Trends of library-associated mobile learning based on a review of academic studies published from 2007 to 2016

DOIhttps://doi.org/10.1108/EL-06-2017-0138
Date01 October 2018
Published date01 October 2018
Pages875-891
AuthorYun-Fang Tu,Gwo-Jen Hwang
Subject MatterInformation & knowledge management,Information & communications technology,Internet
Trends of library-associated
mobile learning based on a review
of academic studies published
from 2007 to 2016
Yun-Fang Tu and Gwo-Jen Hwang
Department of Digital Learning and Education,
National Taiwan University of Science and Technology, Taipei, Taiwan
Abstract
Purpose The purpose of this paper is to analyze the trendsand potential research issues involved with
library-supportedmobile learning.
Design/methodology/approach Publications in the Scopusdatabase from 2007 to 2016 are analyzed
on various aspects, such as the adopted research methods, technologies, participants, application domains
and researchissues.
Findings In addition to the awareness of the increasing number of digital library-associated mobile learning
in the past decade, there are several interesting ndings in this paper, such as most research mainly focused on
investigating the affective domain of participants and assessing the effects of mobile learning. Most of the
library-supported mobile learning research was conducted at special libraries, followed by academic libraries.
Practical implications Potential applications and research directions of library-supported mobile
learningare suggested based on the ndings of the present paper.
Originality/value This paper provides insight in relation to library-associated mobile learning. The
ndings and suggestionscan serve as a good reference for researchers and school teacherswhen conducting
mobile learningstudies and to develop quality learning activities with accessto library facilities using mobile
and wirelesscommunication technologies.
Keywords Digital libraries, Museums, Research trend, Mobile learning, Ubiquitous learning,
Computer-based learning, Background and motivation
Paper type Literature review
Background and motivation
Libraries play an essential role in learning, as they provide access to a variety of resources,
such as books, journals, movies,digital databases, software and other professional learning
tools, to assist with teaching plans and satisfy the needs of teachers and learners alike.
Teachers and learners can also receiveassistance from professional librarians who provide
reference consulting services. The library preserves cultural artefacts, such as great works
of literature or artworks, and throughindexes, catalogues and other aids, learners can locate
items appropriate to their needs (Marchionini and Maurer, 1995). Based on the
transformation of era and environment, libraries should adjust and adapt so as to remain
sustainable (Ranganathan,1931). To accommodate user needs and behaviors, it is necessary
This study is supported in part by the Ministry of Science and Technology of the Republic of China
under contract number MOST-105-2511-S-011 -008 -MY3.
Library-
associated
mobile
learning
875
Received30 June 2017
Revised31 October 2017
Accepted17 December 2017
TheElectronic Library
Vol.36 No. 5, 2018
pp. 875-891
© Emerald Publishing Limited
0264-0473
DOI 10.1108/EL-06-2017-0138
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0264-0473.htm
to access and adjust the services provided (Noruzi, 2004). Integrating technology with the
library can bring innovationto the resources and services at the library.
Mobile devices provide a new chance for the library to develop new services, such as
in-library exploration, social engagement and outreach to traditionally underserved
populations, as well as micro-instruction and learning (Hahn, 2008). Patrons can use mobile
technologies to learn ubiquitously and can to access learning resources from the real and digital
world (Chu et al., 2010;Hou et al., 2014;Wang et al., 2017). Therefore, the use of mobile
technologies has started to receive emphasis at different types of libraries, for instance,
conducting mobile learning at a library or museum and accessing digital library resources in
mobile learning activities (Chu et al., 2008;Hsu et al., 2012,2016;Shih et al.,2011). Hwang and
Tsai (2011) indicated that the application of mobile learning has expanded greatly since 2008.
Based on the mobile technology service that libraries provide, Vassilakaki (2014) proposed
seven themes: introducing mobile libraries, reporting on current trends, exploring user
perceptions of library mobile services, presenting library mobile services, presenting mobile
technology use in libraries, reporting case studies and reporting on the evaluation of library
mobile services. Moreover, in the NMC Horizon Report: 2015 Library Edition and 2015
Museum Edition, it was indicated that in the following ve years, mobile learning will be an
important development for academic and research library and museum technology education.
It is expected that the exploration and discussion of relevant research can provide a
reference for library-supported mobile learning studies and promote the application and
practice quality of both formal and informal learning. To this end, this study presents a
systematic, quantitative review (Green et al., 2006;Pan, 2008) of the relevant studies
published in ElseviersScopus database from 2007 to 2016.
Literaturereview
Using mobile technologyand devices, such as mobile phones or tablets, to learn is a trend of
applying new technology in education(Hwang et al., 2007). Many applications and ndings
of mobile learning have been reported in thepast decade (Chen, 2013;Chu et al., 2010;Hou
et al., 2014;Hung and Hung, 2016;Meleroet al.,2015). A number of mobile learning activities
were conducted in locations other thanthe classroom, such as libraries, museums, botanical
gardens or other outdoorspaces (Chen, 2013;Chu et al., 2008;Wang et al.,2017;Wishart and
Triggs, 2010).
BasedontheAmericanLibraryAssociation,thetypes of libraries are divided into academic
libraries, public libraries, school libraries and special libraries; museums are classied as
special libraries. In 1999, the National Science Foundation further proposed that digital libraries
are another type of library for storing and enabling exible access to digital resources via the
internet (Seadle and Greifeneder, 2007). Academic libraries mainly serve university students,
teachers and faculty, and their missions are to preserve knowledge, support education, provide
research resources and promote as well as reserve research results. Public libraries primarily
serve the public, provide library information services, promote social education and hold
cultural activities. School libraries are established by senior or junior high schools, and serve
the students and faculty of kindergartens and elementary, junior and senior high schools;
media resources for education and learning are provided at school libraries. Special libraries
serve specic targets and resources with particular themes are collected to provide specialized
information services for a range of users, such as corporations, hospitals, the military,
museums, private businesses and the government. Digital libraries are a widely adopted type
of library that offer convenient online services (Chen and Lin, 2014).
The development of wireless communication and mobile technologies has changed the
way of using library resources in education(Chu et al.,2010;Wang et al., 2017). Libraries can
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