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Teacher educators are expected to create experiences for pre-service teachers to prepare them for the world of teaching and the ever-changing contexts of schools and teaching. In this article, we discussed integrating two different aspects of teacher education—field-based instruction and technology—through the use of Evernote^®, a digital note-taking and archiving application, to create digital interactive student notebooks. Our goal was to provide other practitioners with insight into our use of Evernote^® to address two different pedagogical goals of a field-based course: 1) to enrich our pedagogies through the use of a digital interactive notebook with pre-service teachers who were spending more time in Pre-Kindergarten-12 social studies classrooms, and 2) to teach pre-service teachers to use a particular cloud-based technology that could be implemented in their future classrooms. We described Evernote^®, how we used it to work against the notorious theory and practice gap in teacher preparation, and discussed the importance of taking the time in teacher education to teach technology to digital natives.

The purpose of this paper is to examine the feasibility of using the Evernote note-taking application in research consultation as a way to respond to the challenges of doing research in the twenty-first century digital environment.

This study examines the results of surveys conducted at the time of research consultation and at the end of the semester when the students had completed the research needed for their assignments.

The study found that students are open to having a tool like Evernote used in the research consultation and that the tool can be helpful in organizing the information and search terms discussed in the consultation.

Due to the size of the sample in the study, further research with a larger sample size should be conducted.

This paper outlines a promising method of collaborating and documenting resources in the research consultation.

Using the note-taking application Evernote in research consultations creates a more interactive service.

Digital information management tools (DIMTs) are used widely for varieties of digital information management. In academics, these tools are being used for the advancement of student productivity, research data management, research consultation, etc. The libraries of universities and institutions use DIMTs for organizing and retrieving varieties of digital information.

The author studied the various emerging DIMTs and picked Evernote for further study based on the popularity and usage of the tool in the academic system.

This paper explains how and to what extent Evernote can be used as a DIMT in academics and in the digital library management. Evernote is one of the best options for implementation in the library, especially to train the students to use and enrich their academic and research experience. Evernote definitely adds value to the libraries.

It is found from the study that, Evernote is very handy in handling the research consultation service and manage research projects in libraries.

This research was conducted to outline the capturing and analysis of composite texts. We contextualize this using selfies as image and textual data sourced from Instagram and analyzed using a three stage analysis approach from a genre perspective.

The capturing of composite texts is outlined for numerous services available to researchers to study social media contexts. The analysis applies a three-stage technique of (1) what is shown, (2) what is said, and (3) what is the central narrative to overcome interpretive limitations of privileging text over image or vice versa.

Based on their structural characteristics, seven genre types emerged from the coded sample set.

Issues arise in capturing this data as social media platforms change their access and usage policies and as capturing services alter their capabilities.

The paper outlines a novel approach to capturing and understanding the mimesis and diegesis of selfies as composite texts.

Introducing technology at work presents a special challenge as learning is tightly integrated with workplace practices. Current design-based research (DBR) methods are focused on formal learning context and often questioned for a lack of yielding traceable research insights. This paper aims to propose a method that extends DBR by understanding tools as sociocultural artefacts, co-designing affordances and systematically studying their adoption in practice.

The iterative practice-centred method allows the co-design of cognitive tools in DBR, makes assumptions and design decisions traceable and builds convergent evidence by consistently analysing how affordances are appropriated. This is demonstrated in the context of health-care professionals’ informal learning, and how they make sense of their experiences. The authors report an 18-month DBR case study of using various prototypes and testing the designs with practitioners through various data collection means.

By considering the cognitive level in the analysis of appropriation, the authors came to an understanding of how professionals cope with pressure in the health-care domain (domain insight); a prototype with concrete design decisions (design insight); and an understanding of how memory and sensemaking processes interact when cognitive tools are used to elaborate representations of informal learning needs (theory insight).

The method is validated in one long-term and in-depth case study. While this was necessary to gain an understanding of stakeholder concerns, build trust and apply methods over several iterations, it also potentially limits this.

Besides generating traceable research insights, the proposed DBR method allows to design technology-enhanced learning support for working domains and practices. The method is applicable in other domains and in formal learning.

The purpose of this study is to explore the relationship between mobile self-efficacy and personal information management (PIM) practices through mobile phones and smartphones, and additionally, to explore the challenges of using a smart device for PIM.

This study followed Preferred Reporting Items for the Systematic Review and Meta-analysis (PRISMA) guidelines to achieve the objectives. A comprehensive search strategy, inclusion criteria and exclusion criteria were formulated in light of PRISMA guidelines. The data were collected from different scholarly repositories, databases and core journals of PIM. The studies were included after four steps, i.e. identification, screening, eligibility and inclusion of studies.

Findings revealed that there was a positive relationship between mobile self-efficacy and PIM via mobile phones. People used two techniques for finding and re-finding information via mobile phones/smartphones. These techniques include browsing and searching information. People send information, share with others and save in draft folders to emails in mobile phones/smartphones for keeping information for future use. They organize their personal information in folders and use different applications such as Evernote, Google Calendar, alarm and organizer. They uninstall and update mobile applications with new versions, clear phone call history and backup personal information to desktop devices and cloud services to maintain personal information. PIM via mobile phone/smartphone challenges were also identified. These challenges were classified as information related challenges, technical challenges, mobile phone adaptability challenges and miscellaneous challenges.

This study will help library professionals and decision makers to devise information literacy instruction programs according to the users' needs. The results of this study will also open new horizons for system designers to devise mobile-based PIM tools according to users' needs.

The purpose of this paper is to look at some of the online tools available to librarians.

Various online tools are discussed.

Much can be done on a tight budget with free online tools as long as one retains an openness to try new things.

The paper can act as a guide to the online tools available to librarians.

The purpose of this paper is to report results of a formative usability study that investigated first-year student use of an optical character recognition (OCR) mobile application (app) designed to help students find resources for course assignments. The app uses textual content from the assignment sheet to suggest relevant library resources of which students may not be aware.

Formative evaluation data are collected to inform the production level version of the mobile application and to understand student use models and requirements for OCR software in mobile applications.

Mobile OCR apps are helpful for undergraduate students searching known titles of books, general subject areas or searching for help guide content developed by the library. The results section details how student feedback shaped the next iteration of the app for integration as a Minrva module.

This usability paper is not a large-scale quantitative study, but seeks to provide deep qualitative research data for the specific mobile interface studied, the Text-shot prototype.

The OCR application is designed to help students learn about availability of library resources based on scanning (e.g. taking a picture, or “Text-shot”) of an assignment sheet, a course syllabus or other course-related handouts.

This study contributes a new area of application development for libraries, with research methods that are useful for other mobile development studies.

The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.

A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.

The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

Research into the autonomous use of MP3 audio recorders by students in UK higher education demonstrated that students were innovative in their autonomous use of the devices. They used them to capture learning conversations from formal and informal situations to personalise and enhance their learning. However, today smartphones and other smart devices have replaced the necessity for students to carry multiple mobile devices including MP3 recorders. This chapter builds upon the earlier work and presents a small qualitative study into how students are autonomously using their smart devices to support their learning. The research explores the hypothesis that students are being innovative in the ways in which they are using their smart devices to support their formal and informal learning. The study involved five students who own smart devices who were invited to discuss their ownership of smartphone and tablet technologies and the ways they used them in their studies. The students first completed a short questionnaire and were then interviewed in small groups. The results agree with previous research into student use of smart devices and describe autonomous engagement facilitated by personally owned smart technologies. The study identifies continuous patterns of pervasive engagement by students and concludes that more thought should be given to disruptive innovation, digital literacy and employability.