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Even as retailers add digital features to their physical stores and equip their service teams with digital devices, no research has addressed the implications of frontline employees (FLEs) sharing a screen side-by-side with customers as a contemporary service practice. This paper aims to identify the potential customer benefits of this service practice.

Noting the lack of theoretical considerations of screen-sharing in marketing, this paper adopts an interdisciplinary approach and combines learning theories with computer-supported collaborative learning topics to explore how screen-sharing service practices can lead to benefits or drawbacks.

The findings specify three main domains of perceived benefits and drawbacks (instrumental, social link, individual control) associated with using a screen-sharing service. These three dimensions in turn are associated with perceptions of accepted or unaccepted expertise status and relative competence.

The interdisciplinary perspective applied to a complex new service interaction pattern produces a comprehensive framework that can be applied by services marketing literature.

This paper details tactics for developing appropriate training programmes for FLEs and sales teams. In omnichannel service environments, identifying and leveraging the key perceived benefits of screen-sharing can establish enviable competitive advantages for service teams.

By integrating findings of a qualitative research study with knowledge stemming from education sciences, this paper identifies some novel service postures (e.g. teacher, peer, facilitator) that can help maximise customer benefits.

Increasingly, consumers shopping online are not doing so alone. This paper aims to identify motivations for and barriers to shopping together with relatives or friends on the same screen.

This study proposes an interdisciplinary theoretical framework investigating “sharing” and related commercial practices. It adopts an exploratory qualitative methodology as the phenomenon of screen sharing has not been widely investigated in prior consumer behavior literature.

Social and utilitarian motives elicit joint shopping in stores and collaborative consumption. This study reveals a third motive, related to the need for control, that drives shopping on the same screen. Screen sharing can increase efficiency, social bonds and control, due to the transparent presentation of information on the screen, but it also can cause inefficiency, social tension and struggle for control over the device.

Screen-sharing motives reflect different logics for sharing: distribution (use with), communication (discuss with) and collaboration (control with). Defining further antecedents and consequences of joint shopping on the same screen represents relevant goals for further research.

By adapting their online platforms, brands can provide more agreeable, efficient and empowering experiences to screen-sharing shoppers, and thus gain competitive advantages.

Marketers generally assume online shoppers are alone at their screens, but in practice, many of them are often browsing together. Especially for families confined together at home, shopping together online constitutes a common practice.

As the Informatics Librarian at Olivet Nazarene University, my staff and I are often responsible for troubleshooting our patrons' technology issues. My experience with join.me began when I was told that our Campus IT would no longer be subscribing to a paid screen sharing service. One of the suggestions from the IT staff was to try join.me, a free screen sharing service.

I visited the website, https://join.me/, to test it out. It seemed to have some possibilities and appeared to be fairly intuitive. Then my Informatics students and I experimented with the basic version of join.me, trying out some of the features, tempting it to fail. We were marginally impressed, but this testing was between computers on campus on the same network. What would happen if we tried with someone off‐campus? I recruited my 13‐year‐old niece for further testing. All she had to do was allow me to observe her (from campus) while she played on her home computer. We went through the very easy steps to connect to join.me and I watched her play Farmville. It really worked! Then I asked for permission to take control of her computer. I took over the mouse and was able to navigate. After a few minutes, we switched roles and she played the game on my campus computer. I was sold.

With the needs of distance education students in mind, I put together an instruction page on our website (http://library.olivet.edu/troubleshoot/screen_sharing.php) that would help guide our users through the screen sharing process. When I receive calls about login issues, I use join.me to attempt to resolve the issues. I ask patrons if they have time to screen share with me so that I can actually observe their issue. No one has ever refused. I walk them through the setup and then they show me their problem. It makes troubleshooting so much easier – as if they are in the same room. Sometimes I ask patrons for permission to control their mouse, but I try to avoid that. My goal is to make them as self‐sufficient as possible. I also do not try to “fix” anything on their computers. I only collect data to help solve the problem or communicate the problem to Campus IT. Join.me has been invaluable in helping patrons resolve their password and login issues. I have used it for a variety of other purposes, too. I use join.me with patrons to demonstrate searching strategies and help them with problems downloading pdfs. It is an effective way to identify if their problem reveals a campus‐wide issue or if just a simple correction needs to be made in the user's process. I have even used join.me with other library staff members when working on a project together.

The paper provides the following additional author comments about join.me: I have used join.me from home using my phone's hotspot as the Internet provider. I have used join.me to help patrons who have a dial‐up service. I had to be patient because join.me does not speed up their internet service, but it still effective. Join.me is not just one browser to another browser; you can actually see and control any aspect of the patron's computer if needed. Join.me works on both Apple and Windows platforms. My office has recently been experimenting with the audio functionality in join.me. We struggled with it at first and discovered it worked better once it was installed. For the distance education patrons, I think I will stick with the good old‐fashioned landline phone for now. There are apps available that we have tested on both an ipad and an android tablet. They worked great for viewing purpose. The apps do not appear to have sharing capabilities at this time. We have tried having up to three viewers at one time. It worked smoothly.

As the usage of virtual reference services continues to increase, libraries must consider ways to remedy the lack of ability to visually demonstrate during teaching moments when conducting reference transactions over e‐mail, instant messaging or chat, and text messaging. This paper seeks to address these issues.

The paper provides a brief overview of a selection of free tools for screencasting and screen sharing, including Jing, Screencast‐o‐matic, Screencastle, Screenjelly, Dimdim, Yuuguu, and ShowMyPC.

The paper finds that each free tool has its positive and negative features, but with so many accessible options available, most libraries should be able to find a tool that will work for their needs.

The paper offers insight into the strong availability of free tools, many web‐based, for screencasting and screen sharing, providing an overview of the functionality of each.

This chapter offers descriptions of many current uses of video conferencing technology for the delivery of assistive technology (AT) services at a distance. It begins with definitions of remote AT services, virtual teams and virtual teamwork and moves to a discussion of the advantages and disadvantages of remote AT supports for individuals, teams and organisations. A review of research regarding the outcomes of remote services helps to clarify ways that assistive technology providers can enhance function and build agency capacity by working, at least in part, in a virtual support environment. The chapter provides a discussion of various aspects of virtual teamwork that affects how individuals work together remotely as well as potential barriers to the provision of remote AT services. Multiple examples are provided throughout as well as descriptions of specific features of video conference technology options that should be considered before adoption. A planning form for the integration of remote assistive technology supports into the array of AT support services is included.

This Chapter is all about communication and the ways we are now able to reach out to others around the world from our personal computers or mobile devices, which were never available before. One might initially consider this section more in line with productivity tools instead of those impacting the digital humanities. I will, however, demonstrate that it is through these tools that the field is expanding, offering interesting ways in which scholars can communicate ideas with one another, share thoughts, research, and collaborate. Additionally, it is through the use of these tools that our ideas are being shared with students and interestingly how students are, in turn, reciprocating our efforts. The chapter focuses on video broadcasting tools, audio conferencing, audiocasting, and collaboration applications, offering examples of how they can be used in a classroom setting.

The purpose of this research was to reflect on the enablers, challenges and ethical considerations in conducting qualitative research with young children using online methods. The aim was to suggest recommended practices to be put in place for researchers conducting online focus groups and interviews with young children.

This research article explores the use of Zoom video conferencing as a tool to collect qualitative data with young children in Singapore, as an alternative to face-to-face interviews. Taking a child-centred participatory approach, children shared their perspectives of their experiences of child agency in school and at home through their drawings, pictures and dialogue in online group interviews. Schon's model of reflective practice was used to guide the researchers' process of reflections during the research project.

Screen sharing and real-time nature of interactions of Zoom video conferencing enabled building of rapport and children's narratives to be developed while group size and the effect of parental influence provided challenges and ethical issues that needed to be addressed in the research process. Researcher withitness emerged as an essential quality in successful engagement of children in an online focus group discussion.

Online video conferencing platforms like Zoom provide a powerful alternative tool for participatory research with children. It challenges researchers to share control of the interactions and data collection process with children. However, parental interference and effect on data may present itself as a research limitation if not navigated well.

Group size of the focus group has an impact on children's engagement levels and wait time for their turn to speak during group interviews. While parents' presence during the online interview ensured child safety and a comforting presence for the child, parents should also understand their role in the study to avoid interfering with the data collection process.

The Zoom platform resembled onsite interviews' spontaneity of exchanges which allowed the researchers to build rapport with children through small-talk and icebreaker activities. Establishing personal connections and building of trust were essential elements in ensuring children were comfortable participating in the interviews. Observing real-time behaviour and body language of children also allowed for indication of withdrawal of consent and participation by the children.

This research adds new insights to the emerging discussions on collecting data from children via online video platforms with suggestions of new strategies and recommendations to overcome challenges, as well as future implications and potential of using Zoom as an alternative tool for participatory research with children. This research conducted in Singapore provides an Asian context and is different from current literature on this topic, largely focused on western countries' reports.

The purpose of this paper is to outline the development of a Skype‐based, study abroad reference service.

The paper discusses the criteria used for technology and situates the project in the literature on study abroad reference services.

Using Skype, a free video‐conferencing software, allows librarians to offer reference services to study abroad students effectively, easily, and without new technologies or significant cost.

The paper offers other librarians strategies for developing and launching similar programs and shares challenges encountered to prepare librarians for success in their own projects.

This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions.

This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens.

There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room.

Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom.

The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

The purpose of this paper is to describe how librarians at the University of Lethbridge Library recently undertook a pilot project to deliver information literacy to satellite campus students using Skype. Distance delivery of post‐secondary education is on the rise; this creates unique challenges for academic libraries who strive to meet the resource and instructional needs of students.

This case study outlines the literature review and environmental scan the authors took before deciding to teach their distance education students via Skype, and looks at the successes and challenges of their pilot.

Skype has some limitations as an instructional delivery tool; however, for the purpose of this pilot study proved fairly successful and a good “first step” for distance information literacy delivery.

Readers will learn from the authors' experience, getting ideas and tips on how to conduct information literacy classes for distance students.

This paper is of value to those librarians who must teach distance students, providing them with ideas on low‐cost and low‐tech solutions.