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Proliferation of digital devices amongst patrons implies that libraries are faced with the challenge of providing conducive study spaces to patrons. This study, therefore, aims to establish the effect of digital devices on noise levels in the Mzuzu University Library and measures that have been taken to curb it.

The study was anchored by the technology advancement model. The mixed methodological design was used and involved use of qualitative and quantitative techniques. Questionnaires were used to collect data from a sample of 110 students, whilst an interview was conducted with one librarian responsible for managing service. SPSS was used to analyse quantitative data, whilst qualitative data was presented by following order of the themes.

The findings revealed that students owned a number of digital devices that included smartphones, laptops and augmented reality/virtual reality headsets which they deployed for a variety of uses. The findings further indicated that use of digital devices in the library has resulted in an upsurge in noise levels. Measures taken by students and library staff to tackle the problem have had limited success.

The prevalence of mobile digital devices has resulted in high levels of noise in academic libraries. However, this has not diminished users’ desire for a quiet study place. This paper, therefore, offers some insights of how libraries can combat the problem of noise to ensure that libraries remain attract to all groups of users.

Besides transforming the way people do business and interact with others, digital devices have also negatively impacted people and society in the form of increased road traffic accidents due to misuse. Promoting responsible use of digital devices in the library may have spill-over effects, in that library patrons may become more disciplined in their usage of the digital devices elsewhere, thereby help eradicate the ills that have come about due to their wanton use.

Some studies that have been done have pointed to a high prevalence rate of digital devices at Mzuzu University. However, none of them has investigated the impact the existing digital devices have had on noise levels in the library. This study is one of the first studies to be done on the topic not only at Mzuzu University but also academic libraries in Malawi. It is further hoped that action taken based on the recommendations made would lead to reduced noise levels in the library that will lead to creation of a conducive place for study.

The purpose of this paper is to investigate what role particular new management devices play in the development of the news profession in an organizational setting shifting to new technologies.

This is studied through of observations of work practices in the newsroom and through documentary research and qualitative interviews with managers, editors, and other professionals.

It is shown that management devices such as the news table and the news concept are central to the reorganization of news work, as they realize managers’ strategies, just like they produce new practices and power relationships. It is shown that the devices produce increased collaboration among journalists and interaction between managers and output journalists, that mundane work and power is delegated to technological devices and that news products are increasingly standardized.

The wider implications of these findings seem to be a change in the journalistic profession: TV news journalism is becoming less individualistic and more collective and professionalism becomes a matter of understanding and realizing the news organization’s strategy, rather than following a more individual agenda.

The paper’s originality lies in showing that profession and management are not opposed to each other, but can be seen as a continuum on which journalistic and managerial tasks become intertwined. This is in contrast to previous research on news work. Furthermore, the paper’s focus on devices opens up for conceptualizing power in the newsroom as distributed across a network of people and things, rather executed by managers alone.

Viruses, worms, Trojan horses, spywares have been effective for quite sometime in the domain of digital computers. These malicious software cause millions of dollars of loss in assets, revenue, opportunity, cleanup cost, and lost productivity. To stop virus attacks, organizations frame up different security policies. These policies work only within the limited domain of the organization’s network. However, the emergence of wireless technologies, and the seamless mobility features of the wireless devices from one network to the other have created a challenge to uphold the security policies of a particular network. Hence, in this digital society, while mobile devices roam in foreign networks, they get infected through viruses in the foreign network. Anti‐virus software is not so effective for novel viruses. There have been no reports of mobile‐phone viruses in the wild as yet. However, with the emergence of execution environments on mobile phones, it will be possible to write viruses and worms for mobile devices in cellular networks. We should be prepared to fight against viruses in the cellular networks. All the technologies available to fight against viruses are specific to virus signatures. We propose that this fight needs to be multilayered. In this paper the authors have proposed a novel philosophy in cellular network called Artificial Hygiene (AH), which is virus neutral and will work at the class level. With this process a device and the network will take the necessary steps to keep the digital environment safe.

Mobile computing devices are a significant access point for information activities. Theories and models of human information behaviour have developed over several decades but have not considered the role of the user's computing device in digital information interactions. The purpose of this paper is to explore the information behaviours of young adults when they are given unlimited access to mobile tablet devices.

As information tasks, behaviours and communities shift into digital environments, a researcher of these phenomena is required to mirror that movement with techniques that allow a full exploration of human behaviour and interaction in the online world. Following Kozinets (2009), “netnography” (ethnography in online communities) is applied in this study and all data are collected online from within a community of iPad users, established for the research purpose.

This study reveals that access to mobile tablet devices creates significant shifts in the behaviours of young adults whose lives are immersed in digital information. Mobile tablet devices establish the potential for constant access to digital information and that opportunity is grasped by the participants in this research. Extensive use of mobile device applications or “apps” establishes a more selected and restricted view of information than that encountered in the open and expansive World Wide Web.

This paper invites extension to human information behaviour theories and models to include a consideration of computing access device and of new mobility and constancy of access – all of which changes the circumstances and behaviour of the information actor.

Over the past few years, technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of information and communications technology-enabled education, further questions have been raised in terms of equity of information literacy and learning outcomes. For the past three years, the authors have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In this paper, the authors present the findings of a longitudinal investigation into the BYOD project, which offers new insights into the digital divide issues in the context of evolving teaching and learning practices across three levels, namely, digital access, digital capability and digital outcome.

This study is an empirically grounded longitudinal case research conducted over a three-year period in one secondary school in New Zealand. This research has included a number of methods, including surveys, interviews and classroom observations, to gather qualitative data from various stakeholders (teachers, students and parents).

The findings from the study of the BYOD project inform of digital divide issues in the context of evolving teaching and learning practices across formal and informal spaces. The authors explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely, digital access, digital capability and digital outcome. The result sheds light on key issues affecting the learning process to contextualise factors in the three-level digital divide for the BYOD technology adoption process in classroom settings.

The study presents findings from an ongoing investigation of one secondary school, an early adopter of the BYOD policy. While the authors have followed the school for three years, more in-depth studies on how teaching and learning practices are evolving across formal and informal spaces will be further qualified in the next stages of data collection.

The study contributes to new knowledge on how digital inclusion can be supported beyond mere access to meaningful use of technology to reinforce student learning and their overall skill development.

The purpose of this paper is to demonstrate how changes in K-12 educational delivery methods in the USA impacts students as 1:1 device programs become a required tool for learning. This change produces gaps in knowledge and understanding of the digital environment and exposes minors to risk. Mandatory technology integration by school districts places the ethical responsibility on school districts to prepare students to use the digital environment to mitigate risk.

The author’s literature review focused on the impact of personal device integration in education on students. The author surveyed teachers in the district on what they perceived as risk to students accessing the digital environment and what they believe creates value in digital citizenship instructional content. The author also gathered information while serving on the school district technology steering committee and digital citizenship working group.

Mandatory 1:1 device programs used for learning provide unlimited access to the digital environment. This technology integration creates digital knowledge gaps in understanding among students and exposes them to risk or dangers such as loss of privacy, psychological harms and engaging in or being a victim of illegal online activities. School districts are responsible for providing a remedy to close this gap and mitigate risk by developing learning content resources for teachers.

As 1:1 device programs continue to grow in school districts in the USA, it is essential for students to learn to apply protocols and understand norms of the digital world. Providing a digital citizenship curriculum in a format such as a Google Site will offer educators access to instructional content that teaches students to apply protocols, understand norms of the internet and social media and foster critical thinking to analyze power structures, biases and recognize manipulation online. Student must learn how to apply rules that challenge assumptions behind the digital content they see, and they must be able to identify and resolve digital practices and behaviors that are problematic, so they are prepared to participate in a digital society.

This perspective may be relevant to school districts contemplating personal device integration, providing insight into how 1:1 device use impacts students and develops an ethical position for creating digital citizenship resources for teachers.

Marketers are increasing their use of digital strategies and prioritizing digital tactics, although the effectiveness digital video advertising (DVA) has not been examined empirically. The purpose of this research is to suggest that it is useful for advertisers to consider theories of the past to understand the link between product, advertising format and message processing.

To examine DVA effectiveness, this study utilized a 2-product type (utilitarian vs hedonic) × 2-product involvement (low vs high) x 2-platform (laptop vs mobile) mixed-design. Participants were recruited from a research company, who invited members of their panel to participate in an online experiment.

DVA for hedonic products resulted in stronger attitudes toward the ad and brand, and intentions to purchase. DVA for low involvement products resulted in stronger purchase intentions and likelihood to opt-in for more information. Moreover, there was an interaction between product category and involvement across all five measures of DVA effectiveness.

Like TV commercials, DVA is more effective when used with low involvement, hedonic products than with high involvement, utilitarian products. Additionally, the device on which the advertisement is viewed impacts the effectiveness of DVA.

Companies promoting high-involvement utilitarian products may consider alternative advertising strategies (e.g. MDAs, apps, websites and advergames), as DVA may not be the most effective ad format.

As technology continues to develop and marketers continue to pursue growing numbers of consumers through digital means and on mobile devices, understanding how device type influences advertising effectiveness is important for media strategy, message placement and marketing metrics. This research takes one step in that direction.

Technology enabled care (TEC) equipment has been a part of adult social care (ASC) in most areas of the UK for decades. More recently, commissioners have been exploring mainstream technologies’ potential to support older people living in the community. The purpose of this paper is to examine the challenges and opportunities presented by the growing application of mainstream technologies in ASC against the backdrop of the planned UK-wide switchover from analogue to digital telecommunications by 2025.

This general review uses research evidence, literature, industry standards and policy documents to address the challenges presented by the UK’s digital switchover and the potential role of mainstream technologies such as “smart speakers” in ASC.

The use of digital TEC and mainstream devices in ASC brings challenges related to access to reliable internet connections in parts of the UK; the need to update TEC safety standards; the ethics, privacy and data security measures that ensure digital products and services safeguard the interests of users; and evidence and commissioning practice.

This general review explores emerging areas of policy and research related to the planned UK digital switchover and the use of mainstream technologies in ASC. It offers a conceptual approach and suggests ways forward for research, regulatory and commissioning agendas.

The purpose of this paper is to examine the extent to which line officers in police agencies can identify digital evidence at crime scenes, also known as the binary artifacts stored on computers, mobile devices, tablets and the internet, through an analysis of survey responses of line staff in a Midwestern state police agency.

An electronic survey was completed by 258 respondents using a scenario-based vignette asking them to identify where such evidence may be located during a fictitious call for service.

Most all respondents identified appropriate devices and locations where digital evidence may be stored on suspects and victims in a scenario call for service. There were significant differences in responses on the basis of recent field experience with digital evidence.

The findings demonstrate the importance of experiential learning and training for line staff in police agencies to prepare them for basic digital evidence handling in the field. This sample is, however, based on a single state police agency and may not be reflective of other similarly sized agencies. Future research is needed to replicate this study and expand the generalizability of these findings.

First responders should be able to identify and secure all appropriate forms of evidence at crime scenes, regardless of crime type, while awaiting specialized investigators. This study is one of the first to consider when and how police are able to recognize digital evidence at crime scenes.

Building on the findings of a British Academy-funded project on the development of digital forensics (DF) in England and Wales, the purpose of this paper is to explore how triage, a process that helps prioritise digital devices for in-depth forensic analysis, is experienced by DF examiners and police officers in four English police forces. It is argued that while as a strategy triage can address the increasing demand in the examination of digital exhibits, careful consideration needs to be paid to the ways in which its set-up, undertaking and outcomes impact on the ability of law enforcement agencies to solve cases.

The methodological approach adopted here builds on the ethnographic turn in criminology. The analysis draws on 120 h of ethnographic observations and 43 semi-structured interviews. Observational data of the working DF environment at each location and a systematic evaluation of internal documents, organisational settings and police priorities helped refine emergent analysis threads, which were analytically compared between sites and against the testimonies of members of different occupational groups to identify similarities and differences between accounts.

The findings emphasise the challenges in the triage of digital exhibits as they are encountered in everyday practice. The discussion focusses on the tensions between the delivery of timely and accurate investigation results and current gaps in the infrastructural arrangements. It also emphasises the need to provide police officers with a baseline understanding of the role of DF and the importance of clearly defined strategies in the examination of digital devices.

This paper aims to bridge policy and practice through an analysis of the ways in which DF practitioners and police officers in four English constabularies reflect on the uses of triage in DF to address backlogs and investigative demands. Highlighting the importance of digital awareness beyond the technical remit of DF units, it offers new insights into the ways in which police forces seek to improve the evidential trail with limited resources.