Transformation of educational roles of library-supported mobile learning: a literature review from 2009 to 2018

Abstract

Purpose This study aims to explore the transformation of the roles of libraries, application trends and potential research issues of library-supported mobile learning. Design/methodology/approach 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. Findings 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. Practical implications Five potential applications of educational roles in library-supported mobile learning are suggested based on the findings of the present study. Originality/value 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.