Searching for "games library"
The Games and Gaming Roundtable is now accepting conference presentation proposals on games and gaming in libraries for the American Library Association Midwinter Conference, January 20-24, 2017 in Atlanta, Georgia. Presenters will be required to provide either a twenty-minute presentation with Q & A or an hour-long hands on workshop.
Proposals are due September 9th, 2016.
Please include the names and email addresses of the presenters, and the title, a short description, and 200 word abstract of your proposal.
If you have any questions please don’t hesitate to contact me at thematthewmurray@gmail.com.
Please pass this message on to any people you feel may find it relevant.
Regards,
Matthew Murray
Chair, GameRT Program Planning Committee
—
Email: thematthewmurray@gmail.com
Twitter: @MidniteLibrary
MLIS 2015, School of Library, Archival & Information Studies (SLAIS), UBC
Webmaster, ASIS&T Digital Libraries Special Interest Group
Digital Services Chair, BCLA Readers’ Advisory Interest Group
Blogs and other projects: thematthewmurray.weebly.com
Gergana Martinova, MLIS, Radostina Todorova, MLIS and Plamen Miltenoff, MLIS, Ph.D. will be presenting on June 10, 5:30AM local time, 12:30PM Central European time at the Western Balkan Information Literacy Conference.
http://www.slideshare.net/aidemoreto/greening-information-literacy-through-games
game consoles in the library
from the LITA listserv:
Hi LITA,
Do any of you have game consoles in your libraries?
We currently offer PS3 and xBox but recognize there’s a whole new generation available.
Our issue is that xBox1 works best connected to the Internet. This allows full game play but opens up some issues in a library environment. Is anyone already offering these? How do you deal with patrons logging into their personal accounts on the consoles and perhaps forgetting to log our therefore leaving them exposed? These accounts store credit card info and game winnings. What’s a library to do?
Thank you,
Madeleine Sturmer
IT Manager
Teton County Library
(307) 733-2164 x143
IT Dept x192
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College Gamers Battle for Scholarships
By Dian Schaffhauser 04/04/16
https://campustechnology.com/articles/2016/04/04/college-gamers-battle-for-scholarships.aspx
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More about games and gamification in the library in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=games&submit=Search
Based on the literature regarding games, gaming, gamification, game-based learning, and serious games, several clear trends emerge:
- Gaming and gamification in the sense of game-based learning is about using games and game-like tactics in the education process, for greater engagement and better learning outcomes. However, this is only the first level of such initiative. The second and higher level is about involving students in the game-building and gamification of the learning process (as per Vygotsky’s Zone of…) thus achieving student-centered and experiential learning.
- When hosting games and gaming in any library, “in-person” or electronic/online games are welcome but not sufficient to fulfill their promise, especially in an academic library. Per (1), an academic library has the responsibility to involve students and guide them in learning how to engage in the building process required in true game-based learning.
- Game-based learning, gaming and gamification in particular, in educational (academic library) settings must consider mobile devices and the BYOD movement in particular as intrinsic parts of the entire process. Approaching the initiative primarily by acquiring online “in-person” games, or game consoles has the same limited educational potential as only hosting games, rather than elevating the students to full guided engagement with game-based learning. If public relations and raised profile are the main goals for the academic library, such an approach is justified. If the academic library seeks to maximize the value of game-based learning, then the library must consider: a. gaming consoles, b. mobile devices as part of a BYOD initiative and c. cloud-based / social games, such as MineCraft, SimCity etc.
- Design for game-based learning, gaming and gamification in educational (academic library) settings must include multiple forms of assessment and reward, e.g. badges, leaderboards and/or certificates as an intrinsic part of the entire process. Merely hosting games in the academic library cannot guarantee true game-based learning. The academic library, as the forefront of a game-based learning initiative on campus, must work with faculty on understanding and fine tuning badges and similar new forms of assessment and reward, as they effectively implement large scale game-based learning, focused on the students’ learning gains.
Recommendations for LRS
- In regard to LRS, the gaming and gamification process must be organized and led by faculty, including housing and distributing the hardware, software and applications, when needed.
- The attached paper and the respective conclusions summarized in four points demand educational and experiential background, which is above the limits of the LRS staff. In addition, the LRS staff has clearly admitted that the pedagogical value of gaming and gamification is beyond their interest. This recommendation is not contradicting to the fact and opportunity for LRS staff to participate in the process and contribute to the process; it just negates the possibility of staff mandating and leading the process, since it will keep the gaming and gamification process on a very rudimentary level.
- The process must be further led by faculty with a terminal degree in education (Ph.D.) and experience in the educational field, since, as proved by the attached paper and 4 point conclusion, the goal is not a public-library type of hosting activities, but rather involving students in a pedagogically-sound creative process, with the respective opportunity for assessment and future collaboration with instructors across campus. This recommendation is not contradicting the fact and opportunity for LRS library faculty to participate actively in the process and contribute to the process. It just safeguards from restricting the process to the realm of “public-library” type of hosting activities, but failing to elevate them to the needs of an academic campus and connecting with instructors across campus.
- This conclusions adhere to and are derived from the document recommended by the LRS dean, discussed and accepted by LRS faculty in 2013 about new trends and directions in academic libraries, namely diversification of LRS faculty; breaking from the traditional library mold of including faculty from different disciplines with different opinions and ideas.
Gender, Identity, and Video Games
Thursday, February 19, 2015
Northrop — Best Buy Theater
Video game demos: 3-4:15pm
Discussion: 4:15-5:30pm
Join us for a discussion about the structural inequalities and prejudices present within the video games culture and industry from a variety of viewpoints. We will explore the ways underrepresented genders and races historically have been treated in technological sectors and how they are specifically manifested in video game culture. We will hear from scholars, students, and members of the broader community in the Twin Cities. Before the event, participate in a social exhibition of games made by students and local developers. Light refreshments will be provided.
http://ias.umn.edu/2015/02/19/games/
—
Amy Elizabeth Neeser
Research Services & Plant Sciences Librarian
Experts@Minnesota Communications Lead
University of Minnesota
85 Magrath Library
1984 Buford Ave | Saint Paul, MN 55108
(612) 624-7899
Laubersheimer, J., Ryan, D., & Champaign, J. (2016). InfoSkills2Go: Using Badges and Gamification to Teach Information Literacy Skills and Concepts to College-Bound High School Students. Journal of Library Administration, 56(8), 924.
https://www.academia.edu/21782837/InfoSkills2Go_Using_Badges_and_Gamification_to_Teach_Information_Literacy_Skills_and_Concepts_to_College_Bound_High_School_Students?email_work_card=title
From online trivia and virtual board games to complex first-person perspective video games and in-person scavenger hunts, libraries are creating games for a variety of purposes, including orientations and instruction (Broussard,2012; Mallon, 2013; Smith & Baker, 2011).
Although the line between gaming and gamification can be blurry, most scholars recognize differences. Games are interactive, involvechallenge, risk, and reward, and have rules and a goal (Pivec, Dziabenko, &Schinnerl, 2003; Becker, 2013). Gamification, on the other hand, utilizes spe-cific gaming elements, often interactivity and rewards, to make an ordinary task more engaging (Prince, 2013). The gamification layer is not the focus of an endeavor, but rather can add enjoyment and a sense of competition toa task.
Battista (2014) argues that well-executed badges could represent an authentic assessment tool, because they often require the student to tangibly demonstrate a skill, competency, or learning outcome.
Use of the badges helped the team organize the Web site and provided a hierarchy to follow once the steps for earning each badge were created.Each badge consists of three to six tasks. A task can be a tutorial, a video, a game, or a short reading assignment on a given topic. An assessment is given for each task
The fourth and final platform the group considered was BadgeOS fromLearningTimes. BadgeOS requires a WordPress installation BadgeOS was designed to work with Credly (https://credly.com/) and Mozilla Open Badges (http://openbadges.org/) as standard features.
LearnDash was the most useful plugin for the project beyond BadgeOS. Available for a reasonable fee, LearnDash adds tools and features that give WordPress the ability to be used as a complete learning management system(LMS).
Available for free under the GNU Public License, BuddyPress(https://buddypress.org/) is another plugin that was capable of integrating with BadgeOS as an extension. The advantage of BuddyPress for the project group was the addition of social media components and functionality to the project Web site.
Go-daddy.com offered comprehensive technical support, easy application instal-lation, and competitively priced hosting packages. A 3-year hosting agree-ment was purchased that included domain registration, unlimited storageand unlimited bandwidth.
compare to
practical application of D2L Brightspace badges for a chemistry course at SCSU
https://blog.stcloudstate.edu/ims/2019/11/06/mastery-of-library-instruction-badge/
Library Instruction Chem 151
The Next Wave of Edtech Will Be Very, Very Big — and Global
https://www-edsurge-com.cdn.ampproject.org/c/s/www.edsurge.com/amp/news/2021-07-30-the-next-wave-of-edtech-will-be-very-very-big-and-global
India’s Byju’s
Few companies have tackled the full range of learners since the days when Pearson was touted as the world’s largest learning company. Those that do, however, are increasingly huge (like PowerSchool, which had an IPO this week) and work across international borders.
Chinese education giants, including TAL and New Oriental.
The meteoric rise of Chinese edtech companies has dimmed recently as the Chinese government shifted regulations around online tutoring, in an effort to “protect students’ right to rest, improve the quality of school education and reduce the burden on parents.”
Acquisitions and partnerships are a cornerstone of Byju’s early learning programs: It bought Palo Alto-based Osmo in 2019, which combines digital learning with manipulatives, an approach the companies call “phygital.” For instance: Using a tablet’s camera and Osmo’s artificial intelligence software, the system tracks what a child is doing on a (physical) worksheet and responds accordingly to right and wrong answers. “It’s almost like having a teacher looking over you,
My note: this can be come disastrous when combined with the China’s “social credit” system.
By contrast, Byju’s FutureSchool (launched in the U.S. this past spring) aims to offer one-to-one tutoring sessions starting with coding (based in part on WhiteHat Jr., which it acquired in August 2020) and eventually including music, fine arts and English to students in the U.S., Brazil, the U.K., Indonesia and others. The company has recruited 11,000 teachers in India to staff the sessions
In mid-July, Byju’s bought California-based reading platform Epic for $500 million. That product opens up a path for Byju’s to schools. Epic offers a digital library of more than 40,000 books for students ages 12 and under. Consumers pay about $80 a year for the library. It’s free to schools. Epic says that more than 1 million teachers in 90 percent of U.S. elementary schools have signed up for accounts.
That raises provocative questions for U.S. educators. Among them:
- How will products originally developed for the consumer market fit the needs of schools, particularly those that serve disadvantaged students?
- Will there be more development dollars poured into products that appeal to consumers—and less into products that consumers typically skip (say, middle school civics or history curriculum?)
- How much of an investment will giants such as Byju’s put into researching the effectiveness of its products? In the past most consumers have been less concerned than professional educators about the “research” behind the learning products they buy. Currently Gokulnath says the company most closely tracks metrics such as “engagement” (how much time students spend on the product) and “renewals” (how many customers reup after a year’s use of the product.)
- How will products designed for home users influence parents considering whether to continue to school at home in the wake of viral pandemics?
CALL FOR PAPERS AND PROPOSALS
iLRN 2021: 7th International Conference of the Immersive Learning Research Network
May 17 to June 10, 2021, on iLRN Virtual Campus, powered by Virbela
… and across the Metaverse!
Technically co-sponsored by the IEEE Education Society,
with proceedings to be submitted for inclusion in IEEE Xplore(r)
Conference theme: “TRANSCEND: Accelerating Learner Engagement in XR across Time, Place, and Imagination”
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The 7th International Conference of the Immersive Learning Research Network (iLRN 2021) will be an innovative and interactive virtual gathering for a strengthening global network of researchers and practitioners collaborating to develop the scientific, technical, and applied potential of immersive learning. It is the premier scholarly event focusing on advances in the use of virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies to support learners across the full span of learning–from K-12 through higher education to work-based, informal, and lifelong learning contexts.
Following the success of iLRN 2020, our first fully online and in-VR conference, this year’s conference will once again be based on the iLRN Virtual Campus, powered by VirBELA, but with a range of activities taking place on various other XR simulation, gaming, and other platforms. Scholars and professionals working from informal and formal education settings as well as those representing diverse industry sectors are invited to participate in the conference, where they may share their research findings, experiences, and insights; network and establish partnerships to envision and shape the future of XR and immersive technologies for learning; and contribute to the emerging scholarly knowledge base on how these technologies can be used to create experiences that educate, engage, and excite learners.
Note: Last year’s iLRN conference drew over 3,600 attendees from across the globe, making the scheduling of sessions a challenge. This year’s conference activities will be spread over a four-week period so as to give attendees more opportunities to participate at times that are conducive to their local time zones.
##### TOPIC AREAS #####
XR and immersive learning in/for:
Serious Games • 3D Collaboration • eSports • AI & Machine Learning • Robotics • Digital Twins • Embodied Pedagogical Agents • Medical & Healthcare Education • Workforce & Industry • Cultural Heritage • Language Learning • K-12 STEM • Higher Ed & Workforce STEM • Museums & Libraries • Informal Learning • Community & Civic Engagement • Special Education • Geosciences • Data Visualization and Analytics • Assessment & Evaluation
##### SUBMISSION STREAMS & CATEGORIES #####
ACADEMIC STREAM (Refereed paper published in proceedings):
– Full (6-8 pages) paper for oral presentation
– Short paper (4-5 pages) for oral presentation
– Work-in-progress paper (2-3 pages) for poster presentation
– Doctoral colloquium paper (2-3 pages)
PRACTITIONER STREAM (Refereed paper published in proceedings):
– Oral presentation
– Poster presentation
– Guided virtual adventures
– Immersive learning project showcase
NONTRADITIONAL SESSION STREAM (1-2 page extended abstract describing session published in proceedings):
– Workshop
– Special session
– Panel session
##### SESSION TYPES & SESSION FORMATS #####
– Oral Presentation: Pre-recorded video + 60-minute live in-world discussion with
others presenting on similar/related topics (groupings of presenters into sessions determined by Program Committee)
– Poster Presentation: Live poster session in 3D virtual exhibition hall; pre-recorded video optional
– Doctoral Colloquium: 60-minute live in-world discussion with other doctoral researchers; pre-recorded video optional
– Guided Virtual Adventures: 60-minute small-group guided tours of to various social and collaborative XR/immersive environments and platforms
– Immersive Learning Project Showcase: WebXR space to assemble a collection of virtual artifacts, accessible to attendees throughout the conference
– Workshop: 1- or 2-hour live hands-on session
– Special Session: 30- or 60-minute live interactive session held in world; may optionally be linked to one or more papers
– Panel Session: 60-minute live in-world discussion with a self-formed group of 3-5 panelists (including a lead panelist who serves as a moderator)
Please see the conference website for templates and guidelines.
##### PROGRAM TRACKS #####
Papers and proposals may be submitted to one of 10 program tracks, the first nine of which correspond to the iLRN Houses of application, and the tenth of which is intended for papers making knowledge contributions to the learning sciences, computer science, and/or game studies that are not linked to any particular application area:
Track 1. Assessment and Evaluation (A&E)
Track 2. Early Childhood Development & Learning (ECDL)
Track 3. Galleries, Libraries, Archives, & Museums (GLAM)
Track 4. Inclusion, Diversity, Equity, Access, & Social Justice (IDEAS)
Track 5. K-12 STEM Education
Track 6. Language, Culture, & Heritage (LCH)
Track 7. Medical & Healthcare Education (MHE)
Track 8. Nature & Environmental Sciences (NES)
Track 9. Workforce Development & Industry Training (WDIT)
Track 10. Basic Research and Theory in Immersive Learning (not linked to any particular application area)
##### PAPER/PROPOSAL SUBMISSION & REVIEW #####
Papers for the Academic Stream and extended-abstract proposals for the Nontraditional Session Stream must be prepared in standard IEEE double-column US Letter format using Microsoft Word or LaTeX, and will be accepted only via the online submission system, accessible via the conference website (from which guidelines and templates are also available).
Proposals for the Practitioner Stream are to be submitted via an online form, also accessible from the conference website.
A blind peer-review process will be used to evaluate all submissions.
##### IMPORTANT DATES #####
– Main round submission deadline – all submission types welcome: 2021-01-15
– Notification of review outcomes from main submission round: 2021-04-01
– Late round submission deadline – Work-in-progress papers, practitioner presentations, and nontraditional sessions only: 2021-04-08
– Camera-ready papers for proceedings due – Full and short papers: 2021-04-15
– Presenter registration deadline – Full and short papers (also deadline for early-bird registration rates): 2021-04-15
– Notification of review outcomes from late submission round: 2021-04-19
– Camera-ready work-in-progress papers and nontraditional session extended abstracts for proceedings due; final practitioner abstracts for conference program due: 2021-05-03
– Presenter registration deadline – Work-in-progress papers, practitioner presentations, and nontraditional sessions: 2021-05-03
– Deadline for uploading presentation materials (videos, slides for oral presentations, posters for poster presentations): 2021-05-10
– Conference opening: 2021-05-17
– Conference closing: 2021-06-10
*Full and short papers can only be submitted in the main round.
##### PUBLICATION & INDEXING #####
All accepted and registered papers in the Academic Stream that are presented at iLRN 2021 and all extended abstracts describing the Nontraditional Sessions presented at the conference will be published in the conference proceedings and submitted to the IEEE Xplore(r) digital library.
Content loaded into Xplore is made available by IEEE to its abstracting and indexing partners, including Elsevier (Scopus, EiCompendex), Clarivate Analytics (CPCI–part of Web of Science) and others, for potential inclusion in their respective databases. In addition, the authors of selected papers may be invited to submit revised and expanded versions of their papers for possible publication in the IEEE Transactions on Learning Technologies (2019 JCR Impact Factor: 2.714), the Journal of Universal Computer Science (2019 JCR Impact Factor: 0.91), or another Scopus and/or Web of Science-indexed journal, subject to the relevant journal’s regular editorial and peer-review policies and procedures.
##### CONTACT #####
More on Virbela in this IMS blog
https://blog.stcloudstate.edu/ims?s=virbela
Emerging Trends and Impacts of the Internet of Things in Libraries
https://www.igi-global.com/gateway/book/244559
Chapters:
Holland, B. (2020). Emerging Technology and Today’s Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 1-33). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch001
The purpose of this chapter is to examine emerging technology and today’s libraries. New technology stands out first and foremost given that they will end up revolutionizing every industry in an age where digital transformation plays a major role. Major trends will define technological disruption. The next-gen of communication, core computing, and integration technologies will adopt new architectures. Major technological, economic, and environmental changes have generated interest in smart cities. Sensing technologies have made IoT possible, but also provide the data required for AI algorithms and models, often in real-time, to make intelligent business and operational decisions. Smart cities consume different types of electronic internet of things (IoT) sensors to collect data and then use these data to manage assets and resources efficiently. This includes data collected from citizens, devices, and assets that are processed and analyzed to monitor and manage, schools, libraries, hospitals, and other community services.
Makori, E. O. (2020). Blockchain Applications and Trends That Promote Information Management. In Holland, B. (Eds.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 34-51). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch002Blockchain revolutionary paradigm is the new and emerging digital innovation that organizations have no choice but to embrace and implement in order to sustain and manage service delivery to the customers. From disruptive to sustaining perspective, blockchain practices have transformed the information management environment with innovative products and services. Blockchain-based applications and innovations provide information management professionals and practitioners with robust and secure opportunities to transform corporate affairs and social responsibilities of organizations through accountability, integrity, and transparency; information governance; data and information security; as well as digital internet of things.
Hahn, J. (2020). Student Engagement and Smart Spaces: Library Browsing and Internet of Things Technology. In Holland, B. (Eds.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 52-70). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch003The purpose of this chapter is to provide evidence-based findings on student engagement within smart library spaces. The focus of smart libraries includes spaces that are enhanced with the internet of things (IoT) infrastructure and library collection maps accessed through a library-designed mobile application. The analysis herein explored IoT-based browsing within an undergraduate library collection. The open stacks and mobile infrastructure provided several years (2016-2019) of user-generated smart building data on browsing and selecting items in open stacks. The methods of analysis used in this chapter include transactional analysis and data visualization of IoT infrastructure logs. By analyzing server logs from the computing infrastructure that powers the IoT services, it is possible to infer in greater detail than heretofore possible the specifics of the way library collections are a target of undergraduate student engagement.
Treskon, M. (2020). Providing an Environment for Authentic Learning Experiences. In Holland, B. (Eds.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 71-86). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch004The Loyola Notre Dame Library provides authentic learning environments for undergraduate students by serving as “client” for senior capstone projects. Through the creative application of IoT technologies such as Arduinos and Raspberry Pis in a library setting, the students gain valuable experience working through software design methodology and create software in response to a real-world challenge. Although these proof-of-concept projects could be implemented, the library is primarily interested in furthering the research, teaching, and learning missions of the two universities it supports. Whether the library gets a product that is worth implementing is not a requirement; it is a “bonus.”
Rashid, M., Nazeer, I., Gupta, S. K., & Khanam, Z. (2020). Internet of Things: Architecture, Challenges, and Future Directions. In Holland, B. (Ed.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 87-104). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch005The internet of things (IoT) is a computing paradigm that has changed our daily livelihood and functioning. IoT focuses on the interconnection of all the sensor-based devices like smart meters, coffee machines, cell phones, etc., enabling these devices to exchange data with each other during human interactions. With easy connectivity among humans and devices, speed of data generation is getting multi-fold, increasing exponentially in volume, and is getting more complex in nature. In this chapter, the authors will outline the architecture of IoT for handling various issues and challenges in real-world problems and will cover various areas where usage of IoT is done in real applications. The authors believe that this chapter will act as a guide for researchers in IoT to create a technical revolution for future generations.
Martin, L. (2020). Cloud Computing, Smart Technology, and Library Automation. In Holland, B. (Eds.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 105-123). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch006As technology continues to change, the landscape of the work of librarians and libraries continue to adapt and adopt innovations that support their services. Technology also continues to be an essential tool for dissemination, retrieving, storing, and accessing the resources and information. Cloud computing is an essential component employed to carry out these tasks. The concept of cloud computing has long been a tool utilized in libraries. Many libraries use OCLC to catalog and manage resources and share resources, WorldCat, and other library applications that are cloud-based services. Cloud computing services are used in the library automation process. Using cloud-based services can streamline library services, minimize cost, and the need to have designated space for servers, software, or other hardware to perform library operations. Cloud computing systems with the library consolidate, unify, and optimize library operations such as acquisitions, cataloging, circulation, discovery, and retrieval of information.
Owusu-Ansah, S. (2020). Developing a Digital Engagement Strategy for Ghanaian University Libraries: An Exploratory Study. In Holland, B. (Eds.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 124-139). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch007This study represents a framework that digital libraries can leverage to increase usage and visibility. The adopted qualitative research aims to examine a digital engagement strategy for the libraries in the University of Ghana (UG). Data is collected from participants (digital librarians) who are key stakeholders of digital library service provision in the University of Ghana Library System (UGLS). The chapter reveals that digital library services included rare collections, e-journal, e-databases, e-books, microfilms, e-theses, e-newspapers, and e-past questions. Additionally, the research revealed that the digital library service patronage could be enhanced through outreach programmes, open access, exhibitions, social media, and conferences. Digital librarians recommend that to optimize digital library services, literacy programmes/instructions, social media platforms, IT equipment, software, and website must be deployed. In conclusion, a DES helps UGLS foster new relationships, connect with new audiences, and establish new or improved brand identity.
Nambobi, M., Ssemwogerere, R., & Ramadhan, B. K. (2020). Implementation of Autonomous Library Assistants Using RFID Technology. In Holland, B. (Ed.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 140-150). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch008This is an interesting time to innovate around disruptive technologies like the internet of things (IoT), machine learning, blockchain. Autonomous assistants (IoT) are the electro-mechanical system that performs any prescribed task automatically with no human intervention through self-learning and adaptation to changing environments. This means that by acknowledging autonomy, the system has to perceive environments, actuate a movement, and perform tasks with a high degree of autonomy. This means the ability to make their own decisions in a given set of the environment. It is important to note that autonomous IoT using radio frequency identification (RFID) technology is used in educational sectors to boost the research the arena, improve customer service, ease book identification and traceability of items in the library. This chapter discusses the role, importance, the critical tools, applicability, and challenges of autonomous IoT in the library using RFID technology.
Priya, A., & Sahana, S. K. (2020). Processor Scheduling in High-Performance Computing (HPC) Environment. In Holland, B. (Ed.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 151-179). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch009Processor scheduling is one of the thrust areas in the field of computer science. The future technologies use a huge amount of processing for execution of their tasks like huge games, programming software, and in the field of quantum computing. In real-time, many complex problems are solved by GPU programming. The primary concern of scheduling is to reduce the time complexity and manpower. Several traditional techniques exit for processor scheduling. The performance of traditional techniques is reduced when it comes to the huge processing of tasks. Most scheduling problems are NP-hard in nature. Many of the complex problems are recently solved by GPU programming. GPU scheduling is another complex issue as it runs thousands of threads in parallel and needs to be scheduled efficiently. For such large-scale scheduling problems, the performance of state-of-the-art algorithms is very poor. It is observed that evolutionary and genetic-based algorithms exhibit better performance for large-scale combinatorial and internet of things (IoT) problems.
Librarians are beginning to offer virtual reality (VR) services in libraries. This chapter reviews how libraries are currently using virtual reality for both consumption and creation purposes. Virtual reality tools will be compared and contrasted, and recommendations will be given for purchasing and circulating headsets and VR equipment. Google Tour Creator and a smartphone or 360-degree camera can be used to create a virtual tour of the library and other virtual reality content. These new library services will be discussed along with practical advice and best practices for incorporating virtual reality into the library for instructional and entertainment purposes.
Heffernan, K. L., & Chartier, S. (2020). Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier. In Holland, B. (Ed.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 194-210). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch011Two librarians at a University in New Hampshire attempted to integrate gamification and mobile technologies into the exploration of, and orientation to, the library’s services and resources. From augmented reality to virtual escape rooms and finally an in-house app created by undergraduate, campus-based, game design students, the library team learned much about the triumphs and challenges that come with attempting to utilize new technologies to reach users in the 21st century. This chapter is a narrative describing years of various attempts, innovation, and iteration, which have led to the library team being on the verge of introducing an app that could revolutionize campus discovery and engagement.
Miltenoff, P. (2020). Video 360 and Augmented Reality: Visualization to Help Educators Enter the Era of eXtended Reality. In Holland, B. (Eds.),
Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 211-225). IGI Global.
http://doi:10.4018/978-1-7998-4742-7.ch012The advent of all types of eXtended Reality (XR)—VR, AR, MR—raises serious questions, both technological and pedagogical. The setup of campus services around XR is only the prelude to the more complex and expensive project of creating learning content using XR. In 2018, the authors started a limited proof-of-concept augmented reality (AR) project for a library tour. Building on their previous research and experience creating a virtual reality (VR) library tour, they sought a scalable introduction of XR services and content for the campus community. The AR library tour aimed to start us toward a matrix for similar services for the entire campus. They also explored the attitudes of students, faculty, and staff toward this new technology and its incorporation in education, as well as its potential and limitations toward the creation of a “smart” library.
The ACRL Technical Interest Group invites you to join us virtually for two
presentations on
Date: Tuesday, June 23rd
Time: 12 PM (CDT)/1 PM (
Place: Zoom
The following will be 20 minute presentations with a 5 minute question
session:
Cataloging Virtual Reality programming: why and how
Joy DuBose, Assistant Professor, Special Collections Cataloger at Mississippi
State University Libraries
When video games really came to the forefront, there were arguments as to
whether these materials should be offered by libraries and whether or not they
should be cataloged. Now with the appearance of virtual reality (VR), which
has games and programming that are mostly in digital format, these arguments
are returning. Many libraries are questioning whether or not to add this
technology, and whether to catalog it.
While VR has taken off in many ways in the public arena, libraries are
somewhat slower to do so. The Mitchell Memorial Library at Mississippi State
University has embraced VR. Through the library students, faculty, and non-
university affiliates can experience VR on several different systems. However,
questions were soon raised on how exactly do we catalog VR programming? This
presentation examines the question of should these materials be cataloged, the
different questions that arose during the process, and the workflow that was
created to catalog these materials.
Register in advance for this webinar:
After registering, you will receive a confirmation email containing
information about joining the webinar.
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more on VR in libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+libraries