Introduction

The internet, virtual access to library resources and mobile technologies have all changed settled patterns of library use. In order to find a meaningful role in the new relationship between users, technology, buildings and staff, librarians need patience, persistence and a willingness to experiment with new services. The ‘Ask Us Upstairs’ initiative, carried out in the fall and spring semesters of 2008–9, was an attempt to bring reference services to the Paley stacks, located on the second and third floors of Paley Library, where most of the Temple University Libraries’ book collection is housed. The Paley stacks also include study tables, comfortable seating and computer workstations. ‘Ask Us Upstairs’ was part of our ongoing efforts to move beyond the reference desk, to other parts of the library and, indeed, the campus, to provide reference services. Though the results were disappointing, many important insights were gained through the careful observation of user behaviour in and around our book collections.

The Samuel L. Paley Library, Temple University's central library, was built in 1966 and comprises four floors – a ground floor (basement) and three floors above. Patrons enter on the first floor, a very large open space with high ceilings, divided into east and west sides. The first floor houses the reference desk and reference collection, over 100 public computers, current journals and newspapers, comfortable seating, and a café. Floorto- ceiling windows surround three sides, providing a view of important campus thoroughfares. The first-floor entryways to the upper-level Paley Stacks are fairly well hidden from view and it's often a struggle just to make students aware of them. The lighting upstairs in the stacks is rather dim, as the outer walls were designed to keep out daylight, and the floor plan is uninspiring. The bookshelves are very high and the aisles are narrow, making for a rather unwelcome browsing environment. The infrastructure is outdated, making installation of additional electrical outlets and cable drops complicated and expensive.

The cost to renovate these floors aesthetically and functionally is prohibitive. Despite this, significant improvements have been made, due to a financial boost following the arrival of the new Dean of Libraries in 2005. In addition to building improvements, large ongoing investments have been made in both print and electronic resources. One of the first cash infusions enabled a large purchase of new and back-stock books across the disciplines.

Introduction: background of the pilot project

In the fall of 2008, a small group of librarians at the University of Houston (UH) Libraries embarked on a pilot project to develop, deploy and evaluate mobile services for library users. The overall objective of the project was to discover how mobile devices could be used to enhance the services currently provided by the library and, concurrently, to investigate mobile technology efforts at other libraries.

As demonstrated by the 2009 conference programmes for two major library associations, librarians’ interest in the use of mobile devices is increasing. At the Association of College and Research Libraries 14th National Conference, general presentations on mobile devices were offered, as well as programmes on using mobile devices to provide roving reference and serve the on-the-go mobile learner. Attendees at July's American Library Association Annual Conference in Chicago learned about the WorldCat Mobile pilot project, mobile devices ‘on the road to the future’, and the public policy considerations linked to libraries’ use of mobile devices.

Around the country, librarians are experimenting with providing library services designed for mobile device users, including audio tours, text message alerts, MP3 tutorials, and mobile reference. A good summary of these and other projects can be found in Kroski (2008). The impetus for creating such new services is the clear trend toward ever greater mobile device usage among library patrons. According to the ECAR Study of Undergraduate Students and Information Technology, 2008, ‘One of the most significant trends we report this year is the continuing “mobilization” of the student body’, as internet-enabled mobile phones become more and more common on campus. Likewise, the 2009 Horizon Report put ‘Mobiles’ in the category ‘Time-to-Adoption: One Year or Less’ and noted that ‘[t]he rapid pace of innovation in this arena continues to increase the potential of these little devices, challenging our ideas of how they should be used and presenting additional options with each new generation of mobiles’ (Johnson et al., 2009). Clearly, mobile services must be a priority for librarians who want to meet patrons’ needs in a rapidly changing technological environment.

Introduction

At Roehampton University, London we have implemented a range of flexible learning spaces, both formal and social. The university library has been a focus for these developments and we aim to take full advantage of the potential offered by new and emerging technologies.

We have undertaken a study to look at the impact of ubiquitous computing on approaches to study and expectations of library environments. In this case study we describe how the use of mobile devices has enabled us to engage schoolchildren as well as our own students as participants in the future planning of our library and its services. We will describe how this initiative enabled us to extend the reach of the library and its services and how it subsequently led to the development of a social learning space for staff to explore the use of mobile technologies.

Schools surveys

The study was undertaken as part of an outreach event with schoolchildren aged between 10 and 15 years from several schools local to the university. Using audience response systems (clickers), audio recorders and flip video recorders we asked the groups first to take part in a survey to describe their study habits, how and where they liked to study and to answer questions about resources and what technologies they used in their social time.

Results showed that many preferred to sit on their bed and listen to music while doing their homework or to lounge in front of the TV, but equally some wanted to sit at a desk to study. This is in line with results from our university library student survey, and reaffirms the need for us to provide a variety of study environments. When asked where they would most frequently go for information to help with homework, the children responded resoundingly in favour of Google, followed closely by Wikipedia. In relation to communicating with their friends, they preferred instant messaging or phone for instant access to each other. Some were members of social networking sites and used them as communication tools, but these were generally far fewer.

We then asked the schoolchildren to draw, plan and list the features that they would like to have in their ideal library/learning centre and present them to the group. They were very interested in design features and their surroundings and often incorporated their current study and social environments into their drawings.

Abstract

While mobile technology is readily available in Bangladesh, as in many other developing countries, innovations in its use for library and information centre service development have surprisingly not started yet. This chapter explores the prospects of using mobile technologies for information services in Bangladesh. The research explores the existing information services of six mobile phone companies of Bangladesh. The chapter shows the current status of information technology at the various library and information centres of Bangladesh. The research identifies some library and information services that could be offered using mobile technology. Recommendations are made as to how mobile technologies might be used effectively in designing various information services and satisfying the information needs of various users.

Introduction

Bangladesh emerged as an independent, sovereign country in 1971 following a nine-months war of liberation. It has one of the largest river deltas in the world, with a total area of 147,570 sq km. Bangladesh has a population of about 140 million, making it one of the most densely populated countries of the world. The literacy rate amongst the population is 43.1%. Over 98% of people speak in Bengali, but English is widely spoken (National Web Portal of Bangladesh).

Research on library development in Bangladesh shows that before mid 1800s most libraries were privately owned and their use was limited to certain groups. The library movement started with the establishment of four public libraries in the district towns of Jessore, Bogura, Barisal and Rangpur in 1854 (Shuva, 2005). Subsequently, libraries were established in other district towns. After the war of liberation in 1971 library development increased substantially, with many public and special libraries being established after independence.

Status of ICT in different types of libraries in Bangladesh

Computers were first introduced into Bangladesh in 1964, with the installation of an IBM 1620 computer at the Atomic Energy Commission (BASIS, 2005). Subsequently, use of computers was introduced in the Institute of Statistical Research and Training (ISRT) in 1964; Bangladesh University of Engineering and Technology (BUET) in 1968; Janata Bank in 1969; Adamjee Jute Mills Ltd in 1970; and the Bureau of Statistics in 1973.

Introduction

In recent years there has been growing debate about a new method of teaching and learning which is flexible, blended and facilitated by technology, allowing 21st-century learners to work and study in more individual, personalized and portable ways. This new era of learning is known as mobile learning (m-learning).

The m-learning concept has been pushed to the forefront of educational debate by the present ubiquitous ownership of mobile devices amongst learners (such as mobile phones, portable audio players and laptop computers), which has created a perceived need amongst this generation of learners to use such devices in the academic arena. Furthermore, employers are indicating that the skills sets that graduates currently possess are no longer relevant in the present working world; the ability to collaborate, communicate, be creative and constructively criticize are now high on the agenda (Bruns et al., 2007).

Background

Within Liverpool John Moores University (LJMU) there are key factors influencing the requirements for more flexible, blended and technologyenhanced learning opportunities. In 2006 the LJMU Academic Board approved a revised and updated Learning, Teaching and Assessment (LTA) Strategy. New and/or enhanced priority areas include a greater focus on student skill development as demanded by employers, accessibility and inclusivity, and a research-informed curriculum. M-learning falls under two of these new and/or enhanced priorities, namely key objectives 3 and 4. Key objective 3 stipulates that, as a university, LJMU will support the learning needs of all students where a flexible approach to learning is defined as a key goal. Furthermore, key objective 4 states that LJMU will strive to develop and enhance its student's employability, achieved through connecting students to the world of work, equipping them with the standard base of graduate skills and teaching them digital literacy skills.

A major cross-university review of how it supports the student experience has stimulated a radical review of services, with LJMU's three Learning Resource Centre (LRC) sites adapted to offer improved services to the student body. Technology-rich and flexible learning spaces will be two key enhancements to the learning spaces currently provided, in which student use of personal and mobile devices will be supported and encouraged. To address this shift, Library and Student Support (L&SS) carried out a six-month research project to critically investigate and analyse m-learning in a higher education (HE) context and examine how it can best be supported.

Introduction

The total number of mobile phone users has risen to 350 million since the inception of mobile use in the country, and India is one of the most attractive markets for mobile telephone operators and wireless equipment vendors. The Indian government is targeting 500 million telephones, both fixed and wireless, by 2010. The market is growing by about ten million new mobile users per month, and with this pace of growth India will probably be close to 450 million subscribers by the end of 2009. Four factors have driven the growth of the mobile subscriber base in India. These include footprint expansion by existing operators, especially in rural areas, launch of operations by newer operators, issuing of 3G licences – which opens up a new world of data services – and cheaper handsets, which will lower entry barriers even further (Jain, 2008).

Libraries and documentation centres in India are keeping this proliferation in view and have also initiated some mobile learning (mlearning) services. E-learning has been successful, and now m-learning represents the next stage in an ongoing continuum of technology mediation. It will require new digital communication skills, new pedagogies and new practices. It will also foster young people's interest in their mobile phones and other hand-held communications/entertainment devices to deliver exciting and unusual learning experiences and related messages.

M-learning, especially its main delivery system, mobile-phone learning, is under observation, and in coming years will be effectively and extensively used or accepted for learning purposes by either educators or the general public in India. The goal of modern digital libraries in India is to support ‘nomadic’ computing by providing appropriate wireless networking ‘hotspots’ and access to information through mobile devices to support flexible learning space and mobile learning.

The proliferation of mobile technology over the past decade has made librarians face issues that were previously the responsibility of software designers and specialists in the field of human–computer interaction (HCI). In this chapter, we will describe the weaknesses inherent in, and some non-viable factors of, mobile phone learning. We will describe how libraries can combine the technologies of mobile communications with any electronically delivered material to impart support services, and will discuss the new PDA technologies, smart phones and wireless connections available in India. This chapter will also present strategies for delivering educational resources to mobile devices through libraries in India.

Abstract

Content providers cannot ensure that digital material will be reformatted and accessed by any mobile device correctly, due to mobile device limitations. A mobile device automatic detector can provide accurate information about devices accessing mobile library systems. This information can be used to properly render content for the specific device. This chapter proposes an approach to designing a detector that will support mobile library systems so as to render web content dynamically and adaptively. The overall architecture of the detector is also discussed in this chapter and follows from a simple experimental study to evaluate the design proposed here.

Introduction

The rapid adoption of mobile devices with internet capabilities has allowed users to work or study at any time, in any place (Motiwalla, 2007). There have also been descriptions of implementations of library access via mobile devices (Needham and Ally, 2008; Yang et al., 2006). However, there are many limitations to mobile devices, which greatly restrict the relevant applications of mobile technology (Ally et al., 2006; Kojiri et al., 2007). Although some content providers have designed purposely digital material for mobile learning, providers cannot ensure that content is able to be correctly reformatted and accessed by any mobile device. This is due to the diverse characteristics among devices, which are not taken into account by most ubiquitous learning systems (Yang, 2007; Motiwalla, 2007). Some early attempts made effective use of proxy servers (Cheung et al., 2007)

In any case, either with proxies or by other detection methods, it is essential to provide adaptive content based on the characteristics of mobile learners and mobile devices. In this chapter an automatic mobile device detector for mobile library systems is proposed to support content designers. This detector will provide adaptive content based on the capabilities of different mobile devices. This investigation concerns and is limited to the characteristics of the mobile devices. Learners’ characteristics may also affect adaptive content.

The aim of this research is to construct an architecture that detects features of mobile devices, create RDFS (Resource Description Framework Schema) formatted mobile device profiles and provide content designers with services that are relevant to the mobile device profile. Constructing the mobile device profile is a great challenge for mobile library systems, the most difficult part being the immediate and accurate collection of mobile device features when content is accessed via the world wide web.

Introduction

The Open University (OU), UK and Athabasca University (AU), Canada are both world leading distance-learning institutions. The OU currently has more than 200,000 students studying various undergraduate and postgraduate courses, while AU serves over 37,615 students and offers over 700 online courses. For distance learning, it is very important for online resources to be made accessible to as wide a range of users and devices as possible. It is essential that both existing and emerging technologies be implemented for effective deployment, delivery and support to remote students. In order to keep up to speed with mobile learners’ needs, several mobile learning initiatives have taken place within AU and OU. Both AU and OU libraries have initiated a strategic partnership to share expertise, knowledge and development work about mobile library services and resources.

This chapter will focus mainly on the mobile services development work at the Open University, UK but will also highlight the collaborative work being undertaken between Athabasca University and the Open University and the benefits, opportunities and challenges in developing mobile library services and resources.

Mobile learning and mobile library services

Mobile learning has for some time now had a high profile within the OU, as evidenced by the work of colleagues in our Institute of Educational Technology, and because mobile access to our Virtual Learning Environment (VLE) was planned from the beginning of the project to implement Moodle (the open-source VLE used by the OU). As we are a distance learning institution, mobile access to course materials seems like a natural extension of our online course offerings. Seventy percent of OU students are in full-time employment. Many of them have families and other responsibilities as well. Giving students the opportunity to access their course materials or library resources anytime, anywhere may assist them in scheduling study time into their busy lives. We also offer a range of workbased learning opportunities, where students can benefit from being able to review learning materials or reflect on practice at work.

Introduction

This chapter discusses the way in which mobile technologies may be used to enhance services to users in the context of the Library at the University of the South Pacific (USP), based on a survey of library users at three campus libraries of Alafua (Samoa), Emalus (Vanuatu) and Laucala (Main Campus, Fiji). Background information is provided on the unique setting of the USP and its library network, and is followed by an analysis of the findings of the survey and its implications and challenges for the USP Library.

Setting the scene: the Pacific Islands and the University of the South Pacific

The University of the South Pacific is located in a region spread across 33 million square kilometres of ocean, an area more than three times the size of Europe. In contrast, the total land mass is about equal to the area of Denmark. The total population of the member countries of the USP region is approximately 1.4 million, with national populations ranging from 1,300 in Niue to more than 800,000 in Fiji.

There is great diversity in economic, social, cultural and political structures. The challenges of providing education in the multicultural and multilingual environment in which the USP consortium of countries operates, spanning five time zones and two different days, are very real. The university's distance and flexible learning programme, which commenced 40 years ago, has contributed immensely to tertiary education for the many who might otherwise never have had the opportunity to obtain tertiary qualifications. The possibilities of mobile technologies are thus immense in this academic environment.

The university, established in 1968, is one of two regional universities in the world, the other being the University of the West Indies. The USP is regarded as the leader in the Pacific Region in the provision of tertiary education. The university is owned and managed by the 12 Pacific countries of the Cook Islands, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu. It has a physical presence in each country in the form of a campus, which includes a library. In some countries there are centres on the outer islands. Examples of these are Vava'u and Ha'apai in Tonga and Santo and Tanna in Vanuatu.