I thought I would bring together a few tools or sites that I had played with over the last year:

• QR codes
• Cartoons
• Animoto
  
• Crosswords
• Quizzes

QR codes

The basics of these have already been covered by Sam. I have been following examples of use, from US studies of their potential, to commercial uses such as Google’s ‘Favorite Places’. I also tried things out using my work mobile phone, and was impressed at how easy it was. You just have to download some software to your phone if it isn’t already on there (I used QuickMark software but I have also heard good things about the Kaywa Reader). Then you can point your phone camera at QR codes and in a fraction of a second the code is deciphered and displayed on the screen. You can make your own (e.g. try here or here), or point at the code below.

How might libraries use QR codes? Below are a few ideas:

• QR code on textbooks in the library – scan to get a subject guide to resources that area (e.g. catering), including classmarks to look at, core texts, useful magazines, websites etc.
• Fiction collections – scan the code to get the e-book version, e.g. from
  Project Gutenberg if it is a classic text.
• Reference collection book – scan the code to go through to a reference
  website on that subject (e.g. online dictionary or style guide), or the library’s own virtual reference collection.
• Posters linking to the relevant web pages. Or notice boards could have
  QR codes next to headlines, which when scanned take the user through to a blog entry on that subject.
• Used as part of induction, for an innovative quiz where there are blocks of QR code information around the library, with a sort of treasure hunt following QR code clues on signs and hidden in some books. Students would be lent a phone if they don’t have their own. The hunt would involve using library resources such as the OPAC, and only if things are done in the correct order will they get the correct final code (which might open a safe; be a classmark for a book with a voucher in; it could be a map reference; or something more imaginative).
• Library cards could have QR codes with user information on, or to take the user to their library account on their phone so they can renew books etc (after some other form of authentication too, of course).
• Other uses for QR codes on a physical item, enabling users to see the
  catalogue record, reviews, similar items etc.
• On the OPAC so users can get locations, classmarks and item details onto their phone for finding item on shelves, or adding to bibliographies. This was done at Aberystwyth University as one of the mobile phone enhancements (the OPAC also has the ability to send an SMS with item details to a mobile phone). To view the QR code function, search the OPAC then click on the “QR code” link in the “Availability” section when viewing a record.
• To provide context specific help and information in the library, as
  at Huddersfield University.

Will any of this be commonplace in LRCs in 5 years? Let me know if you are
using them yourself!

Update 27 April 2010: I have just become aware of this article by Andrew Walsh, ‘Quick response codes and libraries’ (2009).

Cartoons

Librarians are always looking for ways to get information across to users. Pictorial methods are attractive, but not many of us have any artistic talent. That is where sites like Bitstrips come in, since with Bitstrips it is easy and quick to create a cartoon. You can design your own characters to appear in it, or use the hundreds that are provided on the site already. The system is easy to use – pose the figure, choose a facial expression, stick some props in the background, and add a text or speech bubble; then tweak until you are happy with it. The end result is that you can link to the cartoon on Bitstrips, or download it as an image to use in newsletters and on notice boards. Bitstrips are obviously aware of educational uses, since they have recently launched ‘Bitstrips for Schools‘.

I created a few for my RSC Wales job, see the RSC Wales LR Netvibes account. Also in my other role at Aberystwyth University, to promote our federated search tool. The fact that it is so easy to edit the cartoons means it is simple to go back in and create a Welsh version.

Animoto

I have always been a fan of Animoto. It is a site that lets you upload images and select music, and they get mixed together into a video slideshow which can then be viewed online, embedded on a webpage, or downloaded. In the early days you had to add words to an image yourself if you wanted text, but nowadays there are options to include titles and subtitles, and even to incorporate video clips. The basic version which creates short 60 second clips is free to use; however I took out a subscription so that I can create videos of any length.

I have used Animoto in various ways.

• Sometimes when I am doing a teaching session I like to have looped music and video playing as people come in and settle down: to help create an informal atmosphere, act as a border between the ‘outside world’ and the session proper, and possibly to raise some questions in advance of the session. This is an example I used in a session I ran on using multimedia resources.
• An attractive way of getting a simple message across.
• To promote a new service (ac yn Saesneg)
• As an ‘attract mode’ running on a laptop when you are on a stall e.g. a recent stall I ran demonstrating e-book readers had this animation playing to pull people over.
• A fun way of introducing people with photos and names.
• For your own projects outside of work e.g. presenting a poem, holiday snapshots.

Crosswords

LRCs often like to offer quizzes as ways of summarising information or reinforcing it later. Crosswords are an easy way to do this, something some users might enjoy (though they shouldn’t be over-used, and many students will hate them – it is just an alternative way of giving information). Creating a crossword by hand is a daunting task, and thankfully unnecessary! Lots of software is available. My favourite is Eclipse Crossword, which is free and simple to use, yet powerful and fast. If you haven’t tried it before, why not incorporate a quick crossword into one of your information literacy sessions, leaflets, inductions or competitions, or use one as part of a promotion of resources and services?

Quizzes

At the end of a teaching session it is good to include some way of reviewing the content. Institutions with voting systems or interactive whiteboards can use those, but there are many other options for running a quiz. One of my favourites at the moment is ‘Multiple Choice Quiz Creator‘, which resembles ‘Who Want To Be A Millionaire?’ in format and sounds. I like the fact that you only need a laptop/PC, speakers, and (ideally) a projector. Sometimes I get a student to take part, helped by the rest of the people at the session; sometimes I get people to call out answers; other times I put the lecturer on the hotspot (depending on the vibe of the session and how relaxed people are!) It has proven to be a fun way to finish off with a laugh, with a prize of some sort for the winner (e.g. a USB memory stick or some pens). The quizzes are free to play (since the display software has no limits), but the quiz creator programme itself is only free for thirty days. You can download sample quizzes here if you want to try it out.

With Devolve Me, a student can upload a photo and see themself as they might have looked millions of years ago. It is a good example of the many small, single-function teaching and learning sources that can tie into a lesson whilst also being fun for the students.

In the interests of research I had a go myself, moving backwards through time. I am sure H.G. Wells would approve.

Homo heidelbergensis (500,000 years ago):

Homo erectus (1.8 million years ago):

Homo habilis (2.2 million years ago):

Australopithecus afarensis (3.7 million years ago):

It has obvious implications for students on courses that include elements of history, anthropology, life science, photography and the environment, so is worth adding to resource lists for courses that cover those subjects, as well as promoting it to the staff and students on those courses.

The resource is likely to grow over time – my favourite two images so far are reproduced below.

Bothy the dog in his polar gear

Jeans frozen into a standing position

Visit the site at http://www.freezeframe.ac.uk/.

Press Release: 150 years of polar expedition photos available online

Today, 4th March 2009, sees more than 20,000 photos from 150 years of polar expeditions available online. These images have been made accessible by the Scott Polar Research Institute, thanks to a digitisation programme funded by JISC.

As part of the preservation programme, negatives, daguerreotypes and lantern slides, which form part of a rich but fragile archive held by the Scott Polar Research Institute at the University of Cambridge, are now available to scientists, researchers, scholars and members of the public.

As well as being able to view a range of images, including Herbert Ponting’s glass plate negatives from the 1910-13 British Antarctic Expedition, that are so fragile  they will never be on public display, visitors to the website will also be able to read extracts from diaries, expedition reports, letters and other personal papers of expedition members.

Polar Explorer Pen Hadow, who is currently leading the Catlin Arctic Survey which will determine the likely meltdown date of the ice cap, said: “The Freeze Frame archive is invaluable in charting changes in the polar regions. Making the material available to all will help with further research into scientific studies around global warming and climate change.”

Heather Lane, Librarian and Keeper of Collections at the Scott Polar Research Institute, said: “The digitisation of these historic photographs allows the Scott Polar Research Institute’s resources to reach a wider learning community than ever before. Without this JISC-funded project we risked losing some of the most fragile of items forever and certainly wouldn’t be able to give so many people access to otherwise hidden collections that can further the study of polar environments.”

Alistair Dunning, Digitisation Programme Manager at JISC, added: “This is one of over a dozen JISC-funded projects which aim to take valuable content that is not easily accessible by scholars or other interested parties and make it available to all. Freeze Frame will provide an unparalleled record of the living conditions and scientific findings of the explorers which can be used by learners today studying everything from photography and nutrition to global warming and glaciology.”

A new exhibition, Face to Face, featuring some of the historic photographic portraits discovered during the Freeze Frame project, is currently on a UK tour and opens at Discovery Point, Dundee on 7th March.

For additional information visit www.jisc.ac.uk or the Freeze Frame archive.

Please see the TASI press release below for details of a new guide to finding digital images – possibly useful to ourselves and teaching staff, as well as our users!

As usual, it has been added to our delicious account:
http://delicious.com/rscwales and http://delicious.com/rscwales/images (for the contents of the images tag alone).

‘Internet for Image Searching‘ is a new, free-to-use online tutorial to assist staff and students within the education sphere in locating images for use in both teaching and learning.The emphasis of the tutorial is on finding copyright cleared images which are available free; facilitating quick, hassle-free access to a vast range of online photographs and other visual resources.Sharon Waller from the HEA/JISC Collaboration commented on the new tutorial saying “This tutorial is an excellent resource for anyone needing to know more about where and how to find images online.  The fact that it concentrates on copyright cleared images will make it even more valuable for busy learning and teaching professionals, researchers and students alike.  It will also serve to inspire confidence in those needing to use images from the web in their work.”

This tutorial has been created by TASI – the JISC Advisory Service for digital media and Intute as part of the Intute: Virtual Training Suite. The tutorial was funded and supported by the Higher Education Academy / JISC Collaboration Initiative.