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This study aims to explore the transformation of the roles of libraries, application trends and potential research issues of library-supported mobile learning.

The publications in the Scopus database from 2009 to 2018 are reviewed and analyzed from various aspects, such as the roles of libraries in mobile learning, types of libraries, research foci and sensing or location-based technologies.

The role of libraries as learning material providers is examined the most in library-supported mobile learning studies, followed by the role as inquiry context providers and as knowledge-sharing platforms. In terms of the role as learning material providers, academic libraries were investigated the most and radio frequency identification (RFID) was mainly adopted. In terms of the role as inquiry context providers, special libraries were explored the most; adopted sensing technologies were more diverse (e.g. QR code, augmented reality, RFID and Global Positioning System). Only special libraries played a role as knowledge-sharing platforms, adopting augmented reality. Most research on library-supported mobile learning mainly focused on investigating the affective domain during mobile learning.

Five potential applications of educational roles in library-supported mobile learning are suggested based on the findings of the present study.

The current study provides insights relevant to the educational roles of library-supported mobile learning. The findings and suggestions can serve as references for researchers and school teachers conducting library-supported mobile learning.

This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries via drawing analysis.

In this study, a total of 156 undergraduate students described their perceptions of smart libraries as drawings and textual descriptions. A modified coding scheme with 8 categories and 51 subcategories was used to analyse the undergraduate students’ drawings.

Most of the undergraduate students’ conceptions of smart libraries still involve self-checkout and learning/reading, focusing on information appliances, technical services, activities and objects. The differences are that the LIS undergraduates’ drawings showed smart libraries with robots, interactive book borrowing with technology tools, intelligent services, location-aware services or mobile applications, whereas non-LIS undergraduates presented smart libraries as readers (learners), other activities and no smart technology services. LIS undergraduates focused on providing patron services with technologies. Non-LIS undergraduates were more likely to draw a complex space with immediate access to books or digital resources, quiet reading and the freedom to engage in library activities.

The results provide a baseline for future research on the topic and provide preliminary evidence of using the methods to discern LIS and non-LIS undergraduates’ conceptions of smart libraries.

The purpose of this paper is to analyze the trends and potential research issues involved with library-supported mobile learning.

Publications in the Scopus database from 2007 to 2016 are analyzed on various aspects, such as the adopted research methods, technologies, participants, application domains and research issues.

In addition to the awareness of the increasing number of digital library-associated mobile learning in the past decade, there are several interesting findings in this paper, such as most research mainly focused on investigating the affective domain of participants and assessing the effects of mobile learning. Most of the library-supported mobile learning research was conducted at special libraries, followed by academic libraries.

Potential applications and research directions of library-supported mobile learning are suggested based on the findings of the present paper.

This paper provides insight in relation to library-associated mobile learning. The findings and suggestions can serve as a good reference for researchers and school teachers when conducting mobile learning studies and to develop quality learning activities with access to library facilities using mobile and wireless communication technologies.

This study aims to investigate the information literacy (IL) performance and higher order thinking skills of students with different levels of growth mindset and their perceptions of library-supported learning by using the annotate, summarize, question and evaluate (ASQE)-based learning approach.

In this study, the ASQE-based learning approach was applied to the learning activities to cultivate students’ IL, problem-solving awareness and critical thinking tendency. A total of 60 postgraduate students were invited to participate in this study. In addition, students’ perceptions of library-supported learning were analysed via drawing analysis.

Introducing ASQE-based learning into an IL learning activity promoted reflection and thought and had positive effects on students’ problem-solving awareness and on the critical thinking tendency of students with different levels of growth mindset. Additionally, the drawing analysis indicated that most of the students with low levels of growth mindset believed that learners should actively study in the library and students with higher levels of growth mindset preferred more motivating and enjoyable learning environments.

The findings of this study demonstrate that the ASQE-based learning approach can improve higher order thinking skills of students with different levels of growth mindset. In addition, this study examined the perceptions of students with different levels of growth mindset of library-supported learning via drawing analysis.

This study aims to investigate the influences of task-technology fit on university students’ attitudes towards ubiquitous library-supported learning when they use a mobile library app, Line@Library.

In this study, structural equation modelling to examine 158 valid questionnaires are used. The study aims to examine the effects of task-technology fit (TTF) on university students’ attitudes towards mobile learning (AML) when using Line@Library.

The results show that task-technology fit is an important role that influences the students’ attitudes towards mobile learning. The factor “technology characteristics” is considered when the students attempted to use the mobile app to solve problems or complete tasks. This study also found that the students responded with positive perceptions of the task-technology fit and had positive perceptions of its ease of use. Furthermore, usefulness, ease of use and affection of AML were found to be the most influential predictors of mobile library adoption intention.

From the perspective of learners, this study investigates the relationships of the combination of social media and a mobile library between TTF and AML. This study further found that not only ease of use, usefulness and affection but also task-technology fit can be a predictor that influences students’ attitudes towards mobile learning.

This study aims to develop a ubiquitous library for the visually impaired (ULVI) application (app) and to explore its usability by collecting feedback from visually impaired participants to analyse the problems they might encounter. Their suggestions for improving the app further are also reported.

A total of ten participants were recruited in the study. Ten tasks were assigned for the participants to complete using the ULVI app. The system usability scale was adopted to collect feedback on the app, and interviews were conducted to understand the participants’ usage behaviours and perceptions of the app.

The findings indicated that the participants provided positive evaluation of the usability of the app and addressed the functions that might need improvement. Above all, this app was regarded as having great potential. Suggestions and improvements are proposed based on the participants’ feedback.

In terms of the studies relevant to libraries and the visually impaired, few have evaluated the usability of the ULVI app from the perspectives of the visually impaired users. The ULVI app provides resources for the visually impaired and serves as the foundation for developing a more effective ULVI app.

The present study aims, by adopting bibliomining, to analyse the borrowing and collection records in self-service libraries at mass rapid transit stations in northern Taiwan to discover reader borrowing preferences and patterns.

The current study used data mining to analyse two years of book-borrowing information from self-service library stations; it made use of an association rule mining model and the bibliomining process to identify readers’ preferred books and to explore reader borrowing behaviours. In addition, the librarians’ perceptions of the proposed approach were also investigated.

The findings indicated that readers often borrowed books in the bibliographical classifications of Home economics; Medical sciences; Psychology; Commerce: administration and management; and Education in the self-service library stations. Based on the bibliomining results, 23 reader borrowing patterns as well as potential books favoured by readers were uncovered. In addition, the challenges of bibliomining and data mining applied to library operations are reported.

Among the studies on the application of self-service technologies in libraries, most examined the integration of the self-service system and investigated users’ opinions. The present study used borrowing records and collection records in self-service library stations to conduct bibliomining and to explore reader borrowing preferences and behaviours as references for collection development and book recommendation services.

The purpose of this paper is to present an innovative approach that is proposed for developing e‐libraries with metadata to meet the need of training observation and classification skills in a mobile learning environment.

A knowledge engineering approach is proposed to assist teachers in defining metadata of e‐libraries to meet the need of training observation and classification skills. Based on the innovative approach, an e‐library of butterfly and ecology has been developed. Moreover, an experiment was conducted from March‐April 2007 on the science course “Butterfly and Ecology” at an elementary school in Taiwan. There were two teachers and 35 students participated in the experiment.

Experimental results showed that the e‐library developed with the innovative approach is able to effectively support the training of observation and classification skills for elementary school students.

Currently, the innovative approach has only been applied to the training of observation and classification knowledge. Further studies will be needed to assist teachers in defining metadata of e‐libraries for other educational objectives, such as “analysis” (the ability to separate material or concepts into component parts so that its organizational structure may be understood), “synthesis” (the ability to put parts together to form a new whole) and “evaluation” (the ability to judge the value of material for a given purpose).

With the innovative approach, personalized supports can be provided as a guide for students' learning. Moreover, students are allowed to face the real objects with technology‐rich supports during the learning process.

This paper aims to propose an innovative approach to assist teachers in using electronic libraries to develop learning activities for context‐aware ubiquitous learning, in which the learning system can detect students' behaviors and guide them to learn in the real world with personalized support from the digital world.

An electronic library with context‐awareness metadata for supporting learning activities conducted in real‐world environments is presented. Furthermore, a systematic procedure for guiding teachers in employing the electronic library to develop learning activities is proposed based on an innovative approach.

From a practical application conducted on an elementary school, it is found that, with this innovative approach, electronic libraries not only have the potential in supporting traditional in‐class or online learning activities, but also can assist teachers and digital content workers in developing high quality learning activities and related digital learning materials to support outdoor learning.

The findings of this paper imply that, to promote the utilization rate of electronic libraries for more specified purposes, more features of the application domains need to be considered while designing the database schemas of the electronic libraries.

From the feedback of teachers and digital content workers, it is found electronic libraries have high potential for supporting outdoor learning activities for “Science” and “Social science” courses with proper database schema design and the provision of user guidance.

An electronic library for supporting context‐aware ubiquitous‐learning is presented and an innovative approach for guiding teachers to design learning activities is proposed.

This study proposes a mobile learning model that employs digital libraries to support investigative learning activities. A student‐centered mobile learning activity with self‐guided exploration for physical ecology observation has been conducted to demonstrate the benefits of using digital libraries to support investigation‐based ecology learning activities.

An investigation‐based mobile learning model is proposed and an experiment is designed to show the effectiveness of the learning model, in which the students are asked to answer a series of questions by observing the real‐world learning objects and searching for supplemental materials from a digital library.

The instructional experiment conducted in an elementary school with 64 sixth grade students shows that the innovative approach is able to improve the learning achievement, learning effectiveness, as well as the learning attitudes of the students.

The findings of this paper imply that the use of the investigative learning model will significantly promote the utilization rate of digital libraries.

An investigative model for using digital libraries to support mobile learning is proposed in this paper. It provides good guidance to teachers for designing learning activities with digital libraries, and a good way for students to learn, utilizing the materials in digital libraries.