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The purpose of this study is to analyze the factors of the mobile library users’ attitude and behavioral intention from the perspective of information ecology. The research results could serve as a reference for the improvement of the mobile library services.

A model was constructed of the mobile library users’ attitude and behavioral intention with three external variables, namely, information quality, information environment and information technology, abstracted from the theory of information ecology. The influences of the three ecological factors were explored with empirical research and structural equation model.

Results showed that information quality, information environment and information technology had positive and significant effects on users’ attitude, among which the influence coefficient of information environment was the largest. Information technology and users’ attitude had positive and significant effects on the behavioral intention of users. This new theoretical perspective for research on the users’ mobile library behavior might have a positive role in promoting the development of mobile libraries.

This study suggests that the mobile library can improve the service mode in three aspects, namely, information quality, information environment and information technology to enhance the intention to use.

A theoretical model of the mobile library users’ behavioral intention is constructed from the perspective of information ecology. It can not only provide solid theoretical guidance for research on mobile libraries but also broaden the application of information ecology theory.

The purpose of this paper is to introduce the conceptual foundations and motivation for creating a digital archive to display the developments in the field of robotics over the past 50 years.

The paper proposes that the archive should be based on the conceptualization of science as an “ecology of knowledge”, composed of diverse sets of human and nonhuman actors evolving through associations across multiple social, epistemic, and temporal units of organization. The paper also discusses the roles of different data sources as memory practices primarily used in situated and systemic studies of science.

The paper shows the value of using full capabilities of the current technology to allow for non‐linear representations of the material within a digital archive.

The paper contributes to the discussion of the implications of new information technologies such as digital archives for memory practices in science studies and the sciences.

The REDINGE2 – Reengineering Engineering Teaching, version 2 – project seeks to transform engineering education practices at the University of los Andes (UNIANDES) by using technology-based active learning strategies in courses from different disciplines that are to be reformed using a Big-ideas approach. Studies from this two-year project (2017-2018) seek to solve three main questions: What changes in engineering teaching conceptions, methods, tools and practices could be generated by reengineering courses using a Big-ideas approach? What changes in key conditions of learning environments have the students perceived in courses that use a Big-ideas approach? What lessons can be derived from the initial studies of REDINGE2’s pilot experiences?

The REDINGE2 project was conceived as a technology-based educational transformation initiative. It is the Faculty of Engineering at UNIANDES’ explicit intention to move engineering teaching from being content-focused to being big-ideas focused. It also wants to migrate from teacher-centered teaching strategies to student- and group-centered approaches. Additionally, this project intends to enrich engineering education ecologies with digital resources by integrating experiential, flexible and collaborative digital learning environments with traditional classroom/workshop/library/home/work learning settings. To promote this organic change, the project implemented a facilitation-from-the side strategy, which redesigned 14 engineering courses: each was given a two-year grant from the Office of the Dean of Engineering to rethink teaching practices and redesign the course. A cybernetic evaluation system was embedded in the life cycle of the transformation process that could support decision-making through each of the project’s stages (Stufflebeam, 1971). Questions of interest in this study are provided with information using triangulation of data at different times during each course’s redesign process.

After a year and half of the two-year REDINGE2 project (2017-2018), it is possible to say the following three research questions are fully solved. Concerning Question #1: What changes in engineering teaching conceptions, methods, tools and practices contribute to reengineering courses when using a Big-ideas approach? Participating teaching staff have demonstrated changes in their teaching conceptions, methods and resources, which can be attributed to their exposure to active-learning strategies supported by digital technologies. In fact, each one has redesigned and pilot tested at least one restructured learning unit for one of their courses according to the proposed Big-ideas approach; in addition, most admit to already having adjusted their teaching practices by changing their mindset regarding learning and how to promote it. Concerning Question #2: What changes in key conditions of learning environments have the students perceived in courses that have been redesigned using a Big-ideas approach? Data collected from students and participating staff members, both before the redesign and throughout this process, have provided teachers and students with feedback concerning perceived changes in learning environments. This has had positive results and provided opportunities for improvement. Concerning Question #3: What lessons can be derived from REDINGE2’s pilot experiences? Lessons from this project are multi-dimensional and there are organizational, pedagogic, technological and cultural considerations. A decalogue of critical success factors was established, which considered the things that must go right to successfully accomplish proposed educational transformations.

This study is a good case of educational transformations in engineering teaching. No generalizations should be made, but it shows that similar processes of planned change can be made in tertiary science, math, engineering and technology (SMET) education.

The lessons learned from this experience are very valuable for higher education decision-makers who want to innovate by using learning ecologies in their institutions. In addition, theoretical considerations that illuminate the innovation process become very useful to help provide a foundation to similar interventions.

A non-conventional approach to integrate digital technologies in higher education teaching is the most significant contribution this experience has made. Its focus has been to transform educational practices with pedagogically sound uses of digital technologies instead of just integrating technologies in current SMET teaching practices. Facilitation-from-the-side and embedded cybernetic evaluation through the transformation process are key ideas that add value to organic change processes.

Collecting Institutions in the Network Society is a multidisciplinary PhD study examining present practices and policies of collecting institutions (museums, galleries, libraries and archives) in their use and development of digital technologies, within the context of wider socio-technical change. It investigates whether existing service paradigms are best suited to future digital delivery of services in the emergent network society.

It uses an interpretive methodological approach creating a body of phenomenological evidence enabling comparison between the organisational context, internal practices, histories and policies of collecting institutions, and the wider socio-technical impact of the internet. Literature reviews provide evidence from the “outer world” of internet developments and impact to establish four generic drivers of internet change. For the “inner world” of collecting institutions, organisational context and research and development on innovation are examined to analyse various perspectives on common approaches to service policy and practice. Additionally, textual analysis of institutional mission statements and policy documents is used to establish the degree of common purpose across collecting institutions and the preparedness of practitioners and policymakers to deal with rapid socio-technical change.

The evidence is synthesised to define an institutional paradigm describing the present operational processes and practices of collecting institutions. This is compared with the four generic drivers to define opportunities and challenges that collecting institutions face in exploiting the internet. This synthesis demonstrates that the siloised and fragmented nature of the institutional paradigm creates significant barriers to effective exploitation. Evidence from the textual analysis is used to develop a shared mission statement for all collecting institutions as the foundation of a strategic digital future.

The study proposes a radically new service paradigm (the digital knowledge ecology) enabling collecting institutions to achieve maximum user value in their delivery of digital services, and concludes with proposals for actions to build a collective strategy.

The purpose of this paper is to dissect key issues and debates in digital humanities, an emerging field of theory and practice. Digital humanities stands greatly to impact the Information and Library Science (ILS) professions (and vice versa) as well as the traditional humanities disciplines.

This paper explores the contours of digital humanities as a field, touching upon fundamental issues related to the field’s coalescence and thus to its structure and epistemology. It looks at the ways in which digital humanities brings new approaches and sheds new light on manifold humanities foci.

Digital humanities work represents a vital new current of interdisciplinary, collaborative intellectual activity both in- and outside the academy; it merits particular attention from ILS.

This paper helps potential stakeholders understand the intellectual and practical framework of the digital humanities and “its relationship” to their own intellectual and professional work.

This paper critically synthesizes previous scholarly work in digital humanities. It has particular value for those in ILS, a community that has proven especially receptive to the field, as well as to scholars working in many humanities disciplines. Digital humanities has already made an important impact on both LIS and the humanities; its impact is sure to grow.

This paper delves into cross-border E-business, unraveling its intricate dynamics and forecasting its future trajectory.

This paper projects the prospective market size of cross-border E-business in China for the year 2023 using the GM (1,1) gray forecasting model. Furthermore, to enhance the analysis, the paper attempts to simulate and forecast the size of China’s cross-border E-business sector using the GM (1,3) gray model. This extended model considers not only the historical trends of cross-border E-business but also the growth patterns of GDP and the digital economy.

The forecast indicates a market size of 18,760 to 18,934 billion RMB in 2023, aligning with the consistent growth observed in previous years. This suggests a sustained positive trajectory for cross-border E-business.

Cross-border e-commerce critically shapes China’s global integration and traditional industry development. The research in this paper provides insights beyond statistical trends, contributing to a nuanced understanding of the pivotal role played by cross-border e-commerce in shaping China’s economic future.

Collaboration is essential to realizing the potential of the new digital environment for learning, teaching, and research. Yet successful collaboration often entails organizational changes, political realignments, and rethinking our most basic assumptions and habits. This chapter focuses on CLIR’s current work in fostering collaboration across institutions, disciplines, and professions. It considers these activities in the context of a broader group of emergent collaborative activities that, in aggregate, could support a new and vital digital environment for research, teaching, and the public good. It then discusses a new CLIR activity designed to address the prerequisites for collaboration, and for coherence at scale.

The paper aims to analyze the key structural changes required for an effective competitive new media market via digital transmission. It also aims to explain the institutional obstacles to achievement of broadband deployment in Western nations by reference to East Asia's success.

The paper identifies major trends and demonstrates evolving competition principles in the European Union media sector by discussing cases and literature in the deployment of broadband content and carriage.

The paper finds primarily that institutional barriers to reform of competition in both broadband and copyright fields create bottlenecks in any policy reform process. It goes on to consider models that have succeeded, in peer‐to‐peer content, cable and satellite television content, mobile telecommunications and East Asia, concluding that reform in fixed broadband is unlikely in the near‐term.

Policy discussion in copyright and telecommunications needs to be broadened to consider structural flaws in the institutions that govern these regimes. The paper takes a broad Northian view of institutions to encompass governance via markets, state and society in order to provide this view.