When Students go Mobile: The Effects of Smartphones on Information Literacy and Academic Library ServicesKristen Yarmey-TylutkiStudents with smartphones think of them as leisure devices, not academic devices — only 11% in a recent survey. But this is likely to grow as libraries build more smartphone-ready content and services.2000 ACRL Information Competency Standards. Are these standards still relevant? Five standards — where are we on each one? How do smartphones effect information literacy?Standard One — determines the nature and extent of the information neededShould we provide access to high-value applications just as we provide access to high-value databases? For example, Netter’s Neuroscience is $40 for the iPhone; should we be licensing it for our populations?When others create applications using public information, who validates it? For example, there are two apps for the the World Factbook 2009. Neither produced by the government. What are risks?Standard Two — access information effectively and efficientlyExtracting information from sources and managing that information. Harder to do on mobile devices. But iPhone is beginning to do this pretty well through applications — such as Margins. Standard Three — reads text and extracts main ideasMobile devices allow students to read on the go, between other activities. Enables on-the-fly reading — but what about deep reading? Will they be able to process what they read? Should smartphone makers make a ‘quiet setting’ so that the user can’t be interrupted? Students may see information that renders well on a mobile device as more accurate than information that renders poorly. What you can use is better than what’s hard to use (i.e., the Google Scholar effect).Librarians should help ensure that course management systems are easily accessible via mobile devices. …

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