is the primary contact.
Get an introduction to mobile resources in health sciences libraries through a free web-based class. Drawing from the experience of health sciences librarians working in the field, this course will cover the following:
• Overview of mobile devices
• Mobile applications in the health sciences
• Resources, trends and issues with mobile in hospital and academic libraries
• Promoting mobile resources
• Creating a mobile site
At the end of each module, participants will complete a reflection activity. Reflection activities will be gathered into a workbook and sent electronically to the primary course contact for review and CE credit. This enables participants to create their own customized mobile resource manual.
This six week online course will be offered for free. Non MLA members are welcome to participate; they will not get CE credit. Course registration will be capped at 100.
|CE Contact Hours:
||Information Systems and Technology
||Reference Resources & Services, Technology/Systems
• Describe the development of mobile devices over the past 10 years
• List current, common mobile devices and their primary functions
• Recognize different resources, programs and trends for mobile devices in academic and hospital settings
• Identify the benefits and challenges of using e-readers in academic and hospital settings
• Understand how libraries can position themselves to serve patrons in a mobile environment
• List common features of webpages that display well on mobile devices
APPENDIX 1: detailed agendas, supplementary sources and reflection activities for each weekly topic.
July 18-24: Week 1: Introduction to mobile resources
1. History of mobile devices
Understanding “Disruptive technology” and its effect on library practices
2. Development of mobile devices
Apple Newton -1993
Palm Pilots – 90’s-00’s
Rise of the cellular phone
Wireless technology: 3G, 4G
3. Characteristics of early handhelds
4. Early applications of PDAs in health sciences settings
Health sciences libraries
Health sciences education
Reflection activity (300 words or less):
• What is the 1st mobile device you owned? That the library owned? What changes has your work environment seen regarding mobile technology in the past ten years? Has it affected your library practices or policies?
July 25-31: Catch up week
August 1-7: Week 2: Mobile Apps
Julie K. Gaines, MLIS and Luke Rosenberger, MLIS
1. Introduction/Objectives - Learners will be able to:
a. Define the role of “apps” on a mobile platform and distinguish “apps” from “webapps”
b. Recognize and list sources of apps for the iOS, Android, and BlackBerry platforms
c. List examples of useful apps for patients, clinicians, librarians, and professional support
d. Identify and select apps that would be useful for themselves
2. Review of mobile platforms
a. iPhone, Android, BlackBerry, [Windows Mobile, WebOS]
i. Focus on differences between platforms w/r/t apps
b. Freestanding apps vs webapps
3. Finding and installing apps
a. iOS: App Store
b. Android: Market (and elsewhere)
c. BlackBerry: BlackBerry App World (and elsewhere)
4. Mobile app types/categories:
a. Personal health & wellness apps/Patient-facing apps
i. Lose It! etc.
ii. Diabetes Log
b. Clinical apps (bedside)
c. Research & library apps (learning/reference)
i. PubMed OnTap
v. UMMS Medical Reference
d. Professional support apps
1. Evernote, ReQall, Springpad
ii. Personal finance
iii. Account management
1. TripIt, Siri
v. Professional networking
4. fring/Skype etc
5. Future of apps
a. AppInventor from Google Labs
b. Interaction/integration with EHRs & PHRs
c. Mobile as a primary computing device (not secondary)
List 5 or more apps that you currently use (or would consider using) in a typical
work day. Also, explain how you would use the apps (for example, “I use
GoodReads to keep track of books I hear about and want to read, then refer back to
it at the library or bookstore.”)
August 8-14: Catch up week
August 15-21: Week 3: Mobile trends and issues in academic & hospital environments
Jaime Blanck & Melissa Rethlefsen
a. Today's smart phones and other mobile devices like the iPod Touch and iPad are increasingly part of today's health care landscape. Used by health professionals, patients, educators, students, and researchers alike, mobile devices offer a wealth of powerful tools that can be used in a multitude of ways. In this module, we'll cover some of the trends in how mobile devices are used in hospital and academic settings, as well as discuss some of the special concerns related to using these devices in health care environment. Course participants will be exposed to examples of how academic and clinical institutions are utilizing these tools through readings, online presentations, and from each other via a class discussion board. Participants will use the information presented in the module to identify opportunities for using or supporting mobile devices at their own institution.
*Use in Medical Education
*Tools for Patients
*Privacy concerns (HIPPAA, FERPA)
2. Participant materials
Universities and Libraries Move to the Mobile Web: http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/UniversitiesandLibrariesMoveto/206531
How Smartphones Are Changing Health Care for Consumers and Providers: http://www.chcf.org/~/media/Files/PDF/H/HowSmartphonesChangingHealthCare.pdf
Evidence-based Medicine Among Internal Medicine Residents in a Community Hospital Program Using Smart Phones: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1805745/?tool=pubmed
Mobile for the Millennial Medical Student (Power Point Presentation – audio of prese will be made available): http://www.hshsl.umaryland.edu/athand/index.php/speakers/
Incorporation of Handheld Computing in an 4-Year Medical School Curriculum (Power Point Presentation – audio of presentation will be made available): link same as above
3. Reflection activity
After completing this week's module, please choose one of the examples of how mobile technologies can be used in health care and academic settings and describe how your library could provide support. Please describe the type of library that you work in, the technology you selected, and the library services created to support it. 1 – 2 pp total.
August 22-28: Catch up week
August 29-September 4: Week 4: E-readers
Find all links listed below at: http://delicious.com/tag/getmobilized+ereaders
Module Goals: To become familiar with types, uses, advantages and disadvantages of e-readers, and to outline a simple plan to circulate e-readers in the participant’s library.
1. Describe the role e-readers may have in medical libraries.
2. Analyze how e-readers compare to print and online books.
3. Compare e-readers and select the one which best meets the needs of library users.
4. Create a budget for an e-reader pilot project.
5. Choose resources to load on e-readers for an e-reader pilot project.
6. Outline circulation policies for an e-reader pilot project.
7. Reflect on how what was learned in the module can impact the participant’s work.
E-readers in Education
Read “Seven Things You Should Know about E-Readers” http://www.educause.edu/Resources/7ThingsYouShouldKnowAboutERead/200539
E-readers in Clinical Settings: Two Cases Studies Using Kindles
Briefly explore “The Kindled Library” Wiki at http://kindledlibrary.wetpaint.com, in which Duke and Texas A&M medical libraries document their projects with Kindle e-readers in clinical settings
Look over an E-reader Comparison Chart:
Based on the resources you’ve viewed, post your thoughts on the following questions:
1. Do you believe that e-readers have a possible role in medical libraries and if so, how?
2. What advantages or disadvantages might e-readers have over print or online books?
E-reader Circulation Pilot Project: Imagine you have decided to do a pilot project circulating e-readers at your library. You want to see if other libraries are doing similar projects.
Glance at the following sites to see how libraries are circulating e-readers
o Texas A&M University Library:
o Texas A&M Medical Sciences Library: Kindle Pilot Project—Check out for two weeks with three renewals (Click on “Long View” to see individual titles per Kindle)
o Duke University:
o Newcastle University:
iPads, Kindles, and Sony E-readers:
o Fairleigh Dickinson University:
Briefly answer the follow questions and submit your answers:
1. Using the E-reader Comparison Chart, choose an e-reader you feel would most meet the needs of your users and explain your choice.
2. Imagine you had $1,000 allocated for your pilot project. Outline a reasonable budget, including:
a. Number of e-readers to purchase
b. Amount to initially spend on e-books to load on the e-reader
c. The cost of carrying cases in which to circulate the e-readers
3. Provide the citations for three or four resources you would load on the e-readers, based on the needs of your library’s users.
4. Briefly summarize your circulation policies for the e-readers including:
a. Amount of time for check out
b. If renewals will be allowed
c. If can users can request resources to be loaded (if so, how)
5. Briefly summarize what you learned from this activity which you can apply in your work.
September 5-11: Catch up week
September 12-18: Week 5: Promoting Mobile Resources
This section of the CE class will focus on promoting mobile resources. Many of the resources that libraries subscribe to include access to a mobile resource, as I’m sure you’ve noticed the last few weeks. Other mobile resources are free online. How do you inform your patrons about these resources so that they can take full advantage of them?
1. Introduction to Marketing – Some discussion of general marketing techniques to introduce the readings. SWOT and SMART will be discussed. Goes with article by Cole.
2. Passive Marketing (aka Web presence) – This section will discuss tips for making mobile resources visible on a library’s website. It will not discuss the creation of a mobile website which is the topic for Week 6.
3. Active marketing – This section will discuss tips for creating flyers, posters, emails, etc. Brief discussion on “word of mouth” marketing (see reading list). Participants will be encouraged to think about and share strategies they may have used in the past for reaching their library users.
Cole, K., Graves, T., & Cipkowski, P. (2010). Marketing the library in a digital world. Serials Librarian,
58(1-4), 182-187. doi:10.1080/03615261003625729
Barber, P., & Wallace, L. (2009). The power of word-of-mouth marketing... Judy Wright. American
Libraries, 40(11), 36-39.
Friday Fun: Libraries With a Little Old Spice and New Spice - Krafty Librarian talks about the spoof on the Old Spice Commercials. http://kraftylibrarian.com/?p=682
What Political Campaigns and Candidates Can Learn From the Old Spice Campaign
What Librarians can Learn from the Old Spice Campaign http://referencegirl048.vox.com/library/post/what-librarians-can-learn-from-the-old-spice-campaign.html
Reflection Activity: Develop a plan for promoting your library’s mobile resources. Work through SWOT and SMART. What purpose do your mobile resources serve? Who should you tell? What types of marketing will you do? Who are the key players (which of your patrons are interested in mobile resources and what devices might they be using?)
September 19-25: Catch up week
September 26-October 2: Week 6: Mobile Site Creation
1. Screen Size: Constraint = Focus
a. Know your users, focus on what is core
b. Designing for multiple screen sizes
i. Examples (including Southwest Airlines)
a. performance is key
b. reduce file size
a. large targets
b. no hovers
5. Device capabilities
Which of our services and resources are core? What particular resources or pieces of information will users want to see when they are on the move?
Need for This Course:
The idea for this CE course emerged from a 2010 Chapter Council Roundtable Topic #21: Mobile Technologies for Medical Libraries. The table was roughly split between experienced and inexperienced users of mobile devices in health sciences settings. One observation stemming from the lively discussion was that the 2009 ‘Cut the Cord’ MLA webcast on reaching mobile users was not enough. Users new to the world of mobile medical applications and trends needed a more hands-on, longitudinal learning experience. Both Maureen Knapp and Wayne Loftus attended the roundtable. Maureen Knapp pursued the development of a web-based CE about mobile devices, which could be offered for free to MLA members.
Roundtable discussion notes: http://www.chaptercouncil.mlanet.org/roundtables/2010/21_Mobile_Technologies.pdf
This proposal was presented to the South Central Chapter Continuing Education Committee, who approved funding the $125 MLA CE application fee at the Spring 2011 SCC/MLA Executive Board Meeting.
The instructional methods used include
Brainstorming, Sharing/Self-disclosure, Case Study, and Other.
12. Participant materials:
access to email and internet. Specific sites to be used to provide course content include:
a. Course website: https://sites.google.com/site/getmobilizedmla/
b. Google groups: http://groups.google.com/group/getmobilized-mla
c. Bookmarks on delicious: http://www.delicious.com/tag/getmobilized