Showing papers in "Library technology reports in 2012"

Chapter 6: Resources

Abstract: Chapter 6 lists some basic resources on linked data standards and usage, tutorials, and readings for beginners and more advanced linked data users. The chapter also describes discussion groups and activities where readers can interact with the library linked data community.

iTeaching and Learning: Collegiate Instruction Incorporating Mobile Tablets

Abstract: Mobile tablets will revolutionize higher education instruction across the academy, in some instances providing new solutions to accepted instructional limitations, in others eliminating unacknowledged hindrances, and in still others creating new challenges. Instructors at Indiana University–Purdue University Indianapolis (IUPUI) have been using iPads for instruction, including library instruction, since the fall of 2010. An eight-member group of faculty in art, music, communication studies, tourism management, physical education, education, organizational leadership and supervision, and the University Library have pioneered the institution’s use of mobile tablets, iPads, in the classroom. Chapter 9 of Library Technology Reports (vol. 48, no. 8) “Rethinking Reference and Instruction with Tablets” provides insights into how these and other disciplines are using iPads to create new transformative learning experiences. This chapter includes findings of a study on student perceptions of learning and engagement during instruction incorporating the use of iPads across disciplines.

Curricular Use of the iPad 2 by a First-Year Undergraduate Learning Community

Abstract: Chapter 7 of Library Technology Reports (vol 48, no 8) “Rethinking Reference and Instruction with Tablets” reports out the results of an original research study that investigated how a first-year undergraduate learning community at the University of Illinois made use of an iPad 2 as part of their first-year course work The study reports on data from two instruments: 1) the students completed an online Web-based survey and 2) also shared their curricular use of the iPad 2 through focus groups Findings show that there are curricular uses of the iPad 2, particularly for in-class use, that allow students to connect with course-specific content such as their course management site for taking online quizzes and for class outlines and other lecture material; additional course uses of the iPad 2 by students are reported

Chapter 4: Web Accessibility and Universal Design

Abstract: As library users access more services through the Web, the importance of providing usable and accessible websites and content has come to the forefront of library service concerns. While libraries do have some unique use cases, for the most part simply following established standards and best practices in usability, accessibility, and universal design will allow libraries to offer clear and consistent Web services and interfaces. This chapter touches on the most important aspects of Web usability and accessibility and offers a basic roadmap for both increasing awareness and accomplishing concrete Web usability goals and accessibility compliance. In chapter 4 of Library Technology Reports (vol. 48, no. 7) “Making Libraries Accessible: Adaptive Design and Assistive Technology” we will look at the basics of Web accessibility, learn how to create and upgrade static websites, and discuss accessibility best practices in modern content management systems such as Drupal or WordPress.

Chapter 3: E-books and E-readers for Users with Print Disabilities

Abstract: Chapter 3 of Library Technology Reports (vol. 48, no. 7) “Making Libraries Accessible: Adaptive Design and Assistive Technology” discusses a range of commonly available e-book formats and e-readers with an eye to their accessibility features.

Roving librarian at a mid-sized, UK based University

Abstract: Chapter 5 of Library Technology Reports (vol. 48, no. 8) “Rethinking Reference and Instruction with Tablets” details the “Roving Librarian” project carried out at a mid-sized UK university. All subject librarians have been equipped with iPads or Android tablets and sent out to rove. Regular times and places across the university have been arranged, primarily in social areas and working spaces where students congregate; a librarian takes a tablet computer and offers personalized assistance to students in these varied places. Alongside this, ad hoc support is offered to staff and students in meetings and casual encounters, facilitated by the constant access to the mobile devices. This chapter covers the benefits we have seen with the project and gives the results of a questionnaire carried out to determine whether a student would be likely to use the library more after their encounter with the Roving Librarian.

iPads to Enhance User Engagement During Reference Interactions

Abstract: The University of the Pacific Library’s iPad project is a coordinated effort to implement and assess the use of iPads to enhance user engagement during reference interactions. The project aims to enrich reference transactions and increase student interactivity by allowing students to use iPads at the reference desk to search the library’s resources concurrently with the librarian. Chapter 2 of Library Technology Reports (vol. 48, no. 8) “Rethinking Reference and Instruction with Tablets” presents a review of the literature that pertains to both the service aims of academic reference and its relationship to technology. The chapter discusses the logistics of the implementation process, including librarian training and the creation of core competencies for iPad use in a reference setting. Findings that were gathered from student and librarian surveys following one semester of project implementation are reported.

Who Are Smartphone Users

Abstract: The demographics of mobile Internet users run partly counter to stereotype, with blacks and Hispanics more likely than whites both to own cell phones and to use a wide range of their data features. However, minorities, the young, and people with low income and education are more likely to access the Internet only from their phones. This differs from the desktop Internet experience in ways that have implications for library values. ********** Google "smartphone user." Click on Images. What do you see? When I tried this, I saw some graphs, pictures of devices (many of them BlackBerrys), and a bunch of white people, mostly men, using smartphones, often to do business. The problem: this is a lie. It doesn't represent the devices people use, or who's using them, or how. As I researched this Library Technology Report I discovered that many of the assumptions I had made about smartphone use, based on media images like these as well as the usage patterns of my social and professional circles, were wrong. I believe these assumptions are wrong in ways that have civic and moral significance for the provision of library services. In this LTR, I'll walk you through the current state of smartphone ownership and use; discuss a variety of mobile services that can be implemented to serve diverse populations; and address why it is important that libraries do so. Before I do, it's worth noting that mobile does not mean just smartphone. I've mostly limited my scope to smartphones since they're devices with both fairly high (and increasing) market penetration and a variety of capabilities. However, they are not the whole picture. There are mobile services that can be delivered on feature phones. There are other Internet-enabled mobile devices, albeit often more expensive ones with lower market share, such as tablets and e-readers. I'll reference these occasionally as well, and I encourage readers to think broadly about device types and carefully observe which ones their patrons are using--especially since the picture will be different by the time you read this. The best source of data on Americans and their mobile devices is the Pew Internet & American Life Project. The data in the next paragraph come from the Mobile Access 2010, its most recent report as of this writing. (1) However, the project regularly issues updates, so do check for the most recent data. Over 80 percent of American adults own a cell phone of some sort (either smartphone or feature phone), and 40 percent of adults (that is, around half of cell owners) access the Internet, e-mail, or instant messaging from their phone. This is a substantial increase over 2009, when only a third of adults used their phone for such access. Indeed, over that one-year time period, cell owners increased their use of a wide range of their phones' features. Taking pictures and texting are the most popular phone features, but all features in the Pew survey showed statistically significant one-year growth. In fact, Pew added additional categories to the survey in 2010 to catch up to cell owners' rapidly changing usage patterns. Of these, a substantial and growing number are smartphone users. According to comScore, as of July 2011 there were 82.2 million smartphone subscribers in the United States. (2) ComScore tracks users 13 and up, whereas Pew surveys only people 18 and older, so the data are not directly comparable. Nonetheless, as there are 308.7 million total people in the United States as of the 2010 Census, 234.6 million of them over the age of 18, a sizable fraction of adults are smartphone owners. And this fraction is growing explosively--comScore's June data showed 78.5 million smartphone subscribers. (3) That's almost four million additional smartphone owners in one month. [FIGURE 1 OMITTED] What's driving this? As someone who held out on purchasing a smartphone until April 2011, in part because I was intimidated by the iPhone's cost, I have a hypothesis. …

Chapter 5: Roving Librarian at a Mid-sized, UK-Based University

Abstract: Chapter 5 of Library Technology Reports (vol. 48, no. 8) “Rethinking Reference and Instruction with Tablets” details the “Roving Librarian” project carried out at a mid-sized UK university. All subject librarians have been equipped with iPads or Android tablets and sent out to rove. Regular times and places across the university have been arranged, primarily in social areas and working spaces where students congregate; a librarian takes a tablet computer and offers personalized assistance to students in these varied places. Alongside this, ad hoc support is offered to staff and students in meetings and casual encounters, facilitated by the constant access to the mobile devices. This chapter covers the benefits we have seen with the project and gives the results of a questionnaire carried out to determine whether a student would be likely to use the library more after their encounter with the Roving Librarian.

Tablets as Powerful Tools for University Research: Teaching the Relevant Skills

Abstract: The increasing popularity of tablet computers in recent years is beginning to transform the way that library users, and in particular postsecondary students and faculty, find and engage with digital content. In response to these changes, university librarians are tailoring information literacy instruction to highlight the advantages of these technologies to their constituencies and to ensure that their users understand the myriad issues involved in effectively leveraging these advantages to improve the efficiency and effectiveness of their research. Chapter 6 of Library Technology Reports (vol. 48, no. 8) “Rethinking Reference and Instruction with Tablets” examines the creation of university library workshops developed to introduce students and faculty to these concepts, including mobile learning advantages, online connectivity issues, the process of finding and managing content with tablet devices, and the many new and innovative ways of searching for and manipulating digital information made possible by these new technologies.

Information Power to All Patrons

Abstract: Prior to the digital age, people with disabilities that prevented them from using traditional print resources had little choice when it came to accessing information. If they had a visual impairment or learning disability, they could contact their local National Library Service for books on tape or in braille, contact Recording for the Blind and Dyslexic, or find a sighted reader to record or read the information aloud. (1) If they had a physical disability, there were devices that would hold a book and turn the pages, with the inconveniences of pages sticking or being skipped while turning. The birth and rapid growth of digital technology heralded a new era of information access and changed forever the possibilities of information equality. Unfortunately, many people with disabilities are on the wrong side of the digital divide because of lack of money to purchase equipment and Internet services, or, in some cases, they simply do not realize the importance of computer technology. Chapter 1 of LTR (vol. 48, no. 7) "Making Libraries Accessible: Adaptive Design and Assistive Technology" discusses how libraries can truly change lives by making accessibility a reality. There "Oughta" Be a Law (and There Is)--Laws, Regulations, and Guidelines for Services It is important to be aware of the laws that govern access to information for persons with disabilities, as failure to comply on the part of libraries may be cause for litigation. Applicable laws are Sections 504 and 508 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, which was amended in 2008 and reaffirmed in 2009. (2) Section 8 of the Americans with Disabilities Accessibility Guidelines (ADAAG) specifically addresses libraries. Briefly, these laws mandate that persons with disabilities have access to public programs and services (including electronic). Therefore, if the library offers free access to computers and training, it must offer access for persons who need adapted access avenues. Reasonable accommodations must also be made for the needs of staff with disabilities. The ADA itself is organic and continues to be refined to recognize the fact that technology is in flux; thus, it is useful to consult the main ADA website to peruse the latest publications and decisions and determine if your library is in compliance. ADA Home Page www.ada.gov The publications 2010 ADA Standards for Accessible Design and Guidance on the 2010 ADA Standards for Accessible Design are available on the ADA website at www. ada.gov/2010ADAstandards_index.htm. Visitors may register online to receive updates on potential changes to the standards. ALA Takes a Positive Stand on Accessibility for All The section "Mission, Priority Areas, Goals" in the ALA Policy Manual states that the work of the association and libraries is "to ensure access to information and enhance learning and ensure access to information for all," and the preamble to the Library Bill of Rights clarifies that "all libraries are forums for information and ideas." (3) An interpretation of the Library Bill of Rights reads, in part: "ALA recognizes that persons with disabilities are a large and often neglected part of society. In addition to many personal challenges, some persons with disabilities face economic inequity, illiteracy, cultural isolation, and discrimination in education, employment, and the broad range of societal activities. The library plays a catalytic role in their lives by facilitating their full participation in society." (4) Show Me the Numbers Determining accurate statistics for persons with disabilities is a difficult task, as the term disability is subjective, so the meaning varies with the person being queried. For example, a person whose vision is so limited that she must be three inches from a monitor may not identify herself as disabled because she can still read text on the screen. …

E-Readers Now, E-Readers Forever!

Abstract: While a tablet is a sort of "magic window" that becomes whatever you want via apps, the e-reader is a device almost entirely dedicated to a single function, that of reading long-form text. E-readers such as the Kindle and the Nook do this job very, very well and deserve their own attention, separate from their do-anything tablet brethren. [FIGURE 3.1 OMITTED] In 2010, e-readers using E Ink screen technology were at the height of their hype, and there were dozens of models in the production pipeline. The big three that I focused on in 2010 are still the industry leaders: Amazon, Barnes and Noble, and Sony. That order is also their U.S. market share, with Amazon and its various Kindle models being the leaders among the general public for e-reader adoption. (1) Barnes and Noble and the Nook family are holding on and appear to be a clear second place as far as sales go. The Sony Reader line is a distant, distant third, and anyone else that's still competing in the market (Kobo and a few others) are distantly behind them. In my previous "Gadgets and Gizmos" report, I went into detail about how E Ink works and the pros and cons of that generation of e-readers. Most of the pros and cons stay the same, but the lineup is quite different. Most different of all are the prices. In early 2010, you could expect to pay more than $200 for any model of e-reader, while now you can purchase a Kindle from Amazon for $79. A Nook will run you just $20 more, at $99. (2) Here's a quick summary of the e-readers I would recommend now, in early 2012. [FIGURE 3.2 OMITTED] Amazon Kindle The Amazon Kindle, the base model of Kindle (figure 3.1), operates with mechanical buttons for page turning and doesn't include a keyboard, instead relying on a five-way switch and an on-screen keyboard that you must click through in order to type. However, if you don't do a lot of note taking while reading and you buy most books online and have them delivered to your Kindle, this is by far the cheapest way to get into the Amazon ecosystem at $79 (with ads) or $109 (without ads). (3) Amazon Kindle Touch and Barnes and Noble Nook Touch Amazon's Kindle Touch (figure 3.2) and Barnes and Noble's Nook Touch are such nearly identical pieces of hardware that the only real decision is which ecosystem you prefer. Both use the same screen and the same technology to make the screen respond to touch; around the bezel of the screen are a series of infrared sensors that are activated when something physical interrupts the beam. Since this isn't reliant on capacitive touch in the same way that the typical tablet screen is (where the screen relies on sensing an electrical sign caused by the capacitance of your skin), you can use this form of touchscreen with gloves, with a stylus, or really anything that can touch the screen. This is good and bad, since anything touching the screen (a sleeve, a blanket, etc.) can cause the page of the book you're reading to turn. There is no physical keyboard for either, but the touch-based keyboard is responsive and easy to use. The keyboard just appears when you need it and disappears when you don't. It's certainly not as fast as a physical keyboard, but some of this is just a result of the lag of the E Ink screen updates. These screens are enormously better than the models of Kindle and Nook from 2010 in nearly every way, but E Ink simply isn't capable of the instantaneous response you get from an LCD screen. With the Kindle Touch, there are a few decisions to be made as to the right model for your needs. There are, in effect, four distinct types of Kindle Touch (see table 3.1). The choices come down to how the device connects to the Internet and Amazon's "Special Offers," better known as "advertisements." On the Kindles with advertisements, there are ads delivered by Amazon in the place of a screensaver and to the lower part of the screen when you are browsing the home screen. …

Chapter 2: The Rise of the Tablet

Abstract: The rise of the tablet form-factor as a computing device reached new heights after the 2010 introduction of the iPad. It wasn’t the first tablet, but the combination of hardware and software cracked some code for commercial success that had been dormant previously. This chapter examines the iPad, as well as Android tablets, and looks at management and buying choices.

E-Books and E-Readers for Users with Print Disabilities

Abstract: Chapter 3 of Library Technology Reports (vol 48, no 7) "Making Libraries Accessible: Adaptive Design and Assistive Technology" discusses a range of commonly available e-book formats and e-readers with an eye to their accessibility features Introduction In The Rise of E-reading, the Pew Internet Project reported, "One-fifth of American adults (21%) report that they have read an e-book in the past year, and this number increased following a gift-giving season that saw a spike in the ownership of both tablet computers and e-book reading devices such as the original Kindles and Nooks In mid-December 2011, 17% of American adults had reported they read an e-book in the previous year; by February 2012, the share increased to 21%" (1) Dedicated devices make it easy for many readers to access the e-books they borrow or buy without having to lug heavy volumes around, while e-reader software or apps enable readers to access their books from anywhere on any device they choose E-books present great potential for users with print disabilities to gain access to information that might otherwise be inaccessible to them If their devices are well designed and outfitted with the appropriate e-text formats, users with visual impairments can read e-books using the assistive technology of their choice, such as braille, screen magnifiers, screen readers, or any of the other tools described in chapter 2 The e-book publishing boom, however, has created many e-book formats and e-readers that are inaccessible to those with visual disabilities or, in some cases, hearing or learning disabilities The most recent "digital talking books" standards were developed by NISO in 1999, (2) but since then, there has been a lack of updated accessibility performance specifications for e-books and e-texts The functional performance criteria in the federal Electronic and Information Technology Accessibility Standards (which implemented Section 508 of the Rehabilitation Act) and the W3C Web Content Accessibility Guidelines 20 (WCAG), (3) however, provide useful descriptions of what makes an e-book or e-reader device or app accessible In his excellent chapter on e-book accessibility in No Shelf Required 2, Ken Petri summarizes both: Meeting Section 508's Functional Performance Criteria demands that a user-facing hardware or software component have at least one mode of operation and information retrieval that does not require vision; that accommodates low visual acuity; that does not require hearing and/or can amplify produced sound to compensate for poor hearing; that does not require fine motor control or simultaneous actions; and that is operable with limited reach and strength WCAG 20 is organized around four broad principles: 1 Perceivable: that "information and user interface components must be presentable to users in ways they can perceive" 2 Operable: that "user interface components and navigation must be operable" 3 Understandable: that "information and the operation of user interface must be understandable" 4 Robust: that "content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies (W3C 2010A)" (4) The rapid rise of e-reading makes it crucial for librarians and library staff to become familiar with the complex e-text accessibility landscape and learn to understand and recognize these features in order to support their disabled patrons with accessible collections, services, and peripherals With the goal of facilitating accessible e-reading experiences, this chapter provides an overview of the accessibility landscape of major e-book publishing formats as well as e-reader devices, apps, and software platforms E-book Formats E-books are created in open and proprietary file formats Open e-books formats such as DAISY and EPUB are designed to be "device-independent"--in other words, to be compatible with any e-reader that supports open formats …

Collection Accessibility: A Best Practices Guide for Libraries and Librarians

Abstract: The purpose of chapter 5 of Library Technology Reports (vol. 48, no. 7) "Making Libraries Accessible: Adaptive Design and Assistive Technology" is to provide libraries and librarians with best practices for increasing the accessibility of library collections to patrons with print disabilities. The chapter summarizes demographic, legal, and technological information that is relevant when considering how to improve library accessibility; it also discusses the methods for enhancing access to library resources, print and digital Introduction Over the past decade and a half, the growth of the Internet and the rapid migration of a majority of periodicals, journals, and online library resources and tools into the digital environment have reshaped the meaning of access. This shift brings a responsibility for making collections decisions that encourage accessibility of online resources to users with print and other disabilities. Chapters 1-4 of this issue of Library Technology Reports outline foundational steps in this undertaking, from building awareness about disability among library staff to understanding adaptive technology to accessible Web design and emerging e-text formats. This chapter will suggest approaches to building accessible library digital collections from the perspective of persons with print disabilities. Summarizing the Accessibility of Library Digital Collections For users with disabilities, "design in the online world matters as much as it does in the physical world." (1) While there is a dearth of research into the accessibility of digital content after 2010, studies by Comeaux and Schmetzke; Byerley, Chambers, and Thohira; and Tatomir and Durrance examine the extent to which federal and international Web accessibility guidelines outlined in chapters 1, 3, and 4 have been incorporated into the products and services that still comprise the open and subscription-based library digital information environment. (2) In 2007, Comeaux and Schmetzke examined the accessibility of the webpages belonging to American and Canadian library schools and their associated university libraries. Analyzing all American and Canadian library schools based on barriers (such as unreadable icons, images, text, and links) per page and page complexity as measures of accessibility, the researchers found that 47 percent of library school pages and 60 percent of university library websites did not comply with the high-priority components of the WCAG standards and even less in regard to compliance with Section 508 standards. (3) Their data indicate that the "majority of LIS and university library web sites fail to provide adequate skip-navigation links, text descriptions and/or alternative plaintext versions for integral components of web pages." (4) In 2007, Byerley, Chambers, and Thohira conducted a study of twelve online databases commonly subscribed to by libraries. After extensive questioning of each participating company, the researchers found that, due to the lack of comprehensive usability testing with disabled users, persons with disabilities were unable to easily or fully utilize these online products. Of the twelve companies studied, only four--ABC-CLIO, Elsevier, JSTOR, and ProQuest--stated that their products met all of the accessibility guidelines established under Section 508 of the Rehabilitation Act and the WCAG standards. Similarly, researchers found that only seven of the twelve participating companies had incorporated and were continuing to integrate accessibility features into their products, while the remaining five companies indicated that accessibility represented a low priority concern due to the difficulty and expense of complying with federal and international standards. (5) A more recent study by Tatomir and Durrance found that twenty-five of thirty-two major database vendor platforms such as proQuest and JSTOR were "marginally accessible" or "completely inaccessible" to screen readers, a sobering proportion considering the share of annual library budgets these materials consume. …

Chapter 3: Smarter Together

Abstract: In 2011, several reference librarians at San Diego State University wrote a proposal to request iPads for a number of librarians to use to develop services. The result was collaboration between student computing, library administration, the digital technologies librarian, and reference librarians to explore the development of student services. Students’ use of mobile technologies was a major factor in the funding of iPads for librarians. Service development for student use required regular community building and collaboration within this library organization. Chapter 3 of Library Technology Reports (vol. 48, no. 8) “Rethinking Reference and Instruction with Tablets” describes the technology adoption and development process that resulted in the formation of a user tablet community to foster creativity and communication among departments of a traditional library in order to create new services and programs aimed at providing better information services to university library patrons.

Absolutely Fab-Ulous

Abstract: Our current levels of technology are enabling many things that were complete science fiction only a decade or so ago, but no modern technology is more capable of inciting futuristic predictions than 3D printing The very idea that you can download a digital file and transform it into a physical, functional thing is science fiction turned technological fact_ This chapter is a roundup of 3D printing options as they stand in 2012 and how said options might fit into libraries There are interesting and exciting new opportunities for libraries coming in the form of a technology called 3D printing or, more colloquially, "fabbing" This technology is just becoming affordable at the consumer level, although it's been used for decades by corporations As some have described it, 3D printing is at the stage that personal computers were in the 1970s Kits for home computers existed, and you could buy different models, but they were largely toys for geeks who were trying to learn about their capabilities However, we all know the history of where that "toy for geeks" went, and fabbing has the potential to redefine how we make and consume goods of all sorts The technology is conceptually simple, although in practice the theory gets played out in a number of different forms The current high end in the fabbing world is a technology called laser sintering, and the low end is a much simpler method called deposition printing Both rely on taking a raw, unformed material, designing a three-dimensional object, expressing it as a digital file, and converting the material to a real object that you can hold, use, mold, or otherwise interact with In the laser sintering process, the substrate to be "printed" is usually a fine powder that can be made of a large number of materials--plastic, ceramic, even some metals Multiple lasers are passed through the material in three dimensions, fusing the material together particle by particle until an entire structure is formed The device is then turned off, and the object is removed from the residual powder as a single, complete structure This process gives the best resolution of prints, as the degree of detail available for the structure is limited only by the fineness of the powder and the precision of the laser Which is to say, you can produce remarkably delicate structures using this process The other major 3D printing process is deposition printing This is far simpler in both concept and practice and is the least expensive way to print in 3D at the current time With this sort of fabber, you have a print head that is composed of a heating element that liquefies a form of plastic wire that is fed into it and deposits very fine amounts of said plastic onto a printing platform The print head typically moves in two dimensions across the platform, and then either the platform or the print mechanism moves in a third dimension, creating an object with depth Something printed with a deposition printer is printed in very thin layers of liquid plastic and then built up slowly With particularly high-end sintering printers, you can even introduce multiple colors into the substrate with dyes, allowing for full-color objects to be printed Even just a few years ago, any 3D printer was extremely expensive, and the software and hardware required to operate one was difficult to use and required a high degree of effort and skill Now, you can purchase a kit to build your own deposition printer for just a bit over $500, and the software is largely straightforward (if needing a bit of trial and error to learn) and most important, free You can design an object using the free version of Google Sketchup, export it, and print it to a printer that costs less than a high-end laptop, and be holding a physical expression of your model in minutes or hours Google Sketchup http://sketchupgooglecom There are numerous 3D printers available for purchase in kit form, but the industry leader for individuals doing this is MakerBot Industries …

Medical Librarian Rounding with an iPad

Abstract: Beginning in July 2011, a medical librarian has accompanied physicians and students during rounds on the pediatric and neanatology units of the University of Illinois Medical Center. The librarian was invited as a direct result of her six-year involvement in the Evidence-Based Medicine initiative conducted by a pediatric attending and a professor in the Department of Medical Education. In order to facilitate reference provision in the hospital ward environment at the point of care, the librarian chose to use an iPad. Chapter 4 of Library Technology Reports (vol. 48, no. 8) "Rethinking Reference and Instruction with Tablets" includes a description of the library and hospital context a brief explanation of the clinical librarian and newly evolving informationist roles, the advantages that a tablet brings to the situation, specific downloaded applications that have proved helpful, and insights gained by her experiences in the hospital as part of the caretaking team. Introduction and Context The University of Illinois at Chicago (UIC) is located in the heart of urban Chicago. One of the top 200 research institutions in the world, UIC serves 16,911 undergraduate students and 10,669 graduate and professional students. (1) The west campus of UIC sits in the heart of a huge medical district that includes the University of Illinois Hospital & Health Sciences System (UIHHSS), Rush Hospital, Stroger Hospital, and the Veterans Administration Hospital. In June 2011, Children's Hospital of University of Illinois (CHUI) celebrated its grand opening. Situated within UIHHSS, CHUI currently consists of a neonatal intensive care unit (NICU), a pediatric intensive care unit (PICU), and an inpatient pediatric floor. Plans are being developed to create a dedicated adolescent care unit. The Library of the Health Sciences (LHS) was opened in 1973. Located on the west campus of UIC within the medical district, the 90,000 square foot building serves the College of Medicine, the College of Dentistry, the College of Nursing, the College of Pharmacy, and the College of Public Health. Because the library enjoys the status of a college within the university, librarians who are hired at the assistant professor rank pursue tenure-track requirements to gain permanent status with associate professor rank. Project Background and Clinical Librarianship During July 2011, a pediatric attending physician who supervises residents and medical students invited a librarian from LHS to attend rounds on the pediatric floor of CHUI. The librarian had been involved in the teaching of evidence-based medicine (EBM) to pediatric residents for six years and had subsequently precepted critical appraisal sessions with the residents during morning report. The pediatric attending who issued the invitation had read the article by Davidoff and Miglus that argues convincingly that the presence of a librarian on hospital rounds is a meaningful and practical information-delivery system, a system that can "take into account the multidimensional nature of action-related patient care questions." (2) Essentially, EBM is "the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients," (3) and the pediatric attending requested the librarian's presence on rounds in order to implement, in his words, "full-service EBM." The practice of evidence-based medicine means "integrating individual clinical expertise with the best available external clinical evidence from systematic research." (4) EBM encourages physicians to delve into medical literature for solutions to the conditions they encounter in their patients, while the role of the librarian in the EBM process is to assist in the search and to appraise the information conveyed in the retrieved articles according to study reliability and validity. The presence of a librarian on rounds is an intervention called clinical librarianship. …

Making the Right Decisions about Assistive Technology in Your Library

Abstract: Chapter 2 of Library Technology Reports (vol. 48, no. 7) "Making Libraries Accessible: Adaptive Design and Assistive Technology" introduces key technologies and important considerations that libraries can use to incorporate assistive technologies into their spaces and services. Introduction According to the Assistive Technology Act of 1998, assistive technology (also commonly called "adaptive technology") consists of "any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." (1) This definition encompasses a broad range of tools and resources that libraries can provide to create an accessible environment for disabled patrons. Understanding what technologies to provide based on your community and budget can be a challenge, so this chapter will focus on: * how to choose and set up specific adaptive and assistive technology equipment and software for your library * how to effectively market the services and equipment your library provides * how to train library staff and patrons to use the available resources The intention of this chapter is to serve as a primer for a discussion on assistive technologies and not as an all-inclusive list of available technologies. The author of chapter 1 in this report, Barbara T. Mates, has written an excellent book entitled Assistive Technologies in the Library, which goes into much greater depth than can be accomplished in this particular chapter. (2) The importance of making strong, thoughtful adaptive technology decisions goes beyond providing access to library collections. A former student enrolled in a highly competitive graduate program stated that the adaptive technology room in her campus library was "the only place on campus where people, like me, with learning disabilities or physical disabilities can find the computer programs that are necessary to be successful in the academic world. It is no exaggeration that my success would be impossible without this room" (Adrienne Isgrigg, personal communication, December 8, 2009). As this student points out, her success was directly tied to the adaptive and assistive services the library was providing, a lesson that can be extended to disabled users in all types of libraries. There are many options available to libraries with regard to how to choose, set up, and implement tools, technologies, and services for patrons with disabilities. Becoming familiar with the range and categories of assistive technologies available will help you make informed and purposeful decisions about what to provide at your organization. Setup and Specific Tools for Patrons The first section of this chapter contains a brief description of several types of assistive technology equipment, including software packages and recommendations for the design and layout of adaptive services. The types of tools described in this section are * screen reading technology, which allows persons who have visual impairments or who are blind to navigate electronic resources * magnifying technology, which enables patrons with visual impairments to enlarge text for easier viewing * literacy software and hardware, which assists patrons with reading and writing tasks * speech recognition software, which enables patrons to navigate and document text through verbal input * peripheral devices, such as headsets, speakers, microphones, touchpads, large and small keyboards, and multiple mouse options, which all allow patrons easier physical access to computers as well as the tools necessary to interact with specific assistive technologies Things to Consider There are several considerations to keep in mind when choosing which software or hardware to purchase for a library. …

Chapter 2: Semantic Web and Linked Data

Abstract: Chapter 2 introduces Semantic Web concepts in the context of library data and defines common Semantic Web terminology and acronyms, as well as the primary components of linked data: open data, machine-readable data formats, and the use of Uniform Resource Identifiers (URIs).

Chapter 4: Absolutely Fab-ulous

Abstract: Our current levels of technology are enabling many things that were complete science fiction only a decade or so ago, but no modern technology is more capable of inciting futuristic predictions than 3D printing. The very idea that you can download a digital file and transform it into a physical, functional thing is science fiction turned technological fact. This chapter is a roundup of 3D printing options as they stand in 2012 and how said options might fit into libraries.

Chapter 1: Who Are Smartphone Users?

Abstract: The demographics of mobile Internet users run partly counter to stereotype, with blacks and Hispanics more likely than whites both to own cell phones and to use a wide range of their data features. However, minorities, the young, and people with low income and education are more likely to access the Internet only from their phones. This differs from the desktop Internet experience in ways that have implications for library values.

Chapter 1: Library RFID Systems for Identification, Security, and Materials Handling

Abstract: Chapter 1 of Library Technology Reports (vol. 48, no. 5) “RFID in Libraries: A Step toward Interoperability” discusses RFID systems being used by libraries today, which include tags, readers, and software. Libraries place tags in books and other library material to speed materials handling functions such as check-in and check-out and to provide security for the items. This chapter introduces the technology and explains how it is currently used in libraries.

Case Profile: Ellen Hampton Filgo

Abstract: Ellen Hampton Filgo, an academic librarian at Baylor University, conceptualizes her work as an embedded librarian as improvisational, like jazz, as her instructional help and interaction with students plays off the class discussion in which she participates through Twitter and blogs. This case study outlines how Filgo became a vital resource for class discussions and research on a weekly basis in a first-year university honors course exploring new media studies. ********** Ellen Hampton Filgo is the e-learning librarian in the reference and instruction department of Baylor University Libraries. Her work as an embedded librarian at Baylor reflects her interests in the instructional uses of social networking media and ways libraries can use and adapt Web 2.0 tools to improve access to online resources. Filgo's work as an embedded librarian began in Dr. Gardner Campbell's first-year honors seminar, "From Memex to YouTube: Introduction to New Media Studies," a class designed to explore a diverse range of digital media through many different contextual lenses. Filgo and Campbell's collaborative partnership was initially inspired by Filgo's viewing of Dr. Monica Rankin's YouTube video chronicling her experimental use of Twitter as a learning tool in her University of Texas at Dallas history course as well as by Cole Camplese's use of Twitter in his educational technology courses. (1) Filgo, who thought Twitter could provide her with a unique opportunity to be an embedded librarian in a content area course, approached Dr. Campbell, who was the director of Baylor's Academy for Teaching and Learning, with the idea. Campbell wanted his students to construct and experience a personal cyberinfrastructure, a learning environment in which they would "acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments ranging from multimodal writing to information science, knowledge management, bibliographic instruction, and social networking. Fascinating and important innovations would emerge as students are able to shape their own cognition, learning, expression, and reflection in a digital age, in a digital medium. Students would frame, curate, share, and direct their own 'engagement streams' throughout the learning environment." (2) The class blog (see figure 6) was the virtual centerpiece for students in the new media studies course. Because the course blog included RSS feeds for the course hashtag Tweets, student blogs, the course bookmarks via Delicious, and Filgo's course librarian blog, everyone was able to easily access each other's content and interact with that content in a variety of virtual media and applications like Google Reader and Tweet-Deck to organize and follow the information streams. Embedded Instruction and Help through Twitter Because students were using Twitter as a backchannel for class conversation during face-to-face meetings, Filgo needed a way to organize the Twitter communications as she followed and interacted with the class virtually from her office. Filgo's organizational strategy was to create groups that she could easily monitor and follow in TweetDeck, a free application that allows users to organize streams of Twitter users and hashtags. TweetChat is another tool one can use to track and participate in a specific hashtag discussion. [FIGURE 6 OMITTED] Filgo created groups for course hashtags #nmsf09 and #nms_fl0; she also created a group with the usernames of each class member. TweetDeck www.tweetdeck.com TweetChat http://tweetchat.com Since students were not accustomed to a librarian being an instructional partner in their college coursework, Campbell would remind students at the beginning of the class of Filgo's virtual presence; this opening Twitter greeting was also a cue to Filgo that discussion was beginning so that she was prepared and focused on interacting with students through the virtual discussion. …

Chapter 5: Collection Accessibility

Abstract: The purpose of chapter 5 of Library Technology Reports (vol. 48, no. 7) “Making Libraries Accessible: Adaptive Design and Assistive Technology” is to provide libraries and librarians with best practices for increasing the accessibility of library collections to patrons with print disabilities. The chapter summarizes demographic, legal, and technological information that is relevant when considering how to improve library accessibility; it also discusses the methods for enhancing access to library resources, print and digital.

Chapter 8: The Fine Art (and Architecture) of Mobilizing Student Learning

Abstract: Focusing on the implementation of an iPad loaning program at the Art and Architecture Library at Virginia Tech in the fall of 2010, chapter 8 of Library Technology Reports (vol. 48, no. 8) “Rethinking Reference and Instruction with Tablets” examines the ways in which the academic library intersects with mobile learning and student engagement. The author reviews the development, implementation, and reception of the project among library users. In the process, the broader issue of discipline-specific utilization of the tablet computer for mobile learning, particularly in the fields of art, architecture, and design, is discussed.

Chapter 2: Skype and the Embedded Librarian

Abstract: Retired school librarian Diane Cordell is cultivating a network of learning partnerships around the globe to teach students of all ages the art of photography and digital storytelling. Diane shares how she established these collaborative relationships with teachers and librarians and how her role as an embedded librarian has supported passion-based learning and created virtually connected communities of learners.

Chapter 4: Medical Librarian Rounding with an iPad

Abstract: Beginning in July 2011, a medical librarian has accompanied physicians and students during rounds on the pediatric and neonatology units of the University of Illinois Medical Center. The librarian was invited as a direct result of her six-year involvement in the Evidence-Based Medicine initiative conducted by a pediatric attending and a professor in the Department of Medical Education. In order to facilitate reference provision in the hospital ward environment at the point of care, the librarian chose to use an iPad. Chapter 4 of Library Technology Reports (vol. 48, no. 8) “Rethinking Reference and Instruction with Tablets” includes a description of the library and hospital context, a brief explanation of the clinical librarian and newly evolving informationist roles, the advantages that a tablet brings to the situation, specific downloaded applications that have proved helpful, and insights gained by her experiences in the hospital as part of the caretaking team.

Chapter 1: Information Power to All Patrons

Abstract: Prior to the digital age, people with disabilities that prevented them from using traditional print resources had little choice when it came to accessing information. If they had a visual impairment or learning disability, they could contact their local National Library Service for books on tape or in braille, contact Recording for the Blind and Dyslexic, or find a sighted reader to record or read the information aloud.

Smarter Together: Collaborative Tablet Communities on Campus and Reference Services Innovation

Abstract: In 2011, several reference librarians at San Diego State University wrote a proposal to request iPads for a number of librarians to use to develop services. The result was collaboration between student computing, library administration, the digital technologies librarian, and reference librarians to explore the development of student services. Students' use of mobile technologies was a major factor in the funding of iPads for librarians. Service development for student use required regular community building and collaboration within this library organization. Chapter 3 of Library Technology Reports (vol. 48, no. 8) "Rethinking Reference and Instruction with Tablets" describes the technology adoption and development process that resulted in the formation of a user tablet community to foster creativity and communication among departments of a traditional library in order to create new services and programs aimed at providing better information services to university library patrons. Introduction This chapter describes how several reference librarians at San Diego State University, eager to gain understanding of how students and faculty used tablet computers and how they might develop reference services based on this understanding, started a tablet project group. This chapter includes examples of how, in a short time, the project led to increased communication among librarians and library staff on technology training and to meaningful library participation with the broader campus community in developing tablets into high-quality academic knowledge tools. This chapter explores librarian productivity, mobility tools that patrons use, and limitations in moving from brainstorming ideas to implementation. Readers of this chapter will learn best practices and recommendations for these work areas based on the literature and the findings from the project. Additionally, opportunities for professional development through online courses and conferences are addressed. Overall, this chapter shows how information professionals are smarter when they develop technological expertise together and why this is essential to today's student success. Library Tablet User Community The initial project goal was to develop librarians' tablet expertise. The library already had a mobile website, had developed QR codes for way-finding, and was working on an app. The librarians needed to incorporate mobile access devices into daily use to avail themselves of these developments. Further, librarians wanted to join the campus iPad User Group, or IPUG. This group, made up of faculty, staff, and information systems professionals on campus, met monthly to share what they learned about tablets to enhance academic work productivity. This community of scholars expanded teaching and curriculum resources to bring student learning up to date with available resources. The practical teaching enhancements that came from this community of scholars sharing their discipline specific findings using tablet technology led to a desire for the librarians to make a library tablet community. Members of a library tablet community would have to get tablets. Librarians wrote a proposal to the university library to justify funds for the devices. The proposal emphasized the shift to consumer technology among students in accessing information resources via mobile devices and the importance of librarians remaining abreast of this shift. The proposal was approved, and the reference librarians were issued two iPad 1s and four iPad 2s. The combination of the influence of growing tablet use on campus and librarian research into tablet use led to the creation of the Library Tablet User Community. The purpose of this group was to encourage the professional development of library employees in tablet technology and to mentor librarians and staff who were not as technologically advanced as others in the basics of tablet computing. …