Read and Allison Druin

Source

[
http://tinyurl.com/ndtlro]

Detailed Table Of Contents Available

[http://my.safaribooksonline.com/9780080954097]

See Also

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

[http://mobile-libraries.blogspot.com/2009/09/mobile-technologies-for-children.html]

Mobile Learning: A Handbook for Educators and Trainers

Mobile Learning: A Handbook for Educators and Trainers / Edited by Agnes Kukulska-Hulme, John Traxler /

List Price: $178.95 / ISBN: 978-0-415-35739-5 / Binding: Hardback (also available in Paperback) / Published by: Routledge / Publication Date: 08/18/2005 / Pages: 224

About the Book

Emphasising the issues of usability, accessibility, evaluation and effectiveness and illustrated by case studies drawn from contemporary projects from around the world, this book considers:
  • the fundamentals of mobile technologies and devices

  • the educational foundations of modern networked learning

  • the issues that underpin mobile learning and make it accessible for all users

  • the challenges of making mobile learning a substantial and sustainable component in colleges, universities and corporations implications and issues for the future.
Mobile Learning provides useful, authoritative and comprehensive guidance for professionals in higher and further education and trainers in the business sector who want to find out about the opportunities offered by new technologies to deliver, support and enhance teaching, learning and training.

Source

[http://tinyurl.com/lx7jl5]

Table Of Contents And Full Text Available From Google Books

[http://tinyurl.com/lkrr46]

Book Review

The Knowledge Tree: An e-Journal Of Learning Innovation. Edition 11

Text and Podcast

[http://kt.flexiblelearning.net.au/tkt2006/edition-11-editorial/book-review-kukulska-hulme-traxler-2005-mobile-learning-a-handbook-for-educators-and-trainers]

Wednesday, July 15, 2009

Library Instruction On Your iPhone? You Bet !

Tuesday, February 17, 2009
After discovering just how easy QR codes are to create and to use, I've been thinking a lot about how we might make good and creative use of this technology in our libraries.

One idea that seems to hold a lot of promise is using the QR code to link to videos for users to watch on their phones.One such application might be related to library instruction. Say, for example, I wanted to put together a 30 second video about how to place a hold on library materials using our catalog.

I could post that video to YouTube, create a QR code from the permalink, and include the printed code on a bookmark along with codes for several other "how to"-type videos. The user then has hand-held audio instruction about how to do any number of tasks that many of our users tend to find difficult.

To see how this works, just use your QR reader to read the code at the top of this blog. It's a promotional video about the library, not instructional, but this shows how effective this idea could be!

Or how about posting a QR code next to your library building's dedication plaque? It could link to a video that provides some historical information about the building or even a Flickr slideshow of historical photos of the building. Sacramento Public Library's Central Library is an old Carnegie building and there are some staff here who are very knowledgable about the history of the library.

With a video camera and an Internet connection, we could be up and running by the end of the day!

What else can you think of that would be a cool applicaiton of QR codes in libraries?

Source

MLA Poster: Libraries Go Mobile > Personal Digital Assistants (PDAs) Transform Library Services and Content

[189] Libraries Go Mobile: Personal Digital Assistants (PDAs) Transform Library Services and Content

Susan Lessick, AHIP, Head; Phillip Garcia, Reference Coordinator; Julie Hillskemper, Reference Librarian; Jorge Santiago, Information Technology Center Manager / Grunigen Medical Library / University of California–Irvine Medical Center, Orange, CA


Poster Presented May 19 2009 At MLA ‘09 / iFusions: Medical Library Association Annual Meeting And Exhibition, Honolulu, Hawaii, May 15–20, 2009

Objective:

The mobility, multifunctionality, and Internet accessibility of personal digital assistants(PDAs) fused with free applications have contributed to increased use of mobile technologies in hospitals, medical schools, and medical libraries. PDA services have been successfully introduced in medical libraries ranging from subject guides and pages to instructional support.


This poster describes development of a comprehensive user-based PDA program, including loan services, licensed content, Resources Lib Guide, optimized resources, “PDA Clinics,” information technology support, and consultation. A literature search of PDA services in medical libraries, as well as an environmental scan analyzing medical library websites presenting PDA services will be explored.

The results of a needs assessment on use of PDAs by clinicians, specifically residents and hospitalists, will also be presented.

Methods

We will complete a literature search and medical library website analysis to detect the most common PDA services on medical library websites. Observational criteria for the library websites include links to PDA resources and services, subject pages, lists of licensed resources, technical support, instruction, optimized home page, or online public access catalog.

Additionally, we will use a strengths, weaknesses, opportunities, and threats analysis of over 500 online PDA questionnaires sent out to residents and clinical faculty in the hospitalist program.


Results

We are still in process of analyzing the results of the environment scan and user needs assessment. We foresee that clients will increasingly rely on the use of PDA technology in daily clinical practice and that medical libraries need to embrace and support new mobile technologies if they want to continue to play an important role in the lives of their clinical faculty and resident users.

Source

[http://www.mlanet.org/am/am2009/pdf/09_abstracts.pdf]

Mobile Reference Service: A Case Study Of An Onsite Reference Service Program ...

The Mobile Reference Service: A case study of an onsite reference service program at the school of public health / Donghua Tao, PhD MALIS MS, ; Patrick G. McCarthy, MLIS MA, ; Mary M. Krieger, MLIS RN, and Annie B. Webb,

J Med Libr Assoc / 2009 January / 97(1): 34–40 / doi: 10.3163/1536-5050.97.1.006 / PMCID: PMC2605033

The School of Public Health at Saint Louis University is located at a greater distance from the library than other programs on the main medical center campus. Physical distance diminishes the ease of access to direct reference services for public health users. To bridge the gap, the library developed the Mobile Reference Service to deliver onsite information assistance with regular office hours each week.

Between September 2006 and April 2007, a total of 57 in-depth reference transactions took place over 25 weeks, averaging 2 transactions per week in a 2-hour period. Overall reference transactions from public health users went up 28%, while liaison contacts with public health users doubled compared to the same period the year before.

The Mobile Reference Service program has improved library support for research and scholarship, cultivated and strengthened liaison relationships, and enhanced marketing and delivery of library resources and services to the Saint Louis University School of Public Health.

Source


PDF Also Available

Tuesday, July 14, 2009

Text Messaging In An Academic Library / J.B Hill , Cherie Madarash Hill, Dayne Sherman

Hill, J. B., Hill, Cherie Madarash and Sherman, Dayne / Text Messaging in an Academic Library: Integrating SMS into Digital Reference / The Reference Librarian / 47 /1/ 17 — 29 /July 2007 /DOI: 10.1300/J120v47n97_ / http://dx.doi.org/10.1300/J120v47n97_04

ABSTRACT

In spring 2005, Sims Memorial Library at Southeastern Louisiana University initiated “Text A Librarian,” a service that enables Southeastern students, faculty, and staff to use the text message feature of their cell phones to send questions to and receive answers from the library. Librarians at Sims use a dedicated text messaging telephone number and “e-mail/SMS” conversion software, provided by Altarama Systems and Services, to send and receive text messages.


Excerpts

INTRODUCTION

[snip]

Text messaging, also known as SMS (i.e., short message service), is a technology for sending and receiving messages to and from cell phones and other handheld devices. “SMS was created when it was incorporated into the Global System for Mobiles (GSM) digital mobile phone standard. The length of a single message can be up to 160 characters, and this limit has forced users to adapt the English language to create an abbreviated language peculiar to SMS” (Hutchinson 2004).

[snip]

With such a large number of students using cell phones and text messaging as a means of communication, some universities have begun to incorporate this technology into the delivery of educational content, the creation of classroom activities, and administration of tests (Horizon 2006). It seems only natural for universities to respond to the on-demand learning interests of students and take “the next step in a long tradition of technology-mediated learning” by incorporating the instructional use of phones and other hand-held devices via mobile learning (Wagner 2005).

Just as some universities have begun to integrate cell phones and other handheld devices into instruction, some libraries have begun to reach out and serve students’ information needs through the use of text messaging technology. In the past few years, text messaging reference services have been initiated.

In spring 2005, Sims Memorial Library at Southeastern Louisiana University became (to the authors’ knowledge) the first library in the United States to develop a text messaging reference service. Southeastern’s “Text A Librarian” service enables students, faculty, and staff to get reference assistance by using the text message feature of their cell phones, and has been integrated into the library’s “Ask A Librarian” digital reference service that provides reference assistance via e-mail and text messaging during library hours and via chat, 24 hours a day, 7 days a week.

LITERATURE REVIEW


There is quite a bit of literature on text messaging technology, and there are some reports of experimentation with the technology in higher education. However, since the use of text messaging for reference purposes is relatively new for libraries, little is available in the existing literature.

[snip]

TEXT MESSAGING REFERENCE AT SOUTHEASTERN

[snip]

In a continued effort to meet the needs of a new generation of technologically oriented students, the Sims Memorial Library initiated a text messaging reference service in March 2005. The “Text A Librarian” service enables Southeastern students, faculty, and staff to send messages to and receive answers from librarians using the text message feature of their cell phones.

[snip]

PROMOTION OF THE “TEXT A LIBRARIAN” SERVICE

[snip]

In the Fall semester 2005, Sims Library began a promotional campaign of the “Text A Librarian” service. The intent of the campaign was to raise awareness on campus of the availability of the service, as well as make the text messaging contact number available numerous places in addition to the Library’s Web site.

[snip]

HOW DOES “TEXT A LIBRARIAN” WORK?

Librarians at Southeastern use the “Reference by SMS” service provided by Altarama Systems and Services . An Australian-based company, Altarama has contracted with redcoal.com , a Sydney-based provider of wireless Internet and mobile messaging products, to supply text messaging numbers and “e-mail/SMS” conversion hardware and software for the “Reference by SMS” product.

The “Reference by SMS” service provides a unique text messaging phone number that is advertised on the Library’s Web page and in print publications. To use the “Text A Librarian” service, Southeastern students text a question to the Library’s number. The message then goes to the redcoal.com server in Sydney, Australia. It is converted to an e-mail message and sent to the Library’s “Ask A Librarian” e-mail account.

[snip]

Procedurally, the “Text A Librarian” service has been integrated into the “Ask A Librarian” e-mail reference service. The reference librarian at the reference desk monitors the e-mail account, answering e-mail and text message questions as they come in, as time permits. As such, the text messaging reference service in an asynchronous service with the same turnaround time as the e-mail reference service. Patrons are advised that they should expect answers within 2-3 hours during times when the library is open.

[snip]

USE OF THE “TEXT A LIBRARIAN” SERVICE

To date, the use of the “Text A Librarian” service has been less than the Library had hoped. Of the digital reference activity during the Fall 2005 and Spring 2006 semesters, text messaging was a relatively small portion, constituting only 6 percent. .. [W]hile the number of questions received via text messaging at Sims may increase as the number is promoted, the percentage of digital reference questions received via text messaging will likely continue to be relatively small.

CHALLENGES FOR THE SERVICE

While the “Text A Librarian” service has received favorable reaction on and off campus, the volume of text message questions remains low. Perhaps use for text messaging reference on a college campus will al ways be low due to the nature of the technology itself. Text messages are limited to 160 characters per message, restricting utility to short reference communications. With other more convenient reference options available such as e-mail and 24/7 chat, patrons may choose these more robust forms of communication that are better suited for college-level research questions that can not be adequately answered by short answers.

[snip]

CONCLUSION

In 2005, Sims Memorial Library at Southeastern Louisiana University launched the “TextALibrarian” service in order to serve a commuting student population that includes regular users of cell phones and text messaging. Using Altarama’s “Reference By SMS” product, the Library was able to easily develop the service and integrate it with the existing e-mail reference service. To date, use of the text messaging reference service has been limited. However, the library plans to continue to explore avenues in using cell phone and other portable technologies to address the information needs of a new generation of learner.