M Libraries 3

This title draws together international authorities to explore the variety of work that libraries are doing across the world to deliver resources to users via mobile and hand-held devices. Based on the proceedings of the Third International M-Libraries Conference held in Brisbane in May 2011, this draws together cutting-edge international contributions from the leading authorities in the field. The main strands of discussion include: • mobile services and their development • mobile users, their behaviour and requirements • emerging technical developments including new platforms, devices and applications • strategy and infrastructure developments at national level • reflections and feedback on new service models • local innovation. Readership: Information professionals in all sectors, policy makers, researchers, developers, publishers, suppliers, LIS students and new professionals.

An indispensable resource for librarians of all roles, the case studies in An Introduction to Staff Development in Academic Libraries demonstrate the necessity and value of integrating the library's mission statement and strategic plan with bold approaches to staff orientation, training, mentoring, and development.

"This book is an in-depth collection aimed at developers and scholars of research articles from the expanding field of digital libraries"--Provided by publisher.

"This book addresses the many new resource discovery tools and products in existence as well as their potential uses and applications"--Provided by publisher.

The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.