This document discusses the changing landscape of information literacy (IL) in the mobile era. It argues that existing IL models are outdated and do not account for mobile devices and social media. It highlights four key areas where mobile IL varies: where people access information, what types of information they seek, how they find and use information, and the time spent. The document also shares the results of a survey of business students which found high adoption of mobile devices for learning. It concludes that IL must be redefined to prepare for ubiquitous mobile information access and use.
An update on academic library take-up of Web 2.0 and how this affects our conception and delivery of information literacy. Presented at "Web 2.0 untangled : reaching our users with new technologies" at Wolfson College, Oxford, 24 Nov.2010.
Overview for librarians seeking to understand and measure the use of social media in their libraries : delivered at Online Conference, London Olympia, 1 Dec. 2010.
An update on academic library take-up of Web 2.0 and how this affects our conception and delivery of information literacy. Presented at "Web 2.0 untangled : reaching our users with new technologies" at Wolfson College, Oxford, 24 Nov.2010.
Overview for librarians seeking to understand and measure the use of social media in their libraries : delivered at Online Conference, London Olympia, 1 Dec. 2010.
Students effectively obtaining, organising and sharing information from the World Wide Web.
This presentation looks at strategies and tools schools can apply to support students in getting information from the Internet, using it effectively, and becoming good digital citizens.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
Emerging Technologies for Libraries and Librarians, 2013Jennifer Baxmeyer
Slides from a presentation given to students in Professor Andrew P. Jackson's "Organization and Management: Public Libraries" class in the Graduate School of Library and Information Studies at Queens College in Queens, NY.
Implications of a Mobile Computing World for Academic Libraries and Their UsersRobin M. Ashford, MSLIS
2013 Snezek Library Leadership Institute - Westmont College, Santa Barbara, CA, USA - July 19, 2013 - Co-presented with GFU Dean of Libraries, Merrill Johnson.
Information Literacy in virtual worlds Part 1Sheila Webber
This was created as part of a presentation for the Information Literacy with Web 2.0 virtual seminar and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds
Students effectively obtaining, organising and sharing information from the World Wide Web.
This presentation looks at strategies and tools schools can apply to support students in getting information from the Internet, using it effectively, and becoming good digital citizens.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
Emerging Technologies for Libraries and Librarians, 2013Jennifer Baxmeyer
Slides from a presentation given to students in Professor Andrew P. Jackson's "Organization and Management: Public Libraries" class in the Graduate School of Library and Information Studies at Queens College in Queens, NY.
Implications of a Mobile Computing World for Academic Libraries and Their UsersRobin M. Ashford, MSLIS
2013 Snezek Library Leadership Institute - Westmont College, Santa Barbara, CA, USA - July 19, 2013 - Co-presented with GFU Dean of Libraries, Merrill Johnson.
Information Literacy in virtual worlds Part 1Sheila Webber
This was created as part of a presentation for the Information Literacy with Web 2.0 virtual seminar and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds
Online Northwest 2014 Lightening Talk on Mobile in Libraries - by Laura Zeigen, OHSU and Robin Ashford, GFU - slide notes are available here: https://docs.google.com/document/d/12J1u0cmMWgY7K6XuYmcGbOjaFi0i0flglTIekNQ04q4/edit?usp=sharing
Mobile Information Literacy for Libraries: A case study on requirements for...Shri Ram
Mobile Information Literacy for Libraries: A case study on requirements for an effective Information Literacy Program is presented at 5th m-Library Conference during 27-30 May at Chinese University of Hong Kong.
Mobile Information Literacy: Let’s use an app for that!Stefanie Havelka
Presentation by Stefanie Havelka and Alevtina Verbovetskaya at "Engaging Students with Transliteracy, Teaching and Technology" Conference. March 16, 2012, Albany, New York
Presentation given at Online Exhibition at Olympia, London, December 2008.
Concerns new Business School curriculum at University of Bedfordshire and how subject librarians work with this.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
An introduction to the Information Literacy Framework and Portal for health information. Presented by Eilean Craig and Rob Westwood at the CILIPS Centenary Conference Scottish Health Information NEtwork seminar which took place 4 Jun 2008.
Global trends in online education. Threats and Opportunities. icdeslides
Online learning trends. Global. About ICDE, International Council for Open and Distance Education. The Big Picture. Online and distance education is steadily increasing all over the world.The growth in higher education is massive. The change is dramatic.
MOOCs are peaking. Numbers of MOOCs. Innovation in Education. Example from US online 2014. Example from ECAR 2013. Analysis of driving forces. Analysis of Opportunities.
The small text, which you should read.
This session will provide a netiquette refresher, an introduction to handheld librarianship and a general discussion of Web 2.0 tools and toys used with handheld devices.
“Using Mobile Devices FOR Research.” (Cover story). Online. May 2010; 34(3):14-18. Peer Reviewed.
Originally published in Online. Republished here with permission.
Presented as a webcast for Western New York Library Resources Council on April 6, 2011.
Presented as a webcast for METRO on Aug 16, 2010.
Given as a webinar for Nylink Feb 19, 2010.
Presented at the Long Island Library Resources Council November 16, 2009.
Presented at the Law Library Association of Greater New York (LLAGNY) on May 1, 2009.
Previous version presented at NEASIS&T Mobile Mania, November 5, 2008.
SlideShare. Present yourself. Upload * Laura Solomon ▼ o Laura...Laura Solomon
With the continuing proliferation of smartphones and devices such as the iPad, there now exists a completely new culture of communication. Mobile media is unknown territory for many of us and our patrons are already there. Libraries are faced with new challenges and new questions. What makes your website mobile friendly? How can your library begin to serve the mobileuser? What are other libraries providing mobile services
(or, are they)? Where should your library start? Get the information you need to start answering these questions and more.
With the continuing proliferation of smartphones and devices such as the iPad, there now exists a completely new culture of communication. Mobile media is unknown territory for many of us and our patrons are already there. Libraries are faced with new challenges and new questions. What makes your website mobile friendly? How can your library begin to serve the mobileuser? What are other libraries providing mobile services
(or, are they)? Where should your library start? Get the information you need to start answering these questions and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
It's just not the same : mobile information literacy
1. It’s just not the same : mobile information literacy Andrew Walsh University of Huddersfield Peter Godwin University of Bedfordshire http://www.flickr.com/photos/notionscapital/5225049493/
15. Four areas where mobile IL varies “ It’s interesting that having something like this (iPhone) will allow you to kind of delegate remembering facts and free you up for kind of critical thinking…” “ Fixed” IL “ Mobile” IL Where? Largely in “set” places. At a desktop computer (with little variation in software); at a fixed workplace; within a library. Anywhere; any mobile device (phone, games device, eBook reader – massive variation in device). What? Anything? Normally quick information, often context or location specific?. How? Range of established tools to access and manage wide range of information sources. Standard search engines. Often narrow Apps and individual specialist sites rather than open web. Time spent? Varies. Often slow, long access. People spending long periods searching for, organising and extracting information, especially for academic use. Quick / Fast only. Shorter searches. Little pondering and extracting information. Favour short chunks of info. “Convenience” of device.
Char Booth Informing innovation (Ohio Uni) 2009 94% cell phone 80% iPod or MP3 player Younger students more likely to own gaming systems & cell phones and portable media players (laptop same for all)Those over 27 twice as likely to have dtop computer or pda than 26 or below, and half as likelt to have gaming device.95% of digital natives had mobiles cf 86% digital immigrants. Grada and older students at Ohio had higher interest in emerging technologies (social and mobile) Interest in mobiles corresponds to interest in 2.0. eb calling and im seen as more useful by these than by youngere students. Ownership and use of technologies does not mean they will be more receptive to adopt tools that enable research and information help.
Mobile usage and information literacy The move towards the searching for and using information on the move, from a variety of handheld devices, moves us further away again from the comprehensive competency based approach of the dominant information literacy models. The frame or lens which we would need to make sense of information literacy within a mobile context is massively different to a lens that would fit a fixed environment. It is no longer good enough to use the competency based models, but instead we need to consider the unique nature of satisfying information needs on the move. I would argue that there are four key areas in which mobile information literacy would vary from traditional views of information literacy, or “fixed” information literacy.
Mobile usage and information literacy The move towards the searching for and using information on the move, from a variety of handheld devices, moves us further away again from the comprehensive competency based approach of the dominant information literacy models. The frame or lens which we would need to make sense of information literacy within a mobile context is massively different to a lens that would fit a fixed environment. It is no longer good enough to use the competency based models, but instead we need to consider the unique nature of satisfying information needs on the move. I would argue that there are four key areas in which mobile information literacy would vary from traditional views of information literacy, or “fixed” information literacy.
Where it is manifested. Traditionally searching for information, evaluating it, and using that information may have been expected to happen in a limited range of contexts. Searching for information may happen in a library, from a fixed workspace, possibly at a fixed mutli-purpose computer with a large screen. Mobile search can happen anywhere from a range of devices with massive variation in functionality. Besides the original mobile search tool, the book, mobile search can happen from practically any mobile device that includes the ability to connect to the internet. People now search for information from mobile phones, PDAs (Personal Digital Assistants), handheld games devices, eBook readers, Slates (touchscreen portable computers), netbooks, laptops, and more. This can happen anywhere with a mobile phone or wireless internet signal. Search no longer happens in fixed, controlled environments, but in random, messy, uncontrolled ones from crowded public transport on the way to work, to the loneliness of Mount Everest (Wood, 2009). Church and Smyth (2009) in a diary study of mobile information needs, found that over 67% of information needs in their participants were generated when the user was mobile. The quantity and penetration of mobile internet capable devices mean that these people can increasingly attempt to meet these needs when they occur. Indeed, Hemoinen (2009) found that amongst already active mobile internet users, virtually all of these “on the move” type of information needs were addressed through mobile devices as they occurred (145 out of 147 information needs), with the only failure to address a need occurring due to a mobile phone battery running out.
What searches are carried out . Mobile information needs are dominated by the desire for quick, often context specific information particularly regarding local services, travel and trivia (Church & Smyth, 2009 and Heimonen 2009). Whereas with searching and using information in a fixed, traditional location we may search for anything and everything, this isn’t the case for mobile use. The searches we carry out on a mobile device are much more likely to be an additional activity rather than the sole focus of our attention, and therefore influenced by the primary activity we are also engaged in, that is the context in which we find ourselves (Hinze et al., 2010). The information we seek on the move is about facts and small elements of information. We look for the time of the next train, the way to the station, perhaps the closest place to eat while we are waiting, not for discussions on train reliability, the reasons why a train station is located there, or the place of take away cuisine in our cultural heritage. There is likely to be limited evaluation of the information we find, and little opportunity to take detailed information away and derive new knowledge from it. Detailed information is to be avoided as hard to read on the small screens we may be using, or to time consuming to look at in this context.
How we search. Searching for information online from a desktop computer allows access to a wide range of established tools and information sources. It is normal to start searching for information with a generic search engine, which may then lead onto more specialist sites or search tools. It could be characterised by the breadth of sources and tools available and used. Mobile search, however, is heavily influenced by the natural constraints of using a device with a small screen, a small or virtual keyboard and may be characterised by narrowness of sources used. Nearly 40% of mobile users go direct to a known URL within less than 10% starting with a search engine (Fusco, 2010). Kamvar et al. (2009, p.804), also believe that mobile users search for more context or location specific information than fixed users, but “may look for this information within an application that can provide a richer experience than what a browser can provide” . Rather than search the open web, smartphone users are tending towards the installation and use of specialist apps, rather like using a small and somewhat random selection of dubious quality reference books rather than a well stocked library. Social networks / twitter instead of “search”?
Time spent on searching. Kamvar et al. (2009, p.805), found less time spent refining searches on mobile phones, including iPhones, with 1.94 queries per search session on a desktop, 1.82 from an iPhone and 1.70 from other mobiles. In Hemoinen’s (2009) study, it was found that 35% of information needs occurred in the home. Even though a fixed computer (or laptop) may have been available, the speed, proximity and convenience of using a mobile device trumped the more powerful device. People turn to their mobile devices for quick and dirty searches for information. They want to know something, and they want to know it now! I carried out focus groups a little while ago and when we talked about being able to search our electronic resources on the move the students were excited by the idea of searching for a book or journal article during a lecture, so they could decide if it was worth them reading the article later, or so they could beat their peers to the book in the physical library. Instant gratification!
So these are all areas where (small amounts of) existing research is flagging up differences and where people have interesting things to say about how the search for, use, evaluate information…. And when you interview people about these areas they do use terminology that directly translates to our general definitions!
There is a desire for information on the move, a need that is often context or location specific. With the recent increase in internet enabled mobile devices, from iPhones to eBook readers it is becoming the norm to possess devices that we can use to try and satisfy those information needs and desires. The current dominance of competency based information literacy models do not take into account the changing nature of information discovery and use on the move and never could, due to the rapidly evolving technological landscape. Instead, we should be carrying out research into mobile information literacy to create new, relational models that reflect that mobile information literacy is different to “fixed” information literacy, even within the same individual. The particular areas we should look at are the differences in information literacy affected by the Where, What, How and Time spent aspects outlined above. There are no current models that reflect adequately the meeting of information needs on the move. New research, developing new models could help us define how we can help users become information literacy in a new, possibly mobile dominated, environment. It may be that this means in future showing users how to select the apps with the most reliable information, how to construct concise searches in small, awkward, mobile interfaces, or how to use express a question on social networks like Twitter in 140 characters to get sensible responses in return. Until we know how information literacy is changed through the ability to meet information needs on the move, and two thirds of our information needs are generated on the move (Church and Smyth, 2009) we can’t pretend that the existing models meet our needs. Hopefully I’ve given you all something to think about – thank you for listening!
Podcasting / vodcasting Text messaging – series of text messages, text walls, polls. App / mobile search QR codes – mainly now in handouts? Thinking about how other things we do show in VR apps – location aware stuff.