Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Publications
  3. Publishing partners
  4. Facet Publishing
  5. Content Listing

Refine listing

Refine listing

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

Actions for selected content:

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

Save Search

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

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

5856 results in Facet Publishing

Page 143 of 293

  • 7 - Successfully managing your team through change and transition

  • Edited by Katharine Schopflin
  • Book:
    A Handbook for Corporate Information Professionals
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 99-114

  • Summary

    Introduction

    This chapter examines the possible changes that corporate information departments may encounter and the drivers behind them. It provides practical advice on leading your team through such changes and successfully transitioning them to a new way of working. It examines the warning signs that tell you such changes may be coming, and seeks to answer the question: how can a corporate information department prevent unnecessary change occurring? The author, in addition to being a veteran of several organizational changes himself, interviewed several senior managers with experience of change in the workplace. Their joint experience and perspectives should provide the reader with the means to recognize the signs that a restructure may be coming, how to be ready for it and what to do if it happens.

    Why change happens to information departments

    Corporate information departments have changed out of all recognition during the last 30 years. From their original days as corporate libraries housing extensive hard-copy collections in prime city locations, they have evolved in many ways.

    A significant amount of content has migrated onto the web, removing the role of corporate information departments as gatekeepers of this information, with a consequential reduction in headcount. Technology has removed the absolute need for information departments to be located in expensive city centre offices in a head office location. They can potentially be based in cheaper parts of the country or even overseas. Conversely, as team members no longer need to be close to physical content, some have co-located with their internal customers rather than as part of a separate information centre.

    While traditional library research roles have reduced in number, technological change has also provided corporate information departments with new opportunities. Many managers of these departments have recognized that they possess the skills to establish corporate intranets and knowledge management solutions and have expanded into these growing areas.

    The abundance of information available online has proved a huge benefit for companies in many ways but it has resulted in information overload. While busy executives can now put their hands on hundreds of pages of apparently relevant information, they lack the time and experience to make sense out of it. And with inexperience and time pressures come the risks of acting on incorrect information. From this situation, information departments have created the role of research analyst where a researcher synthesizes, analyses and summarizes the information

  • 8 - Successful management of insight, intelligence and information functions in a global organization

  • Edited by Katharine Schopflin
  • Book:
    A Handbook for Corporate Information Professionals
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 115-138

  • Summary

    Introduction

    While some organizations have shrunk over the years, others have grown – through merger, acquisition or the absorption of formerly public sector operations – into global entities occupying hubs and centres across different countries and continents. Large multi-site global organizations, whether service-led or professional, face a unique set of challenges in managing their information and knowledge. They have significant knowledge requirements: they need to know about all the sectors in which they work, in all the territories in which they are based, and about all those which might offer opportunities for the business in the future, not to mention legal, regulatory, technological and political changes which might affect current or future activities. They need to know what everyone else in the organization is doing, what knowledge is being created and how they can re-use and exploit it. In today's informationhungry world, such organizations employ teams of knowledge and information experts: research analysts, intelligence specialists and knowledge managers to ensure that front-line staff can do their jobs effectively. Although the trend is now to employ only at the higher level of analytical work, with more basic searching and ‘transactional’ activity automated, outsourced or carried out by end-users, some organizations also manage offshore teams who remain part of the enterprise while operating in cheaper labour markets.

    The author of this chapter has managed knowledge workers for a global consultancy for a number of years. In this chapter, he shares his advice on how to manage the challenges of providing information to a global organization. He covers both those concerned with keeping the information products relevant and well used, and the cultural, practical and human problems associated with teams dispersed around the world.

    Successful global information functions

    Careers in global markets, issue and policy analysis and knowledge management attract people with a wide variety of superb skills and aptitudes. And so they should. It is a privilege to watch the flow of data around the world, rewarding to see the impact of our distillation of it, and enriching to work with others who are trying to achieve the same goals. It is fun – and we want to carry on analysing or researching and be recognized for doing so successfully.

  • 5 - Presentation tools

  • Phil Bradley
  • Book:
    Social Media for Creative Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 59-72

  • Summary

    Introduction

    We’ve all heard of ‘death by PowerPoint’ and I expect that most of us have experienced it at one time or another. However, it really doesn't have to be that way, since there are lots of tools and guides available to help people create better slide decks. Since this isn't a book about making the most of Microsoft Office I’ll assume that you can find those yourself – I’ll concentrate on other tools instead.

    Of course, we do need to ask ourselves the question ‘Why does a librarian want to create presentations anyway?’ There are plenty of answers to that question – we train and teach people, we put together presentations to promote the services that we offer, display presentations in libraries to brighten up the day or inform people about some subject or the other, and we can use them as a method of reporting back on an event. Of course, we also need to consider that we should be reaching out beyond the members of the library who actually choose to come in and visit us; we are there for all of the community, at any hour of the day or night. Consequently, if we create presentations that are available online we are continuing to provide a good service (and to do what we have always done), but are able to expand that service out, both geographically and chronologically to a global 24/7 resource.

    Additions to PowerPoint

    If you’re not ready to cut the apron strings from PowerPoint (or you like using it, or don't have permission to use anything else) there are several tools that will help you make more of the presentation that you have already produced. Presentations are generally very ‘flat’ and it's difficult to add in everything that you want to; people are limited to the very basic details. Indeed, they should be really, as a good presentation supports the speaker rather than replaces her.

    Knovio

    However, it's possible to bring the speaker back into the presentation with a tool such as Knovio, at www.knovio.com. With this tool you can add your own video taken on your webcam or tablet (iPad only at the time of writing) and synchronize it with the slide content. Then it can be shared by e-mail or online via social media networks.

  • 19 - Library and e-learning: further adventures with augmented reality

  • from Part 4 - The impact of mobile technologies on libraries of the future
  • Edited by Gill Needham, Ally Mohamed
  • Book:
    M-Libraries 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    10 June 2015, pp 183-188

  • Summary

    Introduction

    Augmented reality (AR) is defined by Wikipedia (2014) as ‘a live direct or indirect view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data’.

    The use of AR in the worlds of entertainment and commerce has increased rapidly in the last few years, bringing to life objects, printed matter and even locations by enriching what we see around us with additional digital resources. In effect, the use of AR creates a virtual layer on top of our actual situation to enhance our experience through the addition of rich media.

    Several brands are using AR to add these virtual layers to physical objects, notably the UK retailers Tesco and Marks & Spencer, who have included AR in their customer magazines to offer readers the opportunity to view videos of recipes being turned into meals, simply by holding their smartphone or tablet over a particular image. More recently, we have started to see educational institutions exploring the possibilities that AR offers not only for public engagement and marketing, but also for enhancing teaching and the student learning experience.

    Project partnerships

    During the 2012–13 academic year at the University of Bath, the library and the e-learning teams worked collaboratively with the students’ union, the Public Engagement department and others to experiment with AR in a university setting, using agile development techniques to create applications for its use and to engage the university community with this emerging technology. The collaborative partnerships within this project team quickly established a group dynamic of co-operation rather than competition. In particular, the direct involvement of the ‘student voice’ coming from the students’ union added to the project's credibility at the highest levels within the university and was especially helpful in generating ideas and priorities.

    The project had little financial resource on which to call and it was therefore important for us to draw on the expertise and enthusiasm of the collaborators and on their networks and knowledge. We built on previous experience of being an early adopter of QR codes (Robinson, 2010). We also used commercial contacts in the city of Bath (Bath University, 2014) who were already experimenting with AR, and drew upon the expertise of colleagues at MIMAS in Manchester (MIMAS, 2014), including their AR Project Manager Matt Ramirez.

  • Wales

  • June York
  • Book:
    Libraries and Information Services in the United Kingdom and the Republic of Ireland 2015
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 151-164

  • Summary

    ANGLESEY, ISLE OF

    Authority: Isle of Anglesey County Council

    Department of Lifelong Learning, Parc Mownt, Fford Glanhwfa, Llangefni, Ynys Môn LL77 7EY

    (01248) 752095 (enquiries); (01248) 752900 (administration)

    e-mail: libraries@anglesey.gov.uk

    url: www.ynysmon.gov.uk

    Director of Lifelong Learning Dr Gwynne Jones (e-mail: GwynneJones@anglesey.gov.uk)

    Central/largest library

    Llangefni Central Library, Lôn-y-Felin, Llangefni, Ynys Môn LL77 7RT

    (01248) 752095

    Fax (01248) 750197

    e-mail: libraries@anglesey.gov.uk

    Principal Librarian Ms Rachel Rowlands

    Branch libraries

    Amlwch Library, Lôn Parys, Amlwch, Ynys Môn LL68 9EA

    (01407) 830145 (tel/fax)

    e-mail: libraries@anglesey.gov.uk

    Anglesey Archives, Industrial Estate Road, Bryn Cefni Industrial Estate, Llangefni, Ynys Môn LL77 7JA

    (01248) 751930

    e-mail: archives@ynysmon.gov.uk

    Senior Archivist Hayden Burns

    Holyhead Library, Newry Fields, Holyhead, Ynys Môn LL65 1LA

    (01407) 762917

    Fax (01407) 769616

    e-mail: libraries@anglesey.gov.uk

    Menai Bridge Library, Ffordd y Ffair, Menai Bridge, Ynys Môn LL59 5AS

    (01248) 712706 (tel/fax)

    e-mail: libraries@anglesey.gov.uk

    BLAENAU GWENT

    Authority: Life Leisure Trust (Blaenau Gwent)

    Library Headquarters, The Regain Building, Mill Lane, Ebbw Vale, Blaenau Gwent NP23 6GR

    url: www.blaenau-gwent.gov.uk

    Principal Librarian Ms Tracy Jones (01495 355950; e-mail: tracy.jones1@blaenau-gwent.gov.uk) Central/largest library

    Ebbw Vale Library, 21 Bethcar Street, Ebbw Vale, Blaenau Gwent NP23 6HH

    (01495) 303069

    Fax (01495) 350547

    e-mail: ebbw.vale.library@blaenau-gwent.gov.uk

    Area libraries

    Abertillery Library, Station Hill, Abertillery, Blaenau Gwent NP13 1TE

    (01495) 355646

    e-mail: abertillery.library@blaenau-gwent.gov.uk

    Blaina Library, Reading Institute, High Street, Blaina, Blaenau Gwent NP13 3BN

    (01495) 355609 (tel/fax)

    e-mail: blaina.library@blaenau-gwent.gov.uk

    Brynmawr Library, Market Square, Brynmawr, Blaenau Gwent NP23 4AJ

    (01495) 357743

    Fax (01495) 357796

    e-mail: brynmawr.library@blaenau-gwent.gov.uk

    Cwm Library, Canning Street, Cwm, Blaenau Gwent NP23 7RW

    (01495) 370454 (tel/fax)

    e-mail: cwm.library@blaenau-gwent.gov.uk

    Tredegar Library, The Circle, Tredegar, Blaenau Gwent NP22 3PS

    (01495) 357869

    Fax (01495) 355682

    e-mail: tredegar.library@blaenau-gwent.gov.uk

    BRIDGEND

    Authority: Bridgend County Borough Council

    Library and Information Service, Ravens Court, Brewery Lane, Bridgend CF31 4AP

    (01656) 754800

    Fax (01656) 642431

    e-mail: blis@bridgend.gov.uk

    url: www.bridgend.gov.uk/libraries

    Group Manager (Cultural Services) Richard Hughes (e-mail: richard.hughes@bridgend.gov.uk)

    Interim Principal Officer: Libraries Richard Bellinger MSc MCLIP (e-mail: richard.bellinger@bridgend.gov.uk)

    Community Development Librarian Ms Helen Pridham BA DipIS MCLIP (e-mail: helen.pridham@bridgend.gov.uk)

    Children's Development Librarian Mrs Diana Apperley MA (e-mail: diana.apperley@bridgend.gov.uk)

  • 9 - Semantic access and exploration in cultural heritage digital libraries

  • Ian Ruthven, G. G. Chowdhury
  • Book:
    Cultural Heritage Information
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 177-196

  • Summary

    Introduction

    Cultural heritage information collections and repositories are becoming increasingly visible on the web. The prevalence and popularity of digitization and digital preservation initiatives have given rise to numerous projects focusing on the development of sustainable cultural heritage digital libraries and collections. One of the central components of any such initiative is the conceptualization and implementation of information organization and representation strategies and tools to facilitate information access and interaction. Solid and well established cultural heritage digital libraries address informatio n organization and representation in their business, strategic and sustainability plans for effective and efficient information access and retrieval. The variety of digital objects, digital formats and digital artefacts found in cultural heritage collections make this task a challenging undertaking that requires proper planning, including not only indexing and tagging of materials but also the ways in which indexes and tags can be effectively incorporated into the information architecture and search functionalities of the underlying systems and architectures. Knowledge organization systems (KOS) have been widely used in digital libraries, subject repositories and open archives. The term ‘knowledge organization systems’ refers to a broad range of schemes for organizing information and facilitating resource description and discovery. KOS may include general classification schemes, special classification systems, thesauri, subject headings, taxonomies, ontologies, gazetteers, synonym rings and other types of standardized controlled vocabularies (Hodge, 2000). Effective and efficient organization, representation and retrieval of information on the web in general and in digital libraries in particular call for the different ways in which KOS can be utilized. KOS have the potential to provide various perspectives of a collection in the digital environment and to offer users a rich conceptual and semantic structure to facilitate search term selection for query formulation, reformulation or expansion. The use of these tools becomes increasingly relevant and important when considering the variety of information sources and formats and the need to create accessible and easy-to-use web-based search systems (Shiri and Molberg, 2005). Digital libraries, digital archives and virtual museums have made use of knowledge organization systems and controlled vocabularies. Recently, more attention has been paid to user-centred approaches to knowledge organization systems (Tudhope and Lykke Nielsen, 2006) and their integration into search user interfaces of digital libraries (Shiri, 2006; Shiri and Chase-Kruszewski, 2009) and institutional repositories (Mondoux and Shiri, 2009).

  • 20 - A library location-based service: the app ‘Bavaria in Historical Maps’ presents Bavarian history on the mobile internet

  • from Part 4 - The impact of mobile technologies on libraries of the future
  • Edited by Gill Needham, Ally Mohamed
  • Book:
    M-Libraries 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    10 June 2015, pp 189-192

  • Summary

    Introduction

    The Bayerische Staatsbibliothek (www.bsb-muenchen.de) is one of the world's largest and most renowned general and research libraries. Besides some of the world's most famous and most precious works of mankind's written cultural heritage, the library also holds one of the most important collections of maps in Europe. With its new app ‘Bayern in historischen Karten’, the Bayerische Staatsbibliothek now presents the great historical cartographic works of the Free State of Bavaria in the form of a location-based service for mobile use.

    For the app, five important cartographic works, comprising over 260 map sheets from the 6th to the 19th century, have been digitized and georeferenced in their entirety: the famous geographic tablets (Landtafeln) by Phillipp Appian from 1568, the cartographic works by Frederik de Wit (1670–90) and Franz Ludwig Güssefeld (1782–96), the Topographical Atlas of the Kingdom of Bavaria (Topographischer Atlas vom Königreich Baiern) (1812–67) and the sheets of the Map of the German Empire (Karte des Deutschen Reiches) relating to Bavaria (1876 et seq.). The maps illustrate also the increasing precision of land surveying. This compilation offers a fascinating journey of discovery through the topography and history of Bavaria. On the one hand, this is the first time that the historical maps of Bavaria can be viewed on mobile devices in every detail in high resolution. On the other hand, and more importantly, they can be discovered interactively with the aid of multimedia applications, proceeding from the specific current position of the app's user. Thanks to the georeferencing of the cartographic works, the current position of the app user – where he or she is currently located, smartphone or tablet in hand – is displayed directly on the historical map: the app consequently works like a historical version of Google Maps. The viewer of the digital maps can find his current position directly on the historical cartographic work he has called up. By using a time line, the user can also navigate seamlessly between the various maps.

    Points of interest

    The selected map offers manifold points of interest in the surroundings of the viewer's current position, providing texts, location data, historical image materials and multimedia applications in connection with the municipalities, monasteries, castles, palaces and art monuments in the surrounding areas.

  • Public Libraries in the Republic of Ireland

  • June York
  • Book:
    Libraries and Information Services in the United Kingdom and the Republic of Ireland 2015
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 167-194

  • Summary

    CARLOW

    Authority: Carlow County Council

    Carlow Central Library, Tullow Street, Carlow, Republic of Ireland ((00 353 59) 917 0094/912 9705 e-mail: library@carlowcoco.ie url: www.carlowlibraries.ie

    County Librarian Ms Josephine Coyne BSc DLIS

    Senior Executive Librarian Ms Deirdre Condron BComm DipLib

    Executive Librarian John Shortall BA MSc(Econ)

    CAVAN

    Authority: Cavan County Council

    Johnston Central Library, Farnham Street, Cavan, Republic of Ireland ((00 353 49) 437 8505 e-mail: library@cavancoco.ie url: www.cavanlibrary.ie

    County Librarian Ms Josephine Brady BA DLIS

    Executive Librarian Tom Sullivan DLIS MSSc

    Assistant Librarians Mrs Teresa Treacy BA DLIS, Ms Emma Clancy BA DLIS

    CLARE

    Authority: Clare County Council

    Clare County Library HQ, Mill Road, Ennis, Co Clare, Republic of Ireland ((00 353 65) 684 6350/682 1616 Fax (00 353 65) 684 2462 e-mail: mailbox@clarelibrary.ie url: www.clarelibrary.ie

    County Librarian Ms Helen Walsh BSc DLIS LAI

    Central/largest library

    De Valera Branch Library, Harmony Row, Ennis, Co Clare, Republic of Ireland ((00 353 65) 684 6353

    Area libraries

    Corofin Library, Corofin, Co Clare, Republic of Ireland ((00 353 65) 683 7219

    Dr Patrick J Hillery Library, Ballard Road, Miltown Malbay, Co Clare, Republic of Ireland ((00 353 65) 708 4822

    Ennistymon Library, The Square, Ennistymon, Co Clare, Republic of Ireland ((00 353 65) 7071245

    Kildysart Library, St John Bosco's Community College, Kildysart, Co Clare, Republic of Ireland ((00 353 65) 683 2113

    Kilfinaghty Library, Church Street, Sixmile Bridge, Co Clare, Republic of Ireland ((00 353 61) 369678

    Killaloe Library, The Lock House, Killaloe, Co Clare, Republic of Ireland ((00 353 61) 376062

    Kilmihil Library, St Michael's Community Centre, Church Street, Kilmihil, Co Clare, Republic of Ireland ((00 353 65) 905 0528

    Kilrush Library, Kilrush, Co Clare, Republic of Ireland

Libraries and Information Services in the United Kingdom and the Republic of Ireland 2015
  • June York
  • Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015
  • For over fifty years anyone needing information on British and Irish libraries has turned to Libraries and Information Services in the UK and the Republic of Ireland for the answer. This newly updated directory lists over 2000 libraries and other services in the United Kingdom, the Channel Islands, the Isle of Man and the Republic of Ireland, with contact names, addresses, telephone and fax numbers, e-mail addresses, and URLs. The listing is broken down into the following main categories, all fully indexed alphabetically: public library authorities, with entries for headquarters libraries plus the main administrative, divisional, area and regional libraries; universities and institutes of higher education and other degree-awarding institutions, with entries for major departmental and site/campus libraries; and, selected government, national and special libraries, together with schools and departments of information and library studies.

  • 6 - Teaching and training

  • Phil Bradley
  • Book:
    Social Media for Creative Libraries
    Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015, pp 73-84

  • Summary

    Introduction

    Most of us, at some time in our working careers, are involved in teaching things to other people. It may be a part of our job as a school or college/university librarian, we may need to run induction sessions for colleagues, or it might be necessary to teach a member of the public how to set their privacy settings on Facebook. Often this training is done face to face, and that's generally the best way of working; you’re available to ask and answer specific questions from the trainee, you can easily check to see if they understand what is being said, and you can do a demonstration for them. However, there may be times when you aren't available, or someone needs to learn something at a time when it isn't possible for a member of staff to run a session, or you may have to run exactly the same session several times, which can be tedious and lead to a less-than-expert presentation.

    It's at times like this that social media tools can make your job a lot easier, and in this chapter I’ll be looking at some of the ways that you can teach people when you cannot run a face-to-face presentation and I’ll look at some of the other things that you can do to assist the learning process.

    Screencasting

    The concept behind screencasting is very simple. You record what is happening on your computer screen, narrate it in some way – perhaps by text, audio recording or webcam video – and make it available for people to view at a time that works for them. Some of the tools will simply capture what you are doing in a browser window, others will capture anything that you are doing on the desktop. Some you have to register for, others you can simply use by clicking a button and others again have to be downloaded and installed. As with all of the other tools mentioned in this book, they are free, although some will have a commercial element if you wish to use some of their advanced features.

    Quick and easy tools

    Screencast-o-matic, www.screencast-o-matic.com, is about as simple as it is possible to get when it comes to screencasting. The home page has a very large ‘Start Recording’ button on it.

Social Media for Creative Libraries
  • Phil Bradley
  • Published by:
    Facet
    Published online:
    10 September 2022
    Print publication:
    10 June 2015
  • This book takes a practical look at the activities that librarians undertake to see how they can be better achieved – more quickly, more efficiently and with more impact – using social media tools.

  • 7 - Assessing students' perceptions of ease of use and satisfaction with mobile library websites: a private university perspective in Bangladesh

  • from Part 1 - Best practice for the use of mobile technologies in libraries
  • Edited by Gill Needham, Ally Mohamed
  • Book:
    M-Libraries 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    10 June 2015, pp 59-72

  • Summary

    Introduction

    In an era of enhanced mobile communication technologies, vast amounts of changes are being generated in facilitating communication and the transfer of information (Steenderen, 2002). Libraries are mastering the mobile web to bring about a new set of services (Kroski, 2008). To enable this, new communication practices are necessary to keep in touch with library users.

    Mobile devices have made access to information very convenient and timely to the users from the comfort of their own home or office or wherever they are. Bangladesh is one of the few countries in the world that can guarantee each one of its residents can get a cellphone signal – no matter where they are, in a country with a population of over 150 million (BBS, 2012). Citycell, the first cellular company in Bangladesh, started operations in 1996. GrameenPhone (widely known as GP) is the second operator and started its operations in 1997. It is a joint venture enterprise between Telenor and Grameen Telecom Corporation, a nonprofit sister concern of the internationally acclaimed microfinance organ ization and community development bank, Grameen Bank. In 2006, Bangladeshi Professor Muhammad Younus and Grameen Bank received the Nobel Peace Prize for economic and social development. PalliPhone (‘rural phone’, a service of Grameenphone for rural people) was the first mobile tool that reached out to rural women in Bangladesh. The total number of mobile phone subscribers has now reached 116,553,000 as at the end of June 2014 (BTRC, 2014). At present, there are six mobile phone operators offering mobile phone services in Bangladesh, listed in Table 7.1.

    Mobile phone applications in LIS services

    Wireless technology has the potential to offer many new possibilities for accessing information from online catalogues, online databases, the internet and virtual libraries (Karim, Darus and Hussin, 2006). Today, the convergence of mobile phones and the internet through the WAP standard presents libraries with a real opportunity to deploy wireless phone technology to manage their operations for the following services:

  • ▪checking records of books borrowed

  • ▪getting alerts on overdue books

  • ▪getting alerts on outstanding fines

  • ▪receiving reminders to return library items that will be due soon

  • ▪renewing library items

  • ▪reference enquiry services

  • ▪receiving text alerts to new resources on the library website

  • ▪getting alerts on library event information

  • ▪getting information from the library OPAC/database

  • ▪contacting a librarian for help.

  • 5 - A manifesto for mobile: developing a shared mobile resource checklist

  • from Part 1 - Best practice for the use of mobile technologies in libraries
  • Edited by Gill Needham, Ally Mohamed
  • Book:
    M-Libraries 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    10 June 2015, pp 43-48

  • Summary

    Introduction – a disruptive technology

    At the time of publication, by many metrics, the use of mobile devices is expected to exceed that of desktop platforms (Farago, 2012). This massive growth of mobile devices has sparked among publishers a perception that there is community demand for mobile apps and, for the most part, publishers have provided a timely, wide and varied response to this perceived demand. The technological solutions buried in their responses however, threaten to disrupt the current academic models of use and JISC (2014) (the UK's academic network which provides central licensing for the UK academic community, a high speed Janet6 network and RandD in library technology) is at the forefront of addressing the issues raised by this shift. Added to this disruption is the issue of whether the academic community does actually have the appetite for apps which the general public would seem to enjoy.

    JISC's concern is natural, as the way in which mobile resources threaten to break the existing models for discovery and research pedagogy, access and authentication, application and content usability and even current licensing impacts many areas of JISC involvement in the sector. Added to that threat is the continuing evolution of mobile devices themselves, as the concept of wearable technology has moved from ‘in five years’ time’ to today's cutting edge (Johnson et al., 2013).

    Engagement

    A series of workshops (Eventbrite, 2013) was held by JISC in late 2013, involving over 30 separate publishers and 40 different academic institutions, in order to engage with in order to bring those two communities together, to shine a light on some of the developing changes mobile use has brought and to determine if there was a way ahead to mitigate the problems that they were causing. For a series of events involving both publishers and academic librarians there was perhaps a surprising degree of unanimity in both the problems identified and some of the solutions suggested. The key areas identified were:

    Discovery

    Resource discovery on mobile devices and apps can be very poor, with app-based access siloing content. Linking to content becomes much more difficult, with direct links often failing and poor log-in interfaces resulting in the user becoming lost in a resource even after following a direct link.

  • 14 - Mobile applications and services in academic libraries: a survey of the university libraries of New Delhi

  • from Part 2 - Challenges and strategies involved in embracing mobile innovation for libraries
  • Edited by Gill Needham, Ally Mohamed
  • Book:
    M-Libraries 5
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    10 June 2015, pp 129-138

  • Summary

    Introduction

    Mobile devices are everywhere and they have changed the way we live. Today the new society is a mobile society, in which the mobile devices have become the remote control for our lives. Mobile devices are connecting, communicating and sharing knowledge and information to make our lives easier. The mobile society of today works on a new logic and a new way of thinking, not only in the fields of health, business, commerce, industry and education but in almost all spheres of life. It is also seen that mobile devices have brought about a breakthrough in education all over the world. They have transformed and influenced the learning preferences of students and faculty, both within and outside the classroom and libraries (Moore, 2008). The use of personal devices by both teaching staff and learners has blurred the line between formal and informal learning. With more digital books than print books in circulation, academic activities are being influenced by mobile technology. Cloud computing and cloud space are also driving the use of more digital educational materials. Mobile devices are becoming the student's backpack (BLE Group, 2011), and so a survey was carried out in six major academic libraries of New Delhi, the capital city of India, to explore the applications and services provided and needed in these academic libraries.

    Mobile devices in education

    Mobile technologies are playing an increasingly important role in education and academic lives. Devices such as smartphones, tablets, iPads and e-book readers connect users to the world instantly, increasing access to information and enabling interactivity with others. Mobile devices are playing a great role in all these activities by providing many benefits to students, teachers, parents and universities themselves. Applications that run on these devices let users not only consume but also discover and produce content (Dahlstrom, 2012). The changing educational technology theory, research, and pedagogy are re-conceptualized to provide better opportunities and learning to the students and academic fraternity. Mobile devices are now being used as research tools and e-book readers, for SMS chat rooms, group chat rooms for classes, photo sharing for academic documents and mobile diaries, and to set reminders, make notes and organize schedules, connect with guest speakers in classrooms via Skype and scan QR codes for use as a reference point for assignments and projects (Lepi, 2014).

Page 143 of 293