It is clear that the mobile web and mobile devices are starting to play a growing role in the provision of many library services. Despite the initial lag in establishing even a mobile university webpage, several librarians have already published practical and general introductions to mobile services.¹⁰ While a complete review of mobile web literature is beyond the scope of this literature review, there are many good summaries. Jason Griffey has produced a simple yet thorough introduction to a library looking to expand into simple or extensive mobile web projects.¹¹ This practical guide is reinforced by Jim Hahn's 2008 article, which includes a literature review of mobile projects.¹² Finally, an expanding source is M-Libraries, which is part of Meredith Farkas’ Lib Success wiki.¹³ This serves as an up to date record of mobile literature and mobile projects in libraries. While the literature about mobile projects is obviously growing rapidly, it is clear, however, that many mobile web studies are tech-centric, focusing on what the technology can achieve rather than changes in user behavior and focus.

In an insightful piece, Aldrich cautions against the tech-centric approach by looking comparatively at how users and designers approach information sharing and gathering on the mobile web versus the full web.¹⁴ For him, using the full web is more akin to an analog task; a contextual, linear process with few pauses. An example of this would be surfing the Internet. While one might visit a specific site, it is easy to move from site to site, browsing for related information. Using the mobile web, however, is more of a digital task; a discontinuous, decontextualized action that could be spread across people, places and time. An example of this is using a software application (app) on a smart phone. An app “condenses information into prepackaged forms” creating a specific tool for a specific information need.¹⁵ As users become more accustomed to the efficient information gathering app model, they become accustomed to reducing “the cognitive load associated with finding and processing information.”¹⁶ In other words, users expect to access the mobile web for a short period to obtain specific information or to perform specific tasks. This paradigm shift in information use is also reflected in current literature on signage. Char Booth implemented a point of need information kiosk at Ohio University in response to the “massive paradigm shift in information use patterns and a consequent repositioning of library-related expectations and needs” as well as the intimidating size and range of resources found in the physical library.¹⁷ She perceived that libraries would no longer be able to rely on static service points, and advocated a move toward providing service “where, when, and how users desire it.”¹⁸ These findings provide part of the theoretical underpinnings of the concepts behind QR codes.

QR Codes literature forms a small part of the mobile web. Despite the popularity of QR Codes in Japan, adoption of mobile barcodes, and consequently literature describing their use, has been limited in the English-speaking world. While the long term use and adoption of QR codes remains to be seen, more groups in business and academia have started to explore how QR codes could be used.

Much of the early English language academic research has come from the United Kingdom, and specifically from the University of Huddersfield and the University of Bath. For a general overview, Andrew Ramsden provides a preliminary analysis of the potential of QR Codes in academia while Andrew Walsh is the first to examine QR feasibility in a library setting.¹⁹ In the United States, Jeff Wisniewski provides a thoughtful introduction to QR Codes for academic libraries, and Paula MacKinnon and Cathy Sanford's paper on QR code implementation serves public libraries.²⁰ Within this literature, library services promoted using QR Codes fall into several intersecting categories. These include using QR Codes to bridge the physical and the virtual world; to provide information at the point of need; and to aid assessment.

The current separation of the online and the physical library and the desire to unite the two drives much of the QR literature. Wisniewski goes as far as pointing out that there is still a certain digital divide between online and physical resources, which contributes to a lower quality user experience of the library. For him, it is essential that librarians leverage “the insights we've gained from our experiences in our online world, as well as with our electronic products and services, in order to provide users a high-quality, low-friction experience.”²¹ Walsh tends to agree with this, stating more explicitly that while libraries have created numerous online help resources, there is often “minimal embedding of these online resources within the physical world” to help users navigate the physical world competently.²² He further states that where help is provided it tends to be very generic, e.g. one service point/help desk.

Conversation about the convergence of the online and the physical world dates back to the early nineteen nineties. An early proponent, George Fitzmaurice predicted that small portable devices would eventually provide a “bridge … between the computer synthesized information spaces and physical objects,” and that by using retrieval cues to associate electronic information with physical objects, librarians would be able to provide situated information spaces that help “understanding of the organization of the space and … improve user orientation.”²³ More recently and more prosaically, Wisniewski highlights that linking physical and online objects makes a great deal of marketing and business sense. He points out that librarians have spent a great deal of time, effort and money to create online spaces and that librarians should leverage “our electronic universes in our physical spaces” to maximize ROI.²⁴

There are many ways to link the physical and virtual library. The most popular use of QR codes in the literature is to link physical elements of the library with their electronic counterparts. For example, the University of Huddersfield uses QR codes to link current periodicals with electronic versions, as well as providing online tutorials at service points such as copiers and copy card machines.²⁵ The Technical University of Catalonia employs QR codes to store computer log in information while Contra Costa Library applies QR codes to link popular book collections to readers’ advisory materials online.²⁶ Wisniewski (2010) mentions the possibility of embedding QR codes in books that link to the renewal function of the catalog.²⁷

The use of QR codes on physical locations outside the library is also growing. Miquel Codina Vila and Wisniewski mention including QR codes on publicity posters to allow patrons to link seamlessly to the event details or further information such as video and audio.²⁸ Wisniewski and Ramsden talk of using QR codes as a business card, to enable patrons to store librarian contact details, for example.²⁹ Wisniewski also suggests providing a quick “snap to download” link to a library app.³⁰ Contra Costa Library is the most advanced in its use of QR codes on public transport systems to allow patrons to download audiobooks.³¹

Linking from the library's electronic resources to the physical collection is less often mentioned, presumably because it is assumed that patrons will be using their phone to navigate the web. However, depending on the level of mobile web involvement in a library, this feature could be useful. An example of a successful electronic to physical application comes from the University of Bath, which has embedded QR codes in the library catalog, enabling students to store details and locations of library materials for their visit to the library.³²

The business community has, like librarians, been quick to appreciate potential benefits of using QR codes. Articles from public relations, banking, real estate and publishing professionals provide insight into motives for adopting QR codes though few authors provide concrete examples of use-scenarios or systematic analysis of use statistics. Marketing is the biggest draw for business functionality and the QR code is posited as solving many issues that are also seen in libraries. For Lehan, the QR code eliminates lagtime between “consumer awareness and any subsequent action,” while for Simmons, QR codes can help the marketer connect directly with the public “whose attention is becoming increasingly fragmented.”³³ For Dou and Li, the advantage lies in the fact that QR codes are less intrusive as a marketing technique.³⁴ Providing customers with extended information, or creative engagement with brands is another strong motive for adopting QR codes in business while Tolliver-Nigro mentions the financial benefits, which “can help advertisers get more from their investment in print advertising.”³⁵ Predictably, business literature is heavily focused on the importance of consumer statistics; who is scanning barcodes and where and when are they scanning them. Finally, in a thoughtful article that is directly relevant to libraries, Tolliver- Nigro underlines that any usage of barcodes should be “evaluated and deployed as part of larger customer marketing and relationship strategies” because the purpose of using QR codes is to get people to respond to the marketing rather than the QR code.³⁶

Notwithstanding, the literature reveals that there are many potential pitfalls involved with using QR codes. The first major potential drawback is lack of patron awareness about the codes. Andrew Ramsden and Lindsay Jordan conducted a survey of students at the University of Bath in 2008 and found that only 12.6 percent of students were familiar with QR codes. However, they also found that 92 percent of students at the University of Bath owned a phone that could access QR codes, which indicated that the adoption of the new technology was realistic.³⁷ A follow up survey in 2009 at the University of Huddersfield showed that before the library's extensive promotion of QR Codes only 8 percent of respondents were familiar with QR codes. However after one term of using QR codes in the library, this number increased to 22 percent.³⁸ Therefore, although there is currently low usage and recognition of QR codes on university campuses, it seems that there is a great deal of potential for more widespread use. Second, a related potential drawback is whether patrons have the necessary QR code reader on their phone.³⁹ In Ramsden and Jordan's 2008 survey, 80 percent of respondents did not know whether their phone had a QR code app installed.⁴⁰ These figures seem likely to change, however, as major manufacturers incorporate QR readers as standard on phones.

Ramsden also draws attention to a third possible drawback to QR codes, which is the potential exclusion of disabled and non-cell phone using patrons. He highlights that visually and mobility impaired students may have problems accessing and using QR Codes due to the positioning of the codes, and the smaller screen of the mobile device. Furthermore, he warns that students with autism and dyslexia may experience trouble with QR Codes that “do not include any meaning or signpost the outcome of the activity when you look at them.”⁴¹ He recommends that practice guidelines and thoughtful placing of QR codes should overcome many of these difficulties. Ramsden and Jordan additionally mention concerns about “equitable access,” and indicate that alternatives to QR codes would need to be made available for non cell phone/smartphone owning patrons.⁴² Related to this, Walsh raises the potential pitfall of data charges. Many smartphone calling plans do not include data and potential users may be alienated by the cost involved to access QR Code information.⁴³ Both Walsh and Ramsden predict that these problems will become less important, however, as mobile devices and mobile web access become more commonplace.⁴⁴

In sum, the literature review revealed that due to the immaturity of the technology, there was a severe lack of evidence-based studies that examined patron usage of QR codes. While Walsh provided preliminary usage statistics for QR codes that linked to videos and electronic resources, he was unable to fully test patron usage in his 2009 study.⁴⁵ Furthermore, there had been little evaluation of providing information to bridge the gap between the digital and physical worlds, nor at a point of need basis. This provided a further impetus for this study.

After choosing the appropriate QR code generator, the librarians focused on selecting the most relevant content to be communicated with barcodes. Based on perceptions of common student needs and the ability to respond with QR code communicated information, they selected a few core issues on which to focus: way finding, technology operational needs, and librarian contact.

Difficulty navigating the library is an issue often communicated by CUB Library users. There are five main floors in Norlin, the main campus library, with several mezzanines. The main service points are a commons desk, research desk, and circulation desk located on the first and second floors. Library user Internet access is available from workstations found predominantly on the first and second floors supplemented by laptop checkout. There are several stack locations in the building including Norlin Stacks (floors 3a–3c), Government Publications Stacks (floors 3 and basement), Science Stacks (floors 1a, 1b, 2), Art and Architecture (floor 2), East Asian Collection (floor 2 and basement), Central Reference (floor 2). One may access floors 1–3 via elevator or stairs from the east side of the building, while access to floors 1–5 is only available on the building's west side. The stack areas and several study areas are largely void of Internet capable workstations and therefore access to tools such as the catalog. Additionally, because of the lack of proximity to service points, users are required to navigate floors to seek librarian assistance. Placing QR codes in these previously disconnected spaces responded directly to user described navigation difficulties.

A number of user technology tools are available throughout the library including scanners, copiers, microform machines, workstations and laptops. Many of these tools have recently been installed or updated which has increased the need for operational instructions. Twenty percent of all non-directional questions (10.5 percent of all questions) posed at the research desk are regarding these technologies.⁴⁶ The questions range from setting up wireless on one's personal laptop to operating the copy machine. The user-demonstrated need for enhanced instruction justified the inclusion of technology in the QR code pilot. Furthermore, the step-by-step nature of operating a device like a copier lends itself well to textual representation, voice recording, or video, all of which might be communicated through a QR code.

The librarians realized that only a small portion of users approach the research desk; therefore, librarian contact details were chosen as the final component of the pilot. Whether the user is intimidated, unaware of the services available, unmotivated to navigate the library building, or in a location away from the library, QR codes provide a quick method of contact with librarians. A user might choose to call, chat, or e-mail a librarian, and each method could be made possible through a QR code. Emphasizing personal contact would also combat the potential depersonalization of the library research services, which was perceived to be one potential pitfall of QR codes.

The next implementation step was to determine where QR codes would be placed and displayed. Locations were chosen on the main research floor, in the main circulating stacks (Norlin Stacks), and in the Norlin Commons for the pilot stage of the project. Based on the defined issues (way finding, technical, and contact), there were several sub-locations relevant in each area, for example, wayfinding help in areas near stairways or elevators, technical instruction near copy or print stations, contact help in areas not in close proximity to service points.

The librarians then drafted a poster for each location that included a title, the text ‘scan/ capture barcodes with your mobile device,’ the libraries’ logo, a link to the library chat and contact page, and a link to the Microsoft Tag reader application (see figure 1). The information included on each poster was location specific and labeled as a question the user might pose. For example, the periodical stacks poster included questions such as:

• How do I find older issues of the journal? [map to bound journals and instructions]
• Find the call number for the journal/ magazine I need? [Periodical title look-up]
• Find a scanner? [Map to scanners]
• Find a copy machine? [Map to copy machine]
• Get more help? [Link to chat window]
• Other core questions answered by the posters were:
• Where am I?
• Where is: stack location, scanner, printer, computer, help desk?
• How do I: scan, copy, print, add money to my card, get a refund, ask a question?
• Where can I: find study space, check out a book, ask a question, scan, print, find a computer?

A later phase in the pilot extended to locations beyond the library with the purpose of promotion and contact. The posters distributed to locations outside the library had similar components including four QR codes pointing to the research services’ chat window, the research services’ phone, vcard details for research services, and a map of libraries on campus (see figure 2). The librarians selected a few locations on campus where students often congregated such as the main student center which houses dining areas, classrooms, and computers labs. Poster display was coordinated with campus housing services to distribute posters in student dormitories. Finally, posters were also hung in specific librarian liaison departments. Though the librarians identified a number of places one might distribute posters to connect with students in their own environments, the locations were kept to a minimum for this stage of the project. Furthermore, statistics and analysis of posters hung outside the library were not included in this study due to the more recent implementation.

The Microsoft Tag interface is easily navigable making the generation of QR codes intuitive. After signing in, the tag manager opens where one may create, edit, and render QR codes. When creating a QR code, one may choose to assign a specific category to which the code belongs. This strategy was employed for all QR codes that would be displayed outside of the library. The advantage of creating categories is the ability to view use statistics in comparison to other categories. Using this capability, the volume of use in campus dorms, in campus communal spaces and in the library could be tracked. Over time, this comparison would be useful in understanding common locales where users experience research needs. Microsoft Tag reports provide data on daily scans, scans by category, and category comparison.

Microsoft Tag provides four types of content that may be associated with a QR code: URL, free text, vcard and dialer. The default content type, URL, will direct a user's mobile device to the mobile browser in which the designated URL will load. In the pilot, URL QR codes pointed primarily to maps, the mobile chat window, and the mobile library catalog. The free text content type allows text up to 1000 characters to be displayed on a user's mobile device. Free text was used in instances when the existing web content was not mobile friendly or did not present in a concise form, for example library hours and simple operational instructions. The third content type, vcard, acts as a digital contact card. Like the contact details sent in e-mail messages, a vcard typically includes name, company, e-mail, phone, fax, address, and URL. Using the tag manager, one may either manually enter these details or upload the vcard file type. A user may then save the information to their contacts or simply note the contact information necessary for their specific need. Vcard information pointed users to CUB's main research services contact information or to specific subject librarian contact information. Finally, the pilot included the dialer content type to facilitate assistance when a user wished to speak directly to a librarian. When selecting a dialer QR code, the mobile device automatically dials the designated phone number.

When creating the QR codes, a naming system was used to clearly designate which codes were associated with specific posters and physical placement. Because many of the posters included maps with customized location detail, the naming system was essential to organize the printing and hanging of posters. This organization would have been aided by creating more categories; however, the librarians did not realize the strength of category creation when initially generating the QR codes. A category may be assigned or added to a QR code at any time, but categories must be established before the QR code creation date. Given this realization, a clearer category tree and organization scheme will be designed for future implementations.

After rendering each QR code, the final posters were printed and displayed in assigned locations. Each QR code was tested using a mobile device to ensure the end content loaded correctly and was associated with the correct poster. This testing relied on the mobile devices owned by members of the Research and Instruction department. Ideally, however, testing would incorporate a variety of mobile devices equipped with various operating systems, browsers, and carriers. The Microsoft Tag Implementation documents strongly encourage such testing in the actual QR code environment.⁴⁷