Intro -- Future Directions in Digital Information: Predictions, Practice, Participation -- Copyright -- Contents -- List of figures and tables -- Foreword -- Preface -- Reference -- Contributors -- Author Biographies -- Acknowledgments -- Abbreviations -- 1 Future directions in digital information: Scenarios and themes -- 1.1 Introduction -- 1.2 COVID-19 -- 1.3 Environments and ecosystems -- digital disruption and paradigm shifts -- 1.4 Collections and services -- 1.5 Users, usage, e-valuation -- 1.6 Discovery and convergence: Improved quality and reduced cost -- 1.7 Digital and information literacy -- 1.8 Digital divides -- 1.9 Training, education, and development -- 1.10 Ready for the future? -- References -- Part One: Strategy and design -- 2 Current research information systems and institutional repositories: From data ingestion to convergence and merger -- 2.1 Introduction -- 2.2 Institutional repositories -- 2.3 Current research information systems -- 2.4 Convergence -- 2.4.1 Data from IR to CRIS -- 2.4.2 Data from CRIS to IR -- 2.4.3 Impact on both systems -- 2.4.4 From local to regional or national systems -- 2.5 Merger -- 2.5.1 CRIS with IR functionalities -- 2.5.2 IR with CRIS functionalities -- 2.6 Data quality -- 2.7 User acceptance -- 2.8 Future perspectives -- Acknowledgments -- References -- 3 Effective strategies for information literacy education: Combatting 'fake news' and empowering critical thinking -- 3.1 Introduction -- 3.2 Delivering learning -- 3.3 Learning environment -- 3.4 The creative use of pedagogic tools -- 3.5 Information provision -- 3.6 Information literacy -- 3.7 Ethical literacy -- 3.8 The continuum of digital risk in HE -- 3.9 Conclusion -- References -- 4 Designing library-based research data management services from bottom-up -- 4.1 Introduction -- 4.2 Literature review. 4.2.1 RDM support as a new library service -- 4.2.2 Researchers' perception of and practices in RDM -- 4.2.3 Library roles in RDM -- 4.3 RDM planning at HKUST Library -- 4.3.1 Consultation with research administrators -- 4.3.2 Funding -- 4.3.3 Strategic planning -- 4.3.4 Project status in spring 2020 -- 4.4 Points of reflection -- 4.4.1 Challenges and opportunities -- 4.4.2 Capacity building for library and librarians -- 4.4.3 Environment scan for leverage points -- 4.4.4 Engagement as a continuous process -- 4.4.5 Service design priorities and strategies -- 4.4.6 Flexibility and failure tolerance -- 4.5 A service design framework -- 4.6 Conclusion -- References -- Part Two: Who are the users? -- 5 The power of accessible knowledge: Universities, suppliers, and transparency in the information age -- 5.1 Introduction -- 5.2 The potential of digital text -- 5.2.1 For users -- 5.2.2 For business -- 5.3 The reality of digital text -- 5.4 Unearthing the reality, part 1: The 2016 Ebook Accessibility Audit -- 5.4.1 User perspectives, not technical standards -- 5.4.1.1 Robust and representative? -- 5.4.1.2 Sampling approach -- 5.4.1.3 Incidental benefits -- 5.4.1.4 The end of the beginning -- 5.5 Unearthing the reality, part 2: The 2018 ASPIRE project -- 5.5.1 Building on lessons learned -- 5.6 Community building-Purpose and process -- 5.7 Light touch survey -- 5.8 Statistically significant -- 5.9 Positively oriented -- 5.10 Staff development -- 5.10.1 The ASPIRE results: Information silence -- 5.11 Publishers -- 5.12 Platforms -- 5.12.1 Key takeaways from the ASPIRE project -- 5.12.2 Raising awareness -- 5.13 Website -- 5.14 ASPIRE awards -- 5.15 Conferences, journal articles, and blog posts -- 5.15.1 Seeking transparency: The challenges faced by content providers -- 5.15.2 A changing legal landscape -- 5.15.2.1 Meeting the accessibility requirement. 5.15.2.2 Requiring accessibility statements -- 5.15.2.3 Implications for procurement -- Library view-University of Liverpool -- 5.15.2.4 Publisher view-Kogan Page -- 5.16 Lasting impact -- 5.17 Building a sustainable future for the ASPIRE project -- 5.18 Conclusion -- References -- 6 Who is the online public library user? -- 6.1 Introduction -- 6.2 Background information -- 6.3 Method -- 6.4 The online public library user-Results and discussion -- 6.5 The online public library user's reading -- 6.6 The online public library user vs the public library visitor, and their different types of Internet activity -- 6.7 Conclusion -- References -- 7 Digital culture: The dynamics of incorporation -- 7.1 Introduction -- 7.2 Caught in between cultures -- 7.3 Practice, evidence, and impact -- 7.4 Digital information and family relationships -- 7.5 Projections -- 7.6 Conclusion -- References -- 8 Information behaviour in an online university -- 8.1 Introduction -- 8.2 Related work and theoretical framework -- 8.2.1 Information behaviour in the university context -- 8.2.2 Information behaviour and distance learning -- 8.3 Digital Visitors and Residents framework -- 8.4 Objectives and research questions -- 8.5 Methodology -- 8.5.1 Research design -- 8.5.2 Data collection -- 8.5.3 Data analysis -- 8.6 Results -- 8.6.1 Motivations for, and barriers to, using different information sources -- 8.6.2 Institutional resources beyond Google and Wikipedia -- 8.6.3 Social media -- 8.6.4 Humans as information sources -- 8.6.5 Strategies to cope with information overload -- 8.6.6 Expectations in regard to digital information services -- 8.7 Discussion -- 8.8 Conclusions -- Appendix -- Interview format for visitors and residents -- Background research questions: -- Introduction -- References -- Part Three: Where formal meets informal. 9 Mobile technology and use of educational games in HE -- 9.1 Introduction -- 9.2 Mobile learning in education -- 9.3 Use of games in education -- 9.4 Educational use of games in Library and Information Science -- 9.5 Conclusions -- References -- 10 The evolving role of library collections in the broader information ecosystem -- 10.1 Introduction -- 10.2 The current information environment -- 10.3 Strategy 1: Transforming purchasing -- 10.4 Strategy 2: Reevaluating and improving discovery and context tools -- 10.5 Strategy 3: Deeper integration with the curriculum -- 10.6 Conclusion: Balancing the bought library collection -- References -- 11 Social media as a professional development tool for academic librarians -- 11.1 Introduction -- 11.2 SM and academic libraries -- 11.3 How SM is used for professional development -- 11.4 SM in the workplace -- 11.5 Gender differences in SM usage -- 11.6 Age and SM usage -- 11.7 Research questions -- 11.8 The participants -- 11.9 Data collection and analysis -- 11.10 Results -- 11.11 Discussion -- 11.11.1 SM associations with demographic variables -- 11.11.2 Participant perceptions of SM for professional development -- 11.11.3 Knowledge of SM and access to resources -- 11.11.4 SM platforms -- 11.12 Limitations -- 11.13 Future research -- 11.14 Conclusion -- References -- Part Four: Applications and delivery -- 12 Closing the digital skills gap: Working with business to address local labour market policy -- 12.1 Mapping the landscape -- 12.2 HE policy -- 12.3 Evidencing the skills gap -- 12.4 Reacting to the labour market -- 12.5 Institutional context and initiatives -- 12.6 Opportunities and challenges in co-designing interventions with employers -- 12.7 Contextualization and engagement -- 12.8 Visioning the future -- 12.9 Conclusion -- References. 13a 'It's all online!' Creating digital study resources for orchestral musicians -- 13a.1 Orchestral beginnings -- 13a.2 Advances in technology -- 13a.3 The website -- 13a.4 Music readers -- 13a.5 Legal issues -- 13a.6 Conclusion -- Reference -- 13b Library acquisition, delivery, and discovery for a creative university -- 13b.1 Introduction -- 13b.2 The printed book at UAL -- 13b.3 Acquisitions and bibliographic activity -- 13b.4 Trends in e-content -- 13b.5 Shifting formats -- 13b.6 Conclusion -- References -- 13c Digital transformation trends in education -- 13c.1 Introduction -- 13c.2 Student and staff digital experience -- 13c.3 Traditional vs technological learning -- 13c.4 Value for money -- 13c.5 Emergence of new technologies and pedagogies -- 13c.6 Google and education -- 13c.7 Google Scholar -- 13c.8 Google and digital literacy -- 13c.9 Role of social media in education -- 13c.10 Web 2.0 -- 13c.11 Use of technology in special education -- 13c.12 Conclusion -- References -- 14 Transforming reference work into teaching: From a librarian to an information literacy-oriented university professor -- 14.1 Introduction -- 14.2 Dynamics of change for librarians -- 14.3 Career change -- 14.4 Information literacy, its practice, and instruments to assess initiatives -- 14.5 Instruments employed from a librarian's perspective (2013-17) -- 14.6 Results gathered as a librarian -- 14.6.1 Course for teachers -- 14.6.2 Course for first-semester undergraduate students -- 14.6.3 Interviews with partner teachers -- 14.7 Instrument employed from a teacher's perspective (2017-19) -- 14.8 Results gathered as a teacher -- 14.9 Conclusion -- References -- Part Five: New paradigms -- 15 Envisioning Education 4.0-A scenario planning approach to predicting the future -- 15.1 Macro trends in libraries and information science. 15.2 Education 4.0-The future of teaching and learning?.