Technology advances open the door to new activities in the library that encourage student participation and a more comprehensive educational experience for students. Mobile devices increase student interest in the library and allow for new teaching moments in the fields of research and technology. Anderson (2013) states that mobile student usage calls for proper student training in device usage in school library and classroom integration. As students continue to rely on smart phones and tablets, it is essential to ensure formal academic practices are become a part of student’s technology knowledge base. Anderson (2013) also insist that mobile devices will not replace computers, but instead allow students to practice technology skills on the go without limiting them to stationary study locations. Because, mobile devices play such an important role in life and information retrieval, Anderson (2013) believes that libraries must evolve with technology and incorporate mobile devices in library curriculum.
I also, believe students should extend their abilities in mobile technology beyond entertainment practices and develop practical skills they can use throughout their academic careers. As technology continues to grow and encompass so many aspects of our lives it is more important than ever for students to understand the latest technology and readily apply it to school projects. As a school librarian, I would continue to use computers and laptops for student projects, but cell phones and smart tablets have valuable applications that take learning to the next level. Students carry their phones everywhere and E-book selections encourage students to download and read books on their cell phones in situations where toting books around is implausible. Tablets added even more options to the library learning environment. Classrooms and the library can incorporate downloadable applications to the tablet to add to or reinforce previous lessons. In some cases, the digital environment introduces new methods of discovery on old classroom practices. For example, biology classes offer only one session of classroom dissection due sample and chemical expenses. Some students don’t even participate in traditional dissections. Introducing digital dissections on tablets allows students to see and review the material whenever necessary without the mess and expense of traditional dissections. Incorporating tablets into the library has the potential to draw in classes that don’t traditionally use the library, but will value from opening the class up to a new experience.
References
Anderson, T. (2013). Tweens and their in-betweens: giving voice to young people when
exploring emerging information practices associated with smart devices. Information
Research, 18(1), 1-11.
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