The core of the book consists of eight chapters. Each chapter deals with a different aspect of mobile technology and its implications for library services. All chapters have an introduction and a summary plus an annotated “further reading” section.
The first chapter is central to the book, for in it Walsh emphasises the need to provide the services that customers want rather than what we think they want. He reports on a study he carried out in his own institution in 2009, mainly using focus groups of students talking about what they wanted from the library. This is consistent with the author’s point made throughout the book that customers should be consulted before implementation of any new projects. Chapter 2 describes models of mobile information literacy and how there is a difference between mobile and fixed information literacy. Walsh says that understanding the difference between the two is the key to ensuring that we are providing relevant services.
Chapter 3 looks at the idea of the mobile librarian in terms of both moving from the library to where our users are and using mobile technology to improve our own efficiency. Chapter 4 concentrates on texting. The author justifies this focus by saying that even if customers do not know the full capabilities of their mobile devices, they are usually familiar with text or messaging. It covers libraries sending messages to users’ mobile devices, with a case study describing one library using mobile technology to communicate with its students.
The hot topic of mobile websites versus mobile apps is dealt with next. Walsh explains the advantages and disadvantages of apps and mobile sites, again stating that the library must work with what its customers want. The focus then shifts to three technologies that connect mobiles to physical services: QR codes, Near Field Communications (and RFID) and Augmented Reality. There are case studies for QR codes and augmented reality.
Chapter 7 covers the use of mobiles in teaching. Walsh makes the point that teachers need to change the ways they think about mobile usage in the classroom or lecture theatre with the purpose of providing a better experience for students. The chapter includes a case study and several practical examples of using mobiles in teaching, including use of text messages, polls, recording activities and using mobile devices to run library scavenger hunts. The author discusses the use of eBooks with mobile devices in chapter 8, including the difficulties of coping with several different eBook formats; he then deals with licensing.
There is an excellent annotated bibliography that goes beyond mere referencing to becoming a genuine launch pad for further learning. This is such a hot topic that information managers in all sectors ought to be acquiring whatever knowledge they can of the impact of mobile devices on our work. This book is a good one and I recommend it.
