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Feedback for open access in academic libraries. Literature review. For the past nine months, Graham Stone and Jill Emery have been promoting OAWAL: Open Access Workflows for Academic Librarians on a blog site, through Facebook[TM], through Twitter[TM], and at in-person events in both the USA and UK to raise awareness of open access management issues in academic libraries and in an attempt to crowdsource best practices internationally. The in-person meetings used a technique known as the H Form, which can be applied to other areas of academic librarianship. This overview outlines the current project, focusing on feedback received, highlights some of the changes that have been made in response to that feedback, and addresses future plans of the project.

"While language learning and place-based learning linked to history, geography, sociology, and social studies are already available for such devices, the next developments are focused on using wearable devices linked to smartphones for self-assessment linked to a much wider range of learning. Imagine being a student four weeks away from final examinations in chemistry. What if your Apple Watch or smartphone asked you chemistry questions related to your course of study twice a day, every day for these four weeks? The daily feedback could help you focus review on topics you are weak in and reinforce your mastery of topics in which you are strong. These adaptive assessments are becoming more widely used and can be linked to open educational resources on the specific topics the student needs to master so as to aid their learning."

This paper aims to provide quantitative and qualitative data on students' use of mobile devices and to consider the benefit of academic mobile library services to students. Design/methodology/approach - Initial mobile library research included an online survey that attracted 1,716 participants. This was followed up with two discussion groups of six undergraduate and five postgraduate students. The survey followed-on from an earlier survey conducted by the University of Edinburgh's Information Services (IS) in March 2010. Findings - The dramatic growth of smartphone ownership among students in an eight-month period was surprising: a 17 per cent increase between March and November 2010. In addition, 68 per cent of students who plan to change their mobile handset would upgrade to a smartphone. Research limitations/implications - As students were unable to provide feedback on University of Edinburgh's own mobile library services, their feedback is speculative and subject to change. Practical implications - The paper provides evidence for libraries to determine the value of developing their own mobile services. It also demonstrates the proliferation of mobile device usage within the university and library context and indicates which services students would find most useful on a mobile device. Originality/value - The paper provides insight into a rapidly moving area of technology as demonstrated through the research. The increasing use of mobile devices among students is important to acknowledge. The role of the academic library is to embrace changing student behaviour by providing services optimised for mobile devices. [Abstract from ProQuest Research Database (at ESC)] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/888252676/62B2CB0524347BEPQ/1?accountid=8067 Paterson, L., & Low, B. (2011). Student attitudes towards mobile library services for smartphones. Library Hi Tech, 29(3), 412-423. Retrieved from http://search.proquest.com.library.esc.edu/

The purpose of this paper is to determine how students at the University of Regina would like to interact with the library on their mobile devices and how to best construct a mobile site to suit the university community's needs. Design/methodology/approach - A survey was designed to gather feedback from the university community on their use of mobile devices and how they would want to use the library's resources and services via their mobile device. This survey also attempts to better understand how academic libraries can provide effective mobile services. A questionnaire was developed and distributed to several Canadian academic libraries. Its purpose was to discover what other institutions were doing with mobile technologies. Findings - The survey found that 95.4 percent of students that responded to the survey had a smartphone and 75 percent of them used their mobile phone to access the web. The survey indicated that the library catalogue was the most popular resource chosen to become mobile enabled. The questionnaire distributed to other Canadian academic libraries showed that some libraries were designing and building web apps, while others were creating native apps. Originality/value - With the increase of mobile technology availability and the demand for accessible mobile content, it is imperative that libraries examine how they can provide services to their patrons within this medium in order to continue to provide valuable services. Mobile technologies are constantly changing, so continuous assessment in this area is of importance. [Abstract from ProQuest Research Library Database (at ESC)] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/1317291149/816AB54A77F845FAPQ/1?accountid=8067 Nowlan, G. (2013). Going mobile: Creating a mobile presence for your library. New Library World, 114(3), 142-150. doi:http://dx.doi.org/10.1108/03074801311304050

Babette Moeller & Tim Reitzes (2011) Education Development Center, Inc. (EDC). Integrating Technology with Student-Centered Learning. Quincy, MA: Nellie Mae Education Foundation. Retrieved from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/integrating The intent of this report is to detail the concepts of using technology with master of skills in mind. Beginning on page 17, details of assessment, advantages of technology-based assessment, mastery learning approach. Further they discuss the concepts of tools like clickers for quick feedback on levels of understanding and the details necessary for successful online learning - both synchronous and asynchronous.

Bill, I was somewhat surprised that the article includes a introductory headline: "Not surprising, 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life" without including some qualification as to why it's not surprising. If this comment is related to digital immigrants, learners disadvantaged by socioeconomic constraints and/or learners residing in remote locations lacking access to technology hardware, software and/or reliable Internet connection, the statement seems less surprising. As I read the article, the rationale for including the headline became clear - the article focuses on specific technology constraints related to many types of learners. The article outlines a plethora of opportunities to change educational paradigms that focus on the integration and utilization of technology-rich learning methodologies.