There's an App for That


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Presentation by Rebecca Miller, Max Anderson and Emily Hurst for ALA 2013, ACRL STS

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  • A third (34%) of American adults ages 18 and older own a tablet computer like an iPad, Samsung Galaxy Tab, Google Nexus, or Kindle Fire—almost twice as many as the 18% who owned a tablet a year ago.
  • Unlike smartphones, which are most popular with younger adults ages 18-34 , we see the highest rates of tablet ownership among adults in their late thirties and early forties. In fact, almost half (49%) of adults ages 35-44 now own a tablet computer, significantly more than any other age group. Adults ages 65 and older, on the other hand, are less likely to own a tablet (18%) than younger age groups. There are no statistically significant differences in tablet ownership between men and women, or between members of different racial or ethnic groups. Those living in households earning at least $75,000 per year (56%), compared with lower income brackets Adults ages 35-44 (49%), compared with younger and older adults College graduates (49%), compared with adults with lower levels of education
  • Despite there being so many devices some do have something in common – The operating system. While there can be countless devices there are only a few popular operating systems. Dominating the market since the arrival of the iPad in 2010 is the Apples iOS. This operating system is used in tables such as the iPad. Android operating system refers to an open source Linux based operating system for mobile devices. First used in Droid phones it is now being used for tablets, specifically the Kindle Fire and the Nook Tablet as well as other tablets on the market such as the Galaxy Tab. Thanks to new, lower cost options such as the Kindle Fire (retail $199) which runs the Android operating system, the number of devices using the Android operating system has shown strength in the market. Because of the diversity of the hardware and number of tablet designs using Android this operating system is extremely popular and continues to grow. Notice that if the last quarter of 2011 Windows only had about very small sliver of the pie. New devices may be coming out that will take advantage of a new Windows OS Windows 8 which is designed for tablets such as the Surface. There is a small portion on the chart which represents the mobile RIM (Research in Motion) operating system which is the Blackberry Platform. Some devices came out featuring the RIM Mobile OS but there were many flaws and demand for the devices quickly died and no other tablets were released. As of December 2012 there is not a tablet with RIM Mobile OS on the market. Which is better? Hard to say they each have strengths and are very competitive.
  • In 2010 the American Dialect Society voted “app” the word of the year. Clearly 2010 became the year of the app but what exactly is an app? According to most definitions an app is software, in this case for mobile devices, designed to help the user perform a specific task or tasks. Apps can be used for productivity, communication, gaming and more. I also like to think of apps as the things that personalize the device. We have already seen there are limits when it comes to hardware and to operating system. A user can pick and choose which apps he/she wants. Some apps come already installed on tablets. This may include apps such the calendar, the clock, an email app or other app that provides the user with access to a specific software that can perform a function. If a user wants to add another app to his or her device they would most likely need to install an app by downloading it from a distribution system. These systems include the Android Marketplace and the iTunes store. Depending on what apps are available either for free for sale a person can customize his/her device. Apps can really make or break the success of a device. Apps are sold or downloaded through virtual stores. The stores are designed to work with specific operating systems. If the app is not supported by one operating system a user may turn to a tablet device with the operating system that the app is available for. While apps can make or break a tablet, they can also make or break other products or sales. A company that wants to meet the widest audience cannot make apps for only one type of tablet. Because distribution systems are completely separate - to market to the widest audience software designers and app creators must make apps to sell in both leading app stores. And apps themselves are different – lets take a look at the what and why of apps -
  • The National Library of Medicine (NLM) has a growing number of mobile apps and sites. You can visit the URL to access all of the NLM apps and sites for free.
  • Options exist that allow you to sync and charge multiple iPad devices. These work well if you are loaning out devices or using them for a classroom. They can be pricey.
  • If you are thinking about starting an iPad loaning program at your library have you also considered loaning accessories? Accessories can make working with the tablet easier. Providing accessories such as those show in the slide or making them available can increase tablet usage.
  • One of the most important accessories for keeping the iPad clean and sterile is a clear plastic bag. While it is not recommended that you keep the device stored in a plastic bag at all times, a clear plastic bag is useful for keeping the device clean. No germs or liquids harm the device in the plastic bag. There are other more costly alternatives for keeping the device clean but this is one of the lowest cost solutions.
  • An emerging trend that is one the rise in many institutions is BYOD or bring your own device. The mass consumerization of information technology has put the consumer in the driver’s seat. While many institutions still employ and IT department more and more users are bringing their own devices. This has lead to shifts in the management of devices, security, and IT systems. While some IT departments are resistant to change, institutions which has successfully allowed students, teachers, faculty and even visitors to bring their own device are providing the consumer with what he/she wants and needs. Some things to consider with BYOD include the IT department’s ability to provide wireless networking systems for all devices that are coming online and also to consider how much support the IT or library will be able to provide to users. Is IT able to troubleshoot all issues on all devices? How much support is expected?
  • Depending on who you talk to and what their idea of ‘recent’ is, the idea of giving iPads to students is not necessarily new though colleges started giving them out to students as soon as the iPad became available. Before the iPad was available, the iPod Touch was often given to students (like at Duke University in the mid-2000’s) By 2011, there was an increasing number of medical schools instructing students to use mobile devices. Stanford gave iPads to all incoming medical students in 2010. Many medical schools give laptops to students that are pre-loaded with software for taking tests. The students could also of course access eBooks and other electronic resources from a laptop. They felt that the iPad opened up a whole new way of accessing information; the ability to pinch and zoom images and text is an example of this innovation. Yale gave iPad 2’s to every medical school student in 2011. As the assistant dean for curriculum at Yale School of Medicine explained, “We recognized that we were spending a lot of money on curriculum materials that our students were not always using and that the format of the materials was not the most conducive for learning.” At Yale, the iPads came preloaded with the entire Yale medical curriculum for M1/M2’s. UC-Irvine: – each of the 104 medical students from the class of 2014 received an iPad. UC Irv ine, one of the early adopters of distributing iPads to medical students, reported that the first class to receive the iPads scored an average of 23% higher on national exams than previous classes, even though their incoming GPA and MCAT scores were comparable with previous classes . Their program was also chosen as a 2012-2013 Ap ple Distinguished Program, and was recognized as conforming to 21 st century learning styles and needs of students worldwide. . One of the pluses of being recognized by Apple is, an endowed fund pays for fully loaded, latest gen iPads for each medical class at the school inc luding a full collection of electronic textbooks. Cornell: c/wcmc_2011/09_15_11.shtml
  • UC-Irvine: – each of the 104 medical students from the class of 2014 received an iPad. UC Irvine, one of the early adopters of distributing iPads to medical students, reported that the first class to receive the iPads scored an average of 23% higher on national exams than previous classes, even though their incoming GPA and MCAT scores were comparable with previous classes -scores-23-percent-higher-on-exams/ . Their program was also chosen as a 2012-2013 Apple Distinguished Program, and was recognized as conforming to 21 st century learning styles and needs of students worldwide. . One of the pluses of being recognized by Apple is, an endowed f und pays for fully loaded, latest gen iPads for each medical class at the school including a full coll ection of electronic textbooks.
  • Rush is a not-for-profit academic medical center comprising Rush University Medical Center, Rush University, Rush Oak Park Hospital and Rush Health. The Tower Hospital Building has 376 beds, and opened in early 2012 as a part of the medical center’s major renovation plans. Rush is the preferred hospital for the Chicago Bulls and home to the team physicians to both the Chicago Bulls and the White Sox. Rush University is home to one of the first medical colleges in the Midwest and one of the nation's top-ranked nursing colleges, as well as graduate programs in allied health, health systems management and biomedical research. The Medical Center also offers many highly selective residency and fellowship programs in medical and surgical specialties and subspecialties. Rush's unique practitioner-teacher model for health sciences education and research gives students the opportunity to learn from world-renowned instructors who practice what they teach. Rush has four colleges: Rush Medical College, College of Health Sciences, College of Nursing and the Graduate College.
  • I joined Rush in July 2012 as the Assistant Library Director for Educational Technology, overseeing the McCormick Educational Technology Center or METC. My department manages 3 computer classrooms; the biggest one seats 40. There are lecture halls that can seat around 80-100 people. We are an urban campus so one of the ongoing issues has been space. The incoming M1’s for instance has ~128 students. To be able to test them, the medical college has to split them up into groups. Some of these tests are 3 hours, so that makes for a long day. Scantron forms are still heavily used on campus and some exams are given using Blackboard. The medical college was initially trying to find ways to get away from paper exams so before I got there, and there has been a need for item banking for a very long time. So, they have been exploring ways to use mobile devices to deliver content as well as testing. The college underwent a LCME (Liaison Committee on Medical Education) accreditation last year and part of what they proposed to the LCME during the interviews was that Rush would be going paperless, much like other medical schools have been doing across the country. My department has a small project request outstanding to offer wireless printing but this will likely not be in place before the M1’s arrive in August. Recently we had a visit from a rep from Inkling to show the faculty and some students how they could access some key textbooks using the iPad.
  • In October 2012, I was asked to co-chair a committee that became the University Device and Tablet Strategy Committee. It initially included the Library Director, representatives from each of the four colleges as well as from Information Services and Student Services. This planning committee was put in place to help guide the university and medical center in implementing tablet devices. Some of the initial issues brought forth included: Development of guiding principles for a university-wide device strategy The university has a policy for computer device and media controls, which basically means a baseline of information security controls to protect sensitive information processed and stored on Rush and personally-owned devices. This policy specifically states that users cannot download or install software on workstations AND mobile devices. This clearly will not work in an iPad environment. Training of staff, faculty and students in how to use iPads (if that was to be the device chosen); Determining bandwidth needs for a major influx of wireless devices (we already have many wireless devices on campus but there would be a LOT more with the M1’s getting tablets) Determining apps Determining best practices (would the students own the devices, renting the devices, what information would we want to put on the devices?) I feel like I was very lucky in this situation because my predecessor had my job and is also a librarian. He now works in the Office for Student Medical Programs in the Rush Medical College. This unique perspective means he is able to speak to different sides of the project.
  • Christine Frank, the Library Director at Rush, sent an email to the AAHSL list in October 2012. She forwarded the replies on to me and I contacted some of the institutions that replied. I am grateful for the many willing people at institutions like Stanford, Dartmouth University, Arizona State and the University of Rochester Medical College. I set up appointments with these institutions and got some really great advice. Many phone calls later…and lots of useful data. Mobile Device Management: One institution stressed that Mobile Device Management (MDM) is important – they had built their own MDM but is looking at outside vendors in the future. The need for encryption on devices is crucial. When I attended EDUCAUSE in November, there seemed to be a lot of MDM vendors. Apple has Profile Manager included in their OSX Server:  a management console that allows enterprise administrators to assign user profiles, control settings, and configure a number of Macs and mobile devices. Some of the features of the Profile Manager: Standardize and secure user interfaces, Specify mobile device settings, Secure specific resources, Customize user settings, Set security policies, Distribute updated configurations At Rush, even though we have policies for encryption on mobile devices, these iPads will be owned by the students so there will be no encryption on them other than a recommendation for a strict password. Apple has a Bulk Purchase program where you are sent a list of redemption codes for apps. Once the student uses the redemption code, the app becomes theirs. Not sure whether we are going to pursue this option or not. Lending Library: More than a few libraries have iPads to lend to faculty, students and staff. Some of the institutions pre-load the iPads are loaded with apps. Others also kept a select number for in-house use and to use for staff development Rush is considering purchasing 5-10 iPads to check out to faculty, students and staff. We already have a few iPads that we use in our department for our staff to get more comfortable with using the devices. Tech Community: one institution created an Intercollege Tech Community where faculty can share stories, tips and tricks, and had them create workshops for each other. We encourage the faculty at Rush to attend any workshops we create. We know they need a lot of support – what ends up happening is a lot of one-on-one instruction. Delivery, Orientation, Documentation: Many places suggest to students to have certain accounts set up in advance like Dropbox and to have an AppleID created before they come to campus. At Rush, the laptops will be held at the bookstore and the students will be instructed to come to get their laptops on a schedule. Since this is the first time we are doing it this way, it will be interesting to see if the students follow the schedule. Part of orientation will be devoted to the set-up of the iPads. Students to help other students? The students will get the standard iPad box, but the bookstore will sell other accessories like simple covers, covers that have keyboards, different types of styluses, more AC power, etc. Documentation? Including the Library in the conversations: The Instructional Designers and Blackboard Support fall under the Library and that team has been working with all faculty to make their courses more mobile-friendly. We use Blackboard at our institution and there is already an app for mobile devices. We also have a webpage of mobile resources: , much like many other libraries out there. Formatting of PDFs: A bit of a more practical concept – the formatting of documents for mobile devices. Many institutions ran into issues with PDFs not in the correct format. Some faculty members saved their PowerPoint presentations quickly as a PDF, without really looking at it to see if it translated well first as a PDF, and second how it is viewed in a mobile device. Support: I attended EDUCAUSE last fall and heard a presentation that was making the conference circuit: three institutions that deployed iPads and a mobile curriculum. It’s helpful to learn from places that have done it before! Other faculty and staff from Rush attended AAMC and heard similar presentations. Dr. Warren Wiechmann from UC-Irvine holds a series of mobile working group calls. If you can get on the calls, they are interesting and useful.
  • Upper Respiratory Virtual Lab / iLarynx: – designed to reduce the learning curve of using the bronchoscope. It allows students to see what to expect when performing an intubation before progressing to practice manikens. Available for iOS (not sure about Android) AHRQ ePSS (Electronic Preventative Services Selector): – This app was developed to assist primary care clinicians to identify th e screening, counseling, and preventative medication services that are appropriate for their patients based on recommendations of USPSTF. You can enter the patient data and the app will give you screening recommendations. Available for iOS and Android. Animated Essential Atlas of Anatomy: – The app is free but each chapter costs $6.99 or $39.99 for all chapters. Available for iOS. DrawMD: pp/drawmd-general-surgery/id463969650?mt=8 – This is a series of apps that has been recognized in lists of top 10 medical apps for at least the past 3 years. There are 12 different spe cialities covered, including General Surgery, OBGYN, Cardiology, Orthop aedics, etc. High quality illustrations that can be marked up to demonstrate complex surgical procedures and is ideal for educating students and patients. Available for iOS. Nurse Tabs: - $9.99. This comes in three parts: Fundamentals, Medical Surgery diseases, and Pharmacology. This application allows novice nurses and nursing students to search for over 340 common diseases and disorders, separated by body system. Once the disease/ disorder is selected, the user w ill be able to have useful information right at their fingertips, including a nursing process approach to managing client care. There are simple explanations of what each of the diseases/ disorders are and common assessment findings associated with them. In addition, useful information is included that incorporates priority assessments needed for clients with the selected disease/ disorder. QxCalculate: – Clinical calculator – includes 150 unique calculators and decision support tools. An example is a a calculator to calculate chemotheraphy based on Body Surface Area iAnnotate PDF Citrix and VDI Inkling The schools that have already been at this for a few years have p ut together some very handy resource documents.
  • The Handheld Library: Mobile Technology and the Librarian: Mobile Library Services: Many authors gave quite detailed information as to their plans, pitfalls and success (or lack thereof). One author even shared bits of his code, so it runs the gamut from basic details to more advanced, from libraries just starting out to libraries that are quite experienced. Librarians are often known as willing to try anything and an example of this can be found in the chapter written by the Oregon State University librarians. They discuss how the mobile team visited a local AT&T store to test their mobile site on the different types of phones located in the store. While possibly not vetted by the AT&T staff, it shows a pluckiness to get needed answers. Along with this, there are some unique ideas introduced; for example, the scavenger hunt from North Carolina State University Libraries. For this particular library system (and perhaps others) there is a much-needed shift from traditional library instruction to something more inventive and attention grabbing. This library was able to use mobile devices to introduce new ways of looking at library services and the response from their user community was very positive.
  • We have spent a lot of energy teaching our faculty to use Blackboard effectively, and now we need to focus more energy on teaching them how to ‘teach to mobile.’ One of the issues that students have informed us of is faculty who post documents in numerous formats that aren’t necessarily usable via mobile devices. They are publishing word documents as PDF, but aren’t verifying that the PDF looks the same on a tablet, or even on a laptop sometimes. The same with PPT - the formatting gets jumbled and isn’t useful. iAnnotate is a useful program to mark up documents, but only works with PDF.
  • The Medical School may not be ready to put their course packets into iBooks Author yet, but other colleges have already begun experimenting with it. The library staff is keeping a close watch on this to make sure the faculty are not violating any copyright on materials owned by Rush. Image: - The iBook entitled, The Podmedics Do Surgery , is a free medical textbook designed for medical students. It combines text, interactive images, video lectures and questions in one place and is a first for medical education.
  • So, now that the word has gotten out that the medical college is investing in iPads, the other colleges have started asking about them. There have already been a few iPad Institutes and other Apple-related symposia held at Rush, mostly organized by the College of Nursing. We had one of these institutes in May 2013 and some of the library staff were invited to participate. We will be purchasing 5-10 iPads to have for checkout purposes. We already have a few 3 rd generation iPads that are used internally by our staff to get more familiar with the devices. Many of our staff had never used one before so it’s been an interesting experience for them. We are in a very public place in the university and students often come up to the counter asking how to use their iPads. We are in the process of purchasing ExamSoft - an item banking software for use in delivering exams. They recently came out with an iPad app and the medical school is very interested in using this to deliver exams.
  • This is one of the most comprehensive resources for a medical program available and it makes sense since they have been doing this for a few years and have learned from their mistakes. One of my favorite things they have created is an etiquette checklist. Some of the points on it that I found particularly enlightening: * Mobile technologies, such as the iPad, are a useful patient education adjunct, though they should not distract from the purpose of the encounter Before the patient encounter: ● Is your device professional and appropriate for a patient care environment?iPhone attribution error
  • GIR - group on Information Resources
  • The big question: tablets are cool, but why, and how, do we use them in instruction? Question is all over ILI listserv, and at conferences, but it’s not a new one
  • For educators, the Dynabook could be a new world limited only by their imagination and ingenuity. They could use it to show complex historical inter-relationships in ways not possible with static linear books. Mathematics could become a living language in which children could cause exciting things to happen. Laboratory experiments and simulations too expensive or difficult to prepare could easily be demonstrated. The production of stylish prose and poetry could be greatly aided by being able to easily edit and file one’s own compositions.
  • iPad: essentially created the current market for tablet computers Educational applications (we’ll discuss in greater detail) have to do with mobility, access to information, and apps
  • 67% of students who own a tablet use it for academic purposes 67% of students who own a smartphone use it for academic purposes
  • Aside from being a trend in higher education, mobile devices (and apps) are essentially changing the information landscape for our students. It’s changing content, the way it’s delivered, and the way that students and instructors interact.
  • Mobile learning is defined as learning supported by mobile devices. Learning can happen anywhere and any time Essentially, mobile devices are changing the when, where, and how of learning
  • “ Bloomin’ Apps”—from Kathy Schrock, who is a tech guru/school directory of technology There are about 50,000 apps in the Apple App Store education category, and 12-13,000 in the Google Apps Marketplace
  • Participants developing this particular instruction scenario decided to use an app not on the provided list: Leafsnap, an electronic field guide that uses visual recognition software to help students identify trees from photographs of their leaves.  The group selected this app because it will allow students to take tablet computers outdoors, making the learning experience truly mobile.  In this scenario, the instructor will first work with students in the classroom to locate articles related to local plant life; students will use tablets in groups to search Google Scholar, Nature Mobile, and other relevant databases.  Students will capture their results in a shared Evernote notebook.  After this indoor activity, student groups will take their tablet(s) outdoors, into campus, and use the Leafsnap app to grab and identify images of trees on campus, eventually adding these images and any other descriptive information to the collaborative Evernote notebook, drawing connections between the local plant life and the articles found earlier
  • In this scenario, a library instructor works with a group of first year students who are conducting research on controversial issues; each student or group of students has access to a tablet computer to use throughout the session.  At the beginning of the session, the library instructor will use Poll Everywhere to gather student suggestions for criteria that they might use to evaluate information found on the web. Using a pre-selected group of YouTube videos and the evaluation criteria generated within the class, students will work in groups to watch and evaluate videos on their selected topic(s).  Student groups will record evaluations of the video(s) watched in Evernote in order to share with the rest of the class. 
  • Participants will explore areas on campus and how they have changed over time - example, Durham Park- what has that space been over time.  Two students, one who is pintresting images, the other making notes in Evernote to provide context - timeline Participants will explore areas on campus and how they have changed over time - example, Durham Park- what has that space been over time.  Two students, one who is pintresting images, the other making notes in Evernote to provide context - timeline
  • There's an App for That

    1. 1. There's An App for That The Use of Mobile Devices, Apps and Resources for Health and Sci-Tech Librarians and Their Users July 1, 2013 ACRL STS & HSIG Emily Hurst Max Anderson Rebecca Miller
    2. 2. Tablet Ownership Today - US Tablet Ownership 2013:
    3. 3. Who’s Buying Tablets? Tablet Ownership 2013:
    4. 4. Operating Systems Q1 2013:
    5. 5. More OS to Come
    6. 6. Apps All Around
    7. 7. NLM Mobile Sites
    8. 8. NLM Mobile Sites
    9. 9. App Development “We invite you to develop computer and mobile applications using {free} National Library of Medicine (NLM) resources.” NLM API’s:
    10. 10. Managing Multiple Devices
    11. 11. Tablets inYour Library Product Images from:
    12. 12. Accessories
    13. 13. In Practice
    14. 14. Emerging Trend
    15. 15. Starting an iPad Program in a Medical College* *including the library in the process
    16. 16. Rush University • Location: Near West Side of Chicago (IMD) • 664-bed hospital • ~2200 students • 128 M1’s starting in fall 2013 • 550 total students M1-M4 • 600 faculty overall
    17. 17. How it all started Image courtesy of Flickr user COCOEN
    18. 18. Tablet Strategy Meetings
    19. 19. Advice and Consent • Mobile Device Management / Encryption • Apple Bulk Purchase Program • iPad Lending Library • Tech Community • Delivery, Orientation, Documentation • Including the Library in the Process • Support
    20. 20. QuickTime™ and a H.264 decompressor are needed to see this picture. Potential Apps to Include
    21. 21. QuickTime™ and a H.264 decompressor are needed to see this picture.
    22. 22. Teaching to Mobile
    23. 23. iBooks Author
    24. 24. iPads for Everyone! Photo courtesy of Flickr user Newtown Graffiti Photo courtesy of Paul Kennedy
    25. 25. Resources • STSMobileApps: • TEACHnology in Medicine: • Health 2.0 and Digital Literacy: • Library of Rush University: • AAMC GIR: • MedEd Portal:
    26. 26. Rebecca K. Miller STS annual program VirginiaTech ALA annual 2013 Mobile Information Literacy: Teaching with Mobile Devices and Apps
    27. 27. Dynabook (1968) Alan Kay
    28. 28. iPad 2010 Steve Jobs
    29. 29. Mobile networks accessible to > 90% of the world’s population By 2017, 1 billion people expected to access the Internet via mobile devices Improved speed (4G), power (1 GHz), and capabilities (GPS, accelerometers, gyroscopes, compasses) ECAR Research Bulletin: The Future of Mobile Learning May 1, 2012 Mobile Device Enablers
    30. 30. Mobile Device Ownership
    31. 31. 2011 2012 [Tablets] Student Ownership
    32. 32.
    33. 33.
    34. 34.
    35. 35. “Don’t assume all students know how to use the technology they own and use as academic tools…. [technical] training is essential for their success in a world where these skills are expected.” ECAR Study of Undergraduate Students and Information Technology, 2012
    36. 36. I feel that one of our obligations as educators is to consider how the mobile Internet changes not only how we teach, but what it means to be knowledgeable and educated in our culture. And just as important, the mobile web opens up a host of pedagogical possibilities. David Parry, EDUCAUSE Review Rather than imposing legacy pedagogical guidelines on mobile learning, higher education decision makers, instruction designers, and perhaps most importantly, teachers need to innovate, experiment, and be prepared to fail. It’s not clear where mobile learning technology and applications will go, but…it will be disruptive, explosive, and game changing…. Rick Oller, ECAR (The Future of Mobile Learning) Mobile Environment
    37. 37. The mobile environment is evolving instruction in two major ways: •What we teach (skills and content) • Mobile information literacy skills • Resources used and recommended •How we teach (strategies and pedagogy) • Technology used in the classroom • Communication and collaboration opportunities • Connecting the classroom to the outside world Mobile Environment & Instruction
    38. 38. Scranton Smartphone Survey (2010) A few generalizations and recommendations: •Information literacy instructors should become familiar with new search methods (such as QR codes) to help students use them effectively and efficiently •Students should be encouraged to review a range of search results, particularly when searching for academic information •Information literacy instructors should help students understand how to evaluate information, especially when it is presented in a nontraditional form, such as an app. •Students may need assistance from educators in applying information literacy skills they have learned while searching on a laptop or desktop to the mobile environment Mobile Information Literacy
    39. 39. Three key areas of information engagement on the move: 1.How people search for and evaluate information on the move • Searching for information is quick and easy • Information needs are contextual • Searching can be social •How people use information and create new knowledge on the move • Memory can be outsourced 1.Mobile internet acting as a bridge between devices •How people cope with the “always on” nature of mobile information • Information is constantly pushed at us Andrew Walsh, Mobile Information Literacy: A Preliminary Outline of Information Behaviour in a Mobile Environment Mobile Information Literacy
    40. 40. From the ACRL STS November 2012 Last Wednesdays Chat: •How skills change due to mobile tech •Mastery of or effectively using information tools on mobile devices (apps or mobile web) •Utilizing technology to support information literacy teaching (pedagogy) •Managing user expectations: instant gratification, simplicity, efficiency •Device agnostic (skills, services, resources) Mobile Information Literacy
    41. 41.
    42. 42. Developed by Allan Carrington
    43. 43. Consideration Questions to Ask Cost Is the resource free? How much does it cost? Is volume purchasing available? Device Which device(s) does the resource work with? Work best with? Function and Usability How relevant is the resource’s function? What skill(s) does it promote? Is there a learning curve? Security and Privacy How secure is the resource? Does it collect personal information? Support and Reliability What is the history of the resource? Is there support for it? Access Does the resource allow sharing? Provide feedback, if that’s important? Evaluating Mobile Resources for Teaching
    44. 44. Evaluating Mobile Resources for Teaching
    45. 45. Objective: Organizing and converting information found into knowledge Context: Science students in a lower level biology or environmental studies class Method of assessment: Collaborative Evernote notebook Leafsnap mobile Google Scholar Evernote Integrating Mobile - Example 1
    46. 46. Objective: Critically evaluating information Context: First year students in an introductory science or engineering class class Method of assessment: Informal; student discussion Evernote Poll Everywhere YouTube Integrating Mobile - Example 2
    47. 47. Objective: Searching for information effectively Context: Online course (any discipline) Method of assessment: Screen shot of database with search strategy and result list; Popplet mind map Popplet Google Drive JSTOR mobile Integrating Mobile - Example 3
    48. 48. Objective: Organizing and converting information found into knowledge Context: First year students researchingenvironmental changes on campus Method of assessment: Student responses and citations in Evernote Pinterest Evernote Integrating Mobile - Example 4
    49. 49. “Mobile learning is personalized, learner centered, situated, collaborative, ubiquitous, and contextual…” Rick Oller, ECAR (The Future of Mobile Learning) •Mobile technologies are changing higher education in ways that we cannot yet completely understand •Student access to and use of information is radically changing •We have a responsibility to help students (and each other!) become familiar with and effectively use new technologies In Summary: Major Concepts
    50. 50. TextTextText Recommended Resources
    51. 51. Image credits • / • / • / • / • • /
    52. 52. Who we are: Emily J. Hurst, MSLS Technology Coordinator National Network of Libraries of Medicine, South Central Region @hurstej Rebecca Miller, MSLS College Librarian for Science, Life Sciences and Engineering Virginia Tech University @rebeccakmiller Max Anderson, MSLS Assistant Library Director for Educational Technology Rush University @maxlibris