Purpose: The purpose of this paper is to assess how Canadian academic libraries have responded to the rapidly evolving mobile environment and to identify gaps in the services provided, while suggesting areas for future development. Methodology:We conducted an examination of the mobile content and services provided by the libraries of the member institutions of the Association of University and Colleges of Canada (AUCC). Based on this examination, we describe the current state of mobile librarianship in Canadian academic libraries. A review of the literature places the investigation in its broader context. Findings:Only 14% of AUCC libraries currently advertise some type of mobile web presence, with mobile websites being prevalent over downloadable apps. Examples of content and services are highlighted to illustrate current trends and to provide insight into future directions for developing mobile services. Practical implications:This study raises awareness of the importance of mobile technology for academic libraries and the need to address the lack of mobile content and services provided by most Canadian postsecondary institutions. We also identify best practices exhibited by the surveyed libraries.Originality/value: This is the first exploration of this type into how academic libraries in Canada have responded to the mobile environment. The value of this research is in helping libraries identify and address shortcomings in the mobile content and services they provide, and in highlighting efforts by libraries to address their users' needs in this area.

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to assess the response of Canadian academic libraries to the rapid proliferation of mobile application (apps), many of which are useful for research, teaching, and learning. Design/methodology/approach -A survey was conducted to identify existing initiatives that address the use of mobile apps to facilitate research, teaching, and learning at the libraries of the 97 member institutions of the Association of Universities and Colleges of Canada (AUCC). Based on this survey, this paper describes how apps are promoted, curated, organized, and described by today's academic libraries. A review of the literature places this survey in its broader context. Findings -In total, 37 per cent of AUCC member libraries include links to mobile apps in their web site. Larger, research-intensive universities, tend to leverage apps more frequently than smaller institutions. Examples of how academic libraries are promoting apps provide insight into how academic librarians are responding to the proliferation of mobile technology. Practical implications -The results of this survey highlight trends with regard to this emerging service opportunity, help to establish current best practices in the response of academic libraries to the emergence of mobile apps, and identify areas for potential future development. Originality/value -This is the first study of its kind to explore and describe how third-party apps are used and promoted within an academic library context.

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As higher education diversifies worldwide, academic librarians must adapt their information literacy initiatives to meet the needs of new populations. This paper explores the implementation of information literacy instruction and library services for diverse adult learners, in response to Cooke’s (2010) call for case studies on the relationship between andragogy and information literacy. Based on librarians’ success in reaching a previously underserved continuing education department, a variety of practical techniques for working with diverse students and instructors are discussed, with a focus on how learners’ characteristics inform the approaches. Effective techniques from adult education theory and information literacy practice are discussed in the context of outreach to continuing education learners. Librarians adapt instruction and communication strategies for students with varying levels of language, library, and technology skills; teach outside usual “business hours”; teach online; integrate information literacy outcomes in course curricula; tailor communication to students and instructors; and continually develop entirely new workshops based upon the content specific to continuing education programmes. Through these efforts, this unique group of students and instructors has been provided with previously unrealised access to information literacy training and library services. Challenges in outreach and teaching remain; however, the groundwork has been laid for a sustained liaison relationship. Future work will include systematic evaluation of successes and changing needs so that structured information literacy efforts, tailored for continuing education students, can evolve over time.

Purpose The purpose of this paper is to formally assess the training program received by information studies graduate students and the reference services they provided at a research-intensive university. Design/methodology/approach A qualitative content analysis was used to evaluate if graduate students incorporated the training they received in their provision of reference services. The students’ virtual reference transcripts were coded to identify the level of questions asked, if a reference interview occurred and if different teaching methods were used by the students in their interactions. The in-person reference transactions recorded by the students were coded for the level of questions asked. Findings The main findings demonstrate a low frequency of reference interviews in chat interactions with a presence in only 23 per cent of instances while showing that instructional methods are highly used by graduate student reference assistants and are present in 66 per cent of chat conversations. Originality/value This study is of interest to academic libraries who wish to partner with information studies programs and schools to offer graduate students valuable work experience. It aims to show the value that graduate students can bring to reference services. Furthermore, it highlights the importance of continuously developing training programs and assessing the performance of graduate students working in these roles.