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A multilingual and multimedia CD‐ROM containing rare Islamic works of art is designed and produced under fiscal constraints. The disparate rare materials are organised and presented through an intuitive interface based on a book metaphor for a diverse audience. The major portion of the cost (35 percent) was devoted to digitising the images, texts, audio and video segments. Approximately 20 percent of the production team’s time was spent on interface design, while an equal amount of time was spent on analysing and organising the collection of materials for inclusion in the CD‐ROM. The procedure and associated costs for developing this digital exhibition are discussed.

The chapter describes a four-year research project, the objective of which was to design and develop an intervention tool to assist middle school students in their information seeking when engaged in an inquiry-based learning project.

Bonded design method was used to design a proof-of-concept (POC) low-tech Guide, and focus group and Informant Design methods were utilized to develop a Web Guide.

In creating an intervention tool, whether low-tech paper-based or high-tech websites, different methodologies that relied heavily on the participation of students in the design process were successfully utilized.

The research shows that participation of children and adolescents in designing the content of technology for educational use is imperative.

This is a long-term research project, which is unparalleled and unique in its scope, duration, breadth, and depth. Having access to the grade eight classes in a single school over a four-year period has proven to be a remarkable research opportunity, seldom reported in the literature.

Through observing the use of iPhone and iPad by a child between the ages of two and four years and a half, this study presents accounts on the child’s use of and interaction with these devices, as well as her interaction with the physical environment.

Unstructured, naturalistic observation was employed in this study. The study is grounded in theories of user engagement with digital and physical objects.

A child’s interaction with touch-based devices does not deter the child from engaging effectively with the physical environment or from activities centered on creativity and interpersonal engagement. A child is able to move back and forth seamlessly between the physical and digital environments.

Findings from this study could help parents, educators, and system designers understand why and how toddlers and preschoolers use and engage with touch-based devices, as well as the kind of tasks they perform.

Studies of toddlers’ or preschoolers’ information behavior and interaction with touch-based devices are scarce. Children born toward the end of the first decade of the twenty-first century are growing up with a propensity to using touch-based devices. This study provides a framework for effective usage of such devices while ensuring all-round cognitive and physical development of the child.

The purpose of this chapter is to present a model (Beginning, Acting, Telling (BAT) model) developed for the elementary-school classroom that integrates features identified by research into information-seeking behavior and information literacy.

The chapter provides an overview of research in the areas of information-seeking behavior and information literacy and models in which they have intersected (namely, the Information Search Process (ISP) model) to provide a theoretical framework in which to situate the BAT model. Examples from previous empirical studies conducted by the author that informed the model are provided.

A preliminary iteration of the BAT model has successfully been piloted in two third-grade classrooms in Buffalo, New York. Plans are underway to introduce the model to a wider audience.

The BAT model with its use of image and mnemonic cues can be used to teach the research process to students, beginning in the earliest grades of elementary school.

This chapter is the first time the final iteration of the BAT model has been presented. It is the first model integrating features inherent in information-seeking behavior and information literacy that also makes use of imagery and mnemonic.