While mobile technologies are ubiquitous among students and increasingly used in many aspects of libraries, they have yet to gain traction in information literacy instruction. Librarians at Champlain College piloted mobile phone polling in a first-year classroom as a less expensive and more versatile alternative to clickers. By utilizing a technology that virtually all students have in their pockets, librarians found that it increased engagement from previous iterations of the session. In addition, by asking poll questions about students' experiences, librarians were able to facilitate in-depth inquiry into information literacy topics. Ultimately, from direct experience in over 30 different classes, we found that mobile phone polling is a useful tool for any librarian to have in their pedagogical toolbox. 191
Purpose-The purpose of this paper is to outline the development of a Skype-based, study abroad reference service. Design/methodology/approach-The paper discusses the criteria used for technology and situates the project in the literature on study abroad reference services. Findings-Using Skype, a free video-conferencing software, allows librarians to offer reference services to study abroad students effectively, easily, and without new technologies or significant cost. Originality/value-The paper offers other librarians strategies for developing and launching similar programs and shares challenges encountered to prepare librarians for success in their own projects.
Why,who,andhow I f you've been to a conference, opened a library publication, or read any blogs in the last two years, you know the term "Web 2.0." As many articles in this and other publications have pointed out, 2.0 technology offers a great number of opportunities in our libraries, as well as our colleges and classrooms. Any user now has the chance to create, collaborate, or comment on a wide range of content on the Web. The classroom, along with the library's collections and resources themselves, are transformed into centers of creativity, collec tion, commentary, and critical thinking through tagging, sharing, bookmarking, podcasting... the list goes on. Even more exciting, perhaps, is that students seem to be more committed to excellence when their work is available for anyone to peruse or comment on in the 2.0 world. However, as excitement and oppor tunity abounds, it seems we have neglected and possibly lost one of the most important constituents of our academic libraries: our faculty. As academic librarians, we need to continue our efforts to embrace technology in our libraries and with our students. However, educating, encouraging, and empowering our faculties about the power, the possibility, and the pedagogical opportunities of Web 2.0 is just as vital to library, student, and institutional success.
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