Table of Contents

Executive Summary..
PART I. Introduction
A. About AISM..
B. The AISM Library ..
C. Instructional Development Need .
PART II. Description
A. Instructional context .
B. Goals of the workshop ....
C. Learning objectives of the guidebook
D. Learners analysis
E. Design and production of the guidebook
F. Implementation of the workshop .
PART III. Evaluation
A. Trial run: Staff workshop
B. Post-workshop survey ..
C. Library Open Night Exhibit
PART IV. Results
A. Feedback from staff members: Post-workshop survey.
B. Evaluation of learners output from the workshop .
C. Feedback from parents: Evaluation of Library Open Night Exhibit
D. Feedback from students: Exhibit after the Library Open Night ..
Part V. Discussion
A. Modifications and improvement made to the guidebook ..
B. Effectiveness of QR/AR applications in the library
C. Recommendations ..
Part VI. Conclusion
References .
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F .
Appendix G.

1
3
3
4
5
5
5
6
7
9
9
9
9
10
11
11
11
12
13
14
15
16
19
20
21
22
23
24

Executive Summary

In this school-based project, a digitally interactive guidebook was designed and produced in
response to the initiative of library staff members to explore the feasibility of using mobile technology
applications, specifically Quick Response (QR) codes and Augmented Reality (AR), for selected library
resources and activities.
The American International School of Mozambique (AISM), an independent K-12 international
school in southern Africa, has embarked on strategic plans to improve the schools technology
capabilities in response to the digital demands of a growing school community. Apart from investing on
new computers, tablets and other electronic devices, the school is also striving to upgrade its internet
and bandwidth facilities. In support of these campus-wide developments, the AISM library staff
members likewise aim to transform the library into a more social and digitally interactive learning hub.
Inspired by 7th grade Technology class student projects that showcased how QR codes and AR
creatively link physical objects to a variety of digital contents, the library staff members arranged for an
enrichment workshop to be facilitated by the Technology teacher. The workshop aims to equip the staff
members with the necessary conceptual and practical skills about using and creating QR codes and AR.
The knowledge and experience that staff members would gain from the workshop would then help
them assess the feasibility of adopting these digital applications for library resources, operations and
enrichment activities. The workshop would also prepare the staff members to organize a Library Open
Night exhibit that would present these digital technologies to parents and students. The exhibit would
also be a good venue to gather feedback from parents and students about their impressions of QR codes
and AR.
Respondents in this project included the secondary school librarian, the library assistant and the
technology coordinator. A pre-workshop survey was given to these three staff members. Survey results
and interviews showed that while they were quite familiar with QR codes, they rarely used them.
Amongst the three, only the technology coordinator was a bit familiar with AR though he had not used it
before as well. The respondents agreed on the usefulness of QR codes and AR for various library
activities, but their main concern was how the campus wireless internet might possibly support
independent and campus-wide use of these mobile technologies.

After the preliminary survey, the library staff members and the Technology teacher arranged for
a two-hour workshop that would introduce the staff members to QR codes and AR. Consequently, an
initial draft of the workshop guidebook was prepared, the design specification of which was mostly
informed by the learners analysis and the instructional need. The guidebook was intended to serve both
as a learners resource material for the workshop and as a digitally interactive print material that
participants could actually test with their mobile devices. In essence, the guidebook would not just
provide information and instructions; it would also be a demonstration tool in itself. The initial draft of
the guidebook contained background concepts, illustrative examples and short exercises.
The initial draft of the guidebook was then used in the workshop conducted by the Technology
teacher for the three participants. In the workshop, participants obtained background knowledge and
completed exercises on using and making QR codes and AR. The workshop was held in the Technology
lab of the library where there was easy access to the required tools and materials for the workshop such
as iPads, desktop computers, printers and stationery items. All participants successfully completed the
short exercises in the guidebook. To determine if the guidebook had successfully helped the participants
in learning about QR codes and AR, they had to create interactive posters as the final task. The posters
were evaluated using the requirements checklist. The participants successfully applied the skills they
gained from the workshop. A post-workshop survey was also given to the participants to evaluate the
workshop, the guidebook and the facilitator. While the participants were mostly satisfied with the
workshop and the guidebook, their suggestions about the guidebook mainly pointed to reduction of text
in some sections, addition of prompt questions for readers to generate ideas, conspicuous placement of
important reminders and marking which elements on the pages were to be scanned.
After the workshop, the staff members collaborated with the Technology teacher and his class
in setting up an exhibit that will showcase the potential use of QR codes and AR in the library. The event,
which was called Library Open Night, was attended by a good number of parents and students. Parents
and students were surveyed during the exhibit which drew positive reception. Parents and students
generally thought that QR codes and AR were a fun way to create digital interactions in the library and in
the classrooms. They thought that these tools would have many potential learning applications.
Students, though, likewise thought that individual ownership of mobile devices and unreliable internet
connection at times would be the main concerns.
Based on the responses of students, parents and some teachers, the library staff members and
the school technology coordinator thought that, even with the internet connection concerns, QR codes
and AR remained viable mobile technologies that could potentially make ordinary library resources and
activities digitally-enhanced and interactive. The creative applications of QR codes and AR when
combined with other Web 2.0 tools could certainly make learning more engaging and collaborative not
just in the library but also in the different classrooms. Due to some limitations with the school internet,
activities employing QR and AR applications would be best carried out, not as large scale independent
activities, but as a class undertaking. When organized by a teacher, everyone in a class would have
access to the iPads in the library, and bandwidth usage could be monitored and regulated better.
The responses generated from the surveys given to staff members, parents and students, as well
as the sample posters created by the participants during the workshop, were all used to inform the
design and production of the final draft of the guidebook. In the future, it could be further modified
specifically for classroom teachers who expressed interest in the specific applications of QR codes and
AR in their own school subjects.

Part I. Introduction
With the continuous surge of emerging digital technologies, K-12 libraries and media centers
have redefined their traditional functions as mere repositories of information. Where libraries have
traditionally been used simply as knowledge repositories, they now are also being used as interactive
knowledge hubs where patrons can help construct the knowledge. As schools make curricular reforms,
their libraries are in fact transforming from simple database centers to collaborative social learning hubs
where students interact to shape knowledge. Digital interactivity represents one of a combination of
elements being added to libraries around the world, and the combination of such elements is helping
libraries become more fun, social, collaborative, and digitally interactive.
Library staff can explore the various potential ways to combine mobile applications and Web
2.0 tools for library use. Students and teachers commonly use mobile devices such as smart phones and
tablets on campus, and campus libraries are crucial to the implementation of school technology
initiatives such as Bring Your Own Device (BYOD), e-textbook programs, and 1:1 laptop programs. Many
school libraries have invested in computers, electronic devices, software and internet facilities to keep
up with rising digital demands. This report details recent efforts that have been made at one school in
particular to help the library staff not only keep up with rising digital demands at the school but also
expand horizons regarding what is possible.

A. About AISM
AISM is a K-12 International Baccalaureate (IB) world school located in Maputo, Mozambique.
With its vision to become the school of choice in southern Africa, AISM aims to foster a learning
environment that inspires students to cultivate their unique talents and perspectives and that prepares
them to contribute in purposeful ways to the world that they will inherit and shape (AISM). The school
presently caters to about 600 students who mostly come from highly transient families of diplomats and
families connected to international humanitarian organizations. AISM commits to its core values of
excellence, ethical living and engaged learning.

B. The AISM Library

The AISM library consists of two divisions, one for the primary students and one for the
secondary students. The school employs two main librarians and two library assistants. The library staff
members want to transform the primary and secondary libraries into more interactive hubs. They would
also like to develop a Learning Commons and a Makerspace within the library. A Learning Commons
would encourage library users to construct knowledge together interactively and a Makerspace would
encourage the library users to be creative and innovative using both physical and virtual resources
(Loertscher, 2015, p. 45). It is in such spaces that teachers could bring their students to interact with and
even create digitally represented knowledge.
As the school focuses on improving its technological capabilities in the next couple of years, the
library staff members are conceptualizing more digitally interactive opportunities within the library
atmosphere. They would like to buy more iPads, help teachers find more ways to bring their class
activities to the library, and even provide more ways to bring the library to the classrooms. The staff
3

members are looking into ways of incorporating a digital dimension to the traditional library procedures
and activities that connect with the classroom. Teachers and students normally utilize the library
through various assignments. Many of these activities can be made more engaging and interactive
through digital technologies. Among those library resources and activities that can be potentially
transformed into digitally enhanced and interactive experiences are the following:

Book and DVD student reviews

Library online catalogue tutorials
Navigational map of library sections
Library announcements and posters
Exhibit displays

C. Instructional Development Need

The library staff members would like to gain training and insights into ways that they can help
make the library more digitally interactive. It is in fact for that reason that the workshop and guidebook
described in this report came into existence. The series of events described below led to a
determination that such a workshop and accompanying guidebook would be helpful for the library staff.
Following a 7th grade Technology class unit on Quick Response (QR) codes and Augmented
Reality (AR), Ben Damaso, who is the teacher of the 7th grade class and a member of this project team,
invited the secondary school librarian to evaluate the effectiveness of the student project prototypes for
actual library use. The librarian was impressed with what she saw. In particular, she was impressed with
some of the tools used for the projects and the interactivity that the tools provided. After subsequent
discussions with Ben, the librarian expressed an interest in learning more about the tools used in the
projects. She wanted to learn ways to apply the tools for library purposes.
The secondary librarians positive reception to the student project samples led to the idea of
conducting a library enrichment workshop for her and her assistant about the creative uses of QR codes
and AR [See the guidebook to learn about QR codes and AR]. The librarian thought that the workshop
could be helpful for her and her assistant as they were preparing for an upcoming Library Open Night
session with parents, teachers and students. The Library Open Night is a school event that promotes
library resources and activities to the school community. For the next Open Night, the librarian intended
to showcase digital applications in the AISM secondary school library. The Open Night would be an
appropriate venue to gather feedback from parents and students about the proposed use of QR codes
and AR in the library.
Plans were made to develop the workshop and the QReate & ConquAR guidebook that this
report is about, and to have the library staff members use the guidebook during the workshop to help
them prepare for the upcoming Open Night. The workshop would also serve as a trial run for the
guidebook. Feedback from the trial run could lead to guidebook improvements.

Part II. Description

A. Instructional context
The workshop would be titled, Using Quick Response (QR) Codes and Augmented Reality (AR)
for Digitally-Enhanced Library Resources and Activities. It would last approximately two hours and
would be facilitated by Ben Damaso on April 15, 2015 in the library Technology lab at AISM. The two
secondary school library personnel and the schools technology coordinator would participate in the
workshop and an initial draft of the guidebook would be used. Exercises throughout the guidebook
required the use of 2 iPads, 2 desktop computers and a printer. Other school items such as paper, pens,
markers, glue and scissors would also be used.

B. Goals of the workshop

The main goals of the workshop aims were to:
1. provide the essential background concepts, examples and practical uses of QR and AR,
2. demonstrate QR code and AR applications using mobile devices,
3. facilitate discussion within library staff to explore potential uses of QR and AR as pertains to
library resources, operations and other activities, and
4. assess the feasibility of applying QR codes and AR within the library considering the schools
internet limitations.

C. Learning objectives of the guidebook

After completing the workshop, participants would be able to:
1.
2.
3.
4.
5.

describe QR codes and Augmented Reality (AR)

list common uses of QR codes and Aurasma, an Augmented Reality application
demonstrate how to use QR codes and Aurasma trigger images with mobile devices
create and test samples of QR codes and Aurasma trigger images
identify appropriate online tools that can be used in conjunction with QR codes and Aurasma for
specific purposes, and
6. design and create a digitally interactive library poster containing QR codes and
Aurasma trigger images

D. Learners analysis
1. Brief descriptions of participants
Once specific objectives were determined, plans for the workshop and an initial outline and
prototype for the guidebook could be created. Since the workshop and the guidebook were meant to
immediately help the librarian and her assistant prepare for the upcoming Open Night exhibit, an
analysis was done of these two participants. Analysis was also done into a third individual, the schools
technology coordinator, who would also participate in the workshop. Insights gained from the analysis
would inform plans for the workshop and decisions about what content to include in the guidebook.
Following are brief descriptions of the three individuals who would be participating.
a. Ms. Andree Manuel-Keenoy, Secondary School Librarian
Ms. Manuel has been employed at AISM for about five years. In her fifties, she has held the
same job position for several years while working at several K-12 international schools in various
countries. She holds a masters degree in library science. Regarding her library role, she
especially enjoys extending assistance to students and teachers pertaining to online library
catalogues and databases. It was her idea to stage periodic Library Open Nights to help make
the library a more active social learning hub. Her interests include travelling and community
outreach.

b. Mr. Vernijo Jemusse, Library Assistant

Mr. Vernijo has worked at the AISM library for roughly three years. His previous work was within
various business and organizational offices. Apart from manning the daily library operations, Mr.
Vernijo also manages the use of library electronic equipment and assists in organizing library
activities and events.
c. Mr. Eros Munoz, Technology Coordinator
As a technology coordinator, Mr. Munoz oversees the implementation of various technology
protocols and initiatives at AISM. He manages and runs the schools learning management
system (LMS), technology integration trainings and other educational technology activities. He
holds degrees in computer science and education.
2. Pre-workshop survey
Prior to the workshop taking place, the three participants took a survey to help the organizers
determine each participants general familiarity, experience and impressions regarding the use of QR
codes and Augmented Reality. The survey was given on paper alongside some brief interviews (See
Appendix A). The results of the survey indicated that:

While all three respondents were familiar with QR codes, they have rarely used them.
Only the technology coordinator was familiar with Augmented Reality (AR). He was
actually quite familiar with it but had never actually used it.
6

All three respondents thought that QR codes were used more often on the AISM
campus than around the city.
Only the technology coordinator had a smartphone.
They all thought that the iPads in the library can be used for QR codes and AR, but two
of them expressed concern regarding school wifi limitations.
They all thought that when it comes to using QR codes and AR at the school, limited
mobile device ownership by individuals, actual implementation throughout the school,
and limited wifi availability would be key areas of challenge.
The technology coordinator thought that, given the circumstances that not enough wifi
would be available to support individual use on a large scale at any one time, QR codes
and AR could be more effectively used for class-organized activities..
They all thought that the use of QR codes and AR should be promoted for many of their
useful applications within the school and library.
Regarding the several possible QR code and AR applications as they pertain to the
library environment
a. All three respondents thought that:
QR codes and/or AR for library notice boards for announcements would be very
useful
QR codes and/or AR for collaborative book/DVD student reviews would be very
useful
b. Two of the three respondents thought that:
QR codes/AR for video tutorials on library searches and information for
books/DVDs of the month would be very useful
QR codes/AR for interactive library navigation will be moderately useful
c. The three respondents showed varying interests in other possible applications of QR
codes and AR within the library such as using
QR codes/AR for using databases, getting feedback from library users and
making library reservations.

E. Design and production of the guidebook

Insights gained from the Learners Analysis and the pre-workshop survey helped to inform
decisions as the initial version of the guidebook was developed and as the workshop was planned. Basic
design principles and the main goals and objectives of the workshop and guidebook were also reflected
upon during development.
1. Design specifications for the guidebook
The following design specifications were followed in the conceptualization and production of the
guidebook:

The guidebook as a whole must have an organized and neat layout.

There should be a good balance between text and images throughout the guidebook
The pages must be planned for A4 sized paper (8.27 11.69 inches) and compiled like book
pages.
The guidebook must be printed in color.
7

The guidebooks contents must include background information, illustrative examples and short
exercises on QR codes and Augmented Reality (AR).
The QR codes and AR trigger images in the guidebook must be functional.
The instructions and job aids must be clear, logical and easy to follow.
The guidebook must provide QR codes that link to video tutorials.

2. Design decisions made for the guidebook based on special considerations

In designing the guidebook, the following special considerations were made:
a. Size of the paper to be used for the print copy of the guidebook:
It was decided that each sheet of A4 paper would be used as one page on each side rather than
as a folded booklet. This was due to the need for Aurasma trigger images within the contents to
be relatively large in sizes. (See Appendix B)
b. Publishing program to be used to create the guidebook:
MS Publisher was chosen for its ease of use and for its versatile ability to create posters,
booklets and pamphlets. The team members degree of familiarity with the program was also a
main consideration.
c. Images to be used in the guidebook to accomplish interactivity:
Because the guidebook was meant to be digitally interactive when used with mobile devices,
images used for AR purposes in particular would need to be able to respond when scanned both
on the computer screen and on print copy.
d. Steps to be considered when preparing and testing the guidebooks interactivity:
The production of the guidebook would be a tedious process partly due to the interactive nature
of the planned content. For example, many of the QR codes and trigger images would come
from student project posters which would have to be created during scheduled class time. Then
to make sure that the images used would respond effectively, they would have to be tested on
three different formats: (1) directly from the poster, (2) as images on the computer screen
when included in the layout guidebook, and (3)as images on the actual printed pages of the
guidebook. The preparation of job aids in the guidebook would also require a significant time
commitment because of the complex nature of the steps that would need to be taken to create
them.
3. Tools and materials used in the construction of the guidebook:
The tools and materials used in the production of the guidebook included the following:
Adobe Photoshop - for editing the images
Adobe In-Design for creating job aids
MS Publisher - for designing and organizing the guidebook page layout
Mobile devices with QRafter and Aurasma apps - for testing the QR codes and
trigger images in the guidebook
Desktop computers
Printers
School items such as paper, pens, markers, scissors and glue
8

F. Implementation of the workshop

With an initial version of the guidebook completed, final steps were taken to prepare for the
workshop. Following are details regarding the venue in which the workshop took place.
Workshop Logistics Venue and Resources:
As had been planned, the air-conditioned Technology/Media lab of the secondary school library
workshop had been reserved for April 15, 2015, and the room was prepared for the workshop on that
day. The room is equipped with 20 desktop computers, 2 speakers, a printer, a projector and a
whiteboard. The computers are placed against the walls around the room. Teachers and students make
reservations to use the room for computer-based class activities. There are tables and chairs in the
middle of the room which served as the discussion area for the workshop. The environment was
comfortable and conducive to learning.

Part III. Evaluation

A. Trial run: Staff Workshop
As had been planned, the secondary librarian, the librarians assistant, and the schools
technology coordinator participated in the workshop. Five exercises (four preliminary and one final)
were built into the guidebook to provide qualitative input regarding whether or not the resource was
accomplishing its objectives. The exercises also served to help the staff members apply what they were
learning during the course of the workshop. The exercises allowed the concepts to become more
engrained within the participants minds as they experienced for themselves the steps required to scan
QR codes, create QR codes, scan Aurasma trigger images and create an aura. The participants used
these skills later to create an interactive poster for the final task. Using a requirements checklist from
the guidebook, peer assessment was done for the samples of interactive posters that had been created.
(See Appendix F)

B. Post-workshop survey
When the workshop was over, each participant completed a survey to provide feedback
regarding the experience. As was the case with the five exercises from the guidebook, these surveys
were meant to help gather data to inform guidebook adjustments. Appendix C provides the links to the
post-workshop survey form and its results.

C. Library Open Night Exhibit

Using knowledge they had gained from the guidebook and workshop, the secondary librarian
and her assistant collaborated with the Technology teacher and his 7th grade class to prepare posters
and displays to showcase at the Library Open Night exhibit. The posters and displays utilizing interactive
9

mobile digital tools, specifically QR codes and Aurasma trigger images. The exhibit was successfully
launched and, as was the case with the five exercises and surveys, served to inform further adjustments
to the guidebook. Also insightful were observations made while the posters and displays were being
created. The Library Open Night also provided a way to test the reception of parents and student to the
proposed usage of QR codes and AR in the library.

Part IV. Results

A. Feedback from staff members: post-workshop survey
After the workshop, the three participants took an electronic survey created using Google
Forms to assess the workshop and the initial draft of the guidebook (see Appendix C). On a separate
occasion later during the day, two more teachers expressed interest in the guidebook and evaluated it
after a demonstration. In total, there were five respondents who completed the survey after the
workshop. Each of them was also given a brief interview.
Most of the questions or items used in the survey were about the guidebooks organization,
layout, content, purpose, clarity of instruction, and diagrams which all pertained to the design
specification requirements set before producing the guidebook.
The following are the key points gleaned from the results of the survey:

The majority of the respondents were very much satisfied that the workshop was relevant to
their jobs, interactive and engaging. They were also mostly satisfied that the workshop was
informative and had clear learning goals, an appropriate venue, and appropriate time allotment.
The majority of the respondents were very much satisfied that the initial draft of the guidebook
provided engaging examples and exercises, contained useful information and was used by the
facilitator effectively. Most of the respondents were very much satisfied to mostly satisfied
about the draft of the guidebook being easy to read and understand.
The majority of the respondents were moderately satisfied with the guidebook on the following
aspects:
a. visual layout
b. illustrations and diagrams
c. organization
Overall, the respondents were mostly satisfied with the workshop facilitator and the initial draft
of the guidebook.
Some of the significant suggestions raised were the following:
a. Less text; some sections have lengthy descriptions.
b. Add tips or questions for each example to make readers quickly think of ideas
c. Clear placement of indicators showing which images and QR codes to scan.

10

B. Evaluation of learners output from the workshop

Four short initial exercises were included in the workshop: how to scan QR codes, how to create
QR codes, how to scan Aurasma auras, and how to create Aurasma auras.. The aim of these exercises
was for the participants to quickly demonstrate the procedures they had learned. Based on assessment
through observation, these exercises proved to be quite easy tasks for all the participants.
The final culminating exercise was a bit more challenging. It required participants to create a
usable poster with functional QR codes and trigger images. Using the requirements checklist in the
guidebook, a peer evaluation was done to assess the posters created by the participants. In successfully
completing the task, the participants manifested their newly found skills. See Appendix D for samples of
participants work and Appendix F for the scoring guide.

C. Feedback from parents: Evaluation of Library Open Night

As has been explained, the library staff members who participated in the workshop utilized the
concepts and skills they gained to organize a Library Open Night exhibit mainly for parents and guests
(See Appendix E). Collaborating with the 7th grade Technology class and the teacher, the staff members
facilitated the event. In the demonstration exhibit, parents and guests were able to work with their own
children and learned about the QR codes and AR. Feedback was gathered from parents and guests using
an online survey form linked to a QR code (See Appendix C).
The exhibit drew positive response from parents. Based on survey responses, many parents and
guests were mostly satisfied with the choice of topic for the event, the events purpose and relevance,
and its facilitator. Many of them were very much satisfied with the resources and materials used in the
workshop, the audience engagement, and the learning opportunities. All respondents to the survey
thought that the exhibit was useful and indicated that they would recommend it to others. Their
suggestion were to use a bigger venue for the exhibit, to do the workshop more often, and to have
students provide more detailed outlines explaining how they created their projects.

D. Feedback from students: Exhibit after the Library Open Night

After the Library Open Night, the exhibit still ran for three days in the same Technology lab
where the workshop had been conducted. Students who were visiting the exhibit and hadnt
participated in creating the posters and displays took a survey which gathered their impressions about
QR codes and AR (See Appendix C). A total of 67 responses (or about-one-fifth of the student
population) was generated from the survey.
Below is a summary of the responses from students:

Many students who took the survey thought that QR and AR are both interactive but require
fast wireless internet connection.
When asked to choose between QR codes and AR, more students found QR codes to be esier to
use, understand and create projects with. They thought QR codes were easier to share and to

11

link a variety of digital media content to. They also saw QR codes as more collaborative because
they make it easier for participants to interact with the digital content.
More students preferred QR codes when it came to linking to school-related websites, gathering
feedback, taking quizzes, and navigating maps.
When used to show videos and animations, play audio and demonstrate 3D structures, more
students think that AR is better.
Many seem to agree that both QR and AR can be effective for giving instructions/directions,
playing scavenger hunts, and creating interactive posters.
Generally, students think that both QR and AR will have potential applications for subject areas
such as Languages, Science, Humanities and Technology, as well as for Library services.
Compared to students who chose QR in their responses, there are more students who think that
AR has more applications in subject areas such as: Visual Arts, Performing Arts and Physical
Education.

Part V. Discussion
As a result of the many steps taken in this project, the guidebook has been improved upon and
discussion has continued regarding the use of QR codes and AR in the library. Below are descriptions of
modifications that have been made to the guidebook and thoughts that have been shared by the
employees and student regarding the potential use of QR codes and AR in the library.

A. Modifications and improvement made to the guidebook

The guidebook was intended for two purposes: to serve as instructional material for learners
and to serve as a demonstration of the exact digital interactivity that it was designed to help its readers
learn about. . Based on the feedback for the guidebooks initial draft (See .pdf file of prototype/initial
draft), which was used during the workshop, the following modifications were followed in preparing the
final draft: (See Appendix G for some comparisons of the initial and final drafts of the guidebook.)

Reductions were made in the amount of textual information, particularly in the successive pages
that show examples of QR codes and AR applications.
More visual cues were conspicuously provided for important reminders of steps that are
necessary to complete specific guidebook activities.
Markers or tags were created to designate QR codes and trigger images that need to be
scanned.
Opportunities were provided for readers to pause and think of ideas related to each specific
example given for QR codes and AR applications.
Boundary lines were used to organize the textual and visual content in the examples pages.
A facilitators guide was provided to explain how to use the guidebook for a workshop.

12

B. Effectiveness of QR/AR applications in the library

1. Impressions from school staff members
The library staff members, technology coordinator, and some teachers who responded
to this project all agree that using QR codes and AR for many library functions is feasible and
that it may enrich the learning experience of students. They do, however, have hesitations
regarding the wireless networks capability to support such interactive functions at least on a
large scale such as implementing them in the library for daily operations or throughout the
campus as a whole. More realistically, they think that the creative use of QR codes and AR can
be best tapped if done as part of class activities. Independent use of QR codes and AR in the
library would be difficult anyway for those students without smart phones since the library only
has a limited number of iPads for individual use. Additionally, students using their own devises
have to use their own mobile data subscription, which is a drawback for those students. The
technology coordinator thinks that while independent scanning of QR codes and AR by students
is possible with their own wireless network-enabled mobile, the use of QR codes and AR in the
library should only be limited to popular activities. The load time of the online content of QR
codes should also be considered.
2. Impressions from students
Considering the benefits of QR and AR, students particularly appreciate the visual
appeal and engagement brought by AR. Clearly, there is a wow effect in how the physical
object seems to blend with the digital media they see. They see it as more complex and
sophisticated than QR codes. Yet, they also find some limitations to it. For example, it is a
tedious process to create and share AR-enhanced projects. While the more complex procedures
allow AR to be more collaborative and participative as opposed to only allowing students to
view a digital spectacle, this requires more technical knowledge. Perhaps a whole learning unit
can be designed just for AR. Students see the benefits of AR for activities that require structural
dimensions such as 3D objects. They also tend to associate AR with more arts-related and
physical activities.
With QR codes, students see right way how a visual code links to any digital content.
They immediately comprehend that QR codes are mere URL shortcuts that provide no tricks or
shows but direct connection to the online world. With this pretty straightforward function,
students think that the variety of digital content QR codes can link to makes QR codes more
advantageous to some extent. Although not as visually engaging as AR, QR codes can be used
for tasks that may prove to be more cumbersome for AR. Students think, for instance, that its
better to use QR codes when gathering feedback from people using online surveys. Because QR
codes can be easily scanned with any device that has a scanner app, it is easier to use QR than
AR. With AR (the Aurasma app for instance), users need to follow other users in order for them
to actually see each others interactive images. This is seen by students as a technical setback.
The most common disadvantages seen by students for both QR and AR are basically
linked to the immediacy of the experience. With intermittent and unreliable internet connection
here in Mozambique, loading time would be issues. As one student put it, It took a while for the
animation to load, and all I saw was a moving box. At this point it is also a luxury rather than
13

regularity in Mozambique for people with mobile devices to use their data subscription just to
scan visual codes and images. Students also feel that large scale use of such mobile technologies
would require promotion since not many people are aware of these digital tools.

C. Recommendations
To utilize QR codes and AR and the prepared workshop guidebook more efficiently, the
following recommendations are formulated:

QR code and AR activities seem to be best done when teacher-directed in a class. This
arrangement will provide access to everyone. Teachers can book mobile devices (iPads) in the
library for class use. The activities can be done even outside the library.
Because students will have to use their own Internet connection for independent QR code and
AR scanning, the library can still use QR codes and AR but should limit the use to only popular
activities that the majority of the students in the survey identified as most useful.
The speed of browsing the online content of QR codes and AR must be considered when
designing QR code-linked activities. Heavy content such as flash-driven and multimedia
elements should be planned accordingly.

Part VI. Conclusion

Conclusion
This guidebook project and its connected workshop required obtaining approval and feedback
from library staff, parents, teachers, and students. The project resulted in positive and helpful feedback
from all of these stakeholders. Even criticisms and suggested improvements were helpful. Such feedback
will continue to be obtained on into the future since this is really only the beginning of a long-term
effort to bring interactivity to the library and school and since criticisms and feedback help inform next
steps.
Some of the next steps in this long-term effort will be to make further improvements to the
guidebook, to conduct a similar but adjusted workshop specifically for the librarian and aide of the
primary school library, and to conduct a whole new workshop for the teachers of the school.
While the school is making efforts to improve internet accessibility and bandwidth, widespread
interactivity at the individual level where students can use their own devices may not occur on a regular
basis any time soon, at least not on a large scale. Even at the class activity level, use of QR and AR tools
will have to be organized to provide accessibility to everyone. Efforts to improve internet availability in
Mozambique in general are being done. As was evidenced in the 2013 Quarter 1 of the South Africa
information technology report for the Business Monitor International publication, there are current
business operations being conducted in Mozambique and throughout southern Africa to improve
internet availability (2013). However, the situation will not change overnight. While in some ways this
poses challenges and creates limitations for making digital interactivity part of the library and school
experience, it does not make such interactivity impossible. It simply means that for now most interactive

14

activities will have to be regulated and organized by library staff and teachers for group activities rather
than large scale individual activities.
As was stated earlier, the school intends to purchase more iPads. After participating in the
workshop, the secondary librarian and her assistant now have added insights into how those iPads can
be used in interactive ways within the library as well as within the classrooms of the school. The library
staff members will have opportunities moving forward to help the teachers of the school create more
digitally-enhanced and interactive opportunities for the students both within the library and within the
classrooms.

References
AISM Mission & Vision. (n.d.). Retrieved from
http://www.aism-moz.com/site/index.php/about-us/missionvision
Loertscher, D. V. (2012). Maker Spaces and the Learning Commons. Teacher Librarian, 39(6),
45-46.
Godstein, A. (2014, March 11). QR codes and Aurasma in the Library. Retrieved May 3, 2015,
from http://www.slideshare.net/poeticks8tr/qr-codes-and-aurasma-in-the-library
Neltner, H. (2014, January 2). Learning in Progress. Retrieved May 3, 2015, from
http://learninprogress.blogspot.com/2014/01/intro-to-augmented-reality-aurasma.html

South africa information technology report - Q1 2013. (2013). (). London: Business Monitor
International. Retrieved from
http://ezproxy.lib.indiana.edu/login?url=http://search.proquest.com/docview/1238240853?accountid=
11620

15

Appendix A. Pre-workshop survey: Summary of results

Questions

Librarian

Library Assistant

Tech Coordinator

1. Are you familiar with

the use of QR codes?

Yes.

Yes.

I've used them before in for

detecting train maps and recently
working with students in different
projects.

2. Are you familiar with

the use of Augmented
Reality (AR)?

No.

No.

Yes, but I have not used it before.

2. How often do you see

QR codes and/or AR being
used around the city?

For QR codes, maybe 1

per month on the
average, but I don't go to
the city much. I am not
familiar with AR.

Very rarely for QR codes.

I dont know about AR.

I have barely seen any QR code

around the city for practical use.
The ones I've bumped into were
created by students or teachers
from our school. Recently I've seen
kids sharing their Snapchat or
BBM contacts through QR codes
from their phones. I dont think
people are aware of AR.

3. How often do you see

QR codes and/or AR being
used in the AISM campus?

For QR, daily now,

recently due to student
projects. AR, just now.

I see QR in the campus

occasionally. I havent seen
AR before.

I thought that I saw QR codes only

during the testing and evaluation
process of the different projects.
But during other projects where
we used MIT App Inventor, the
way of sharing the applications
was through different QR codes.
AR is just introduced to the kids
now.

4. Do you own a
smartphone? Do you have
QR code and/or AR
scanner apps in your
phone?

No, my son is currently

using mine.

No.

Yes, and I own a couple of apps for

QR. None for AR.

5. Have you scanned QR

codes and/or AR before?
What kinds of information
or links do you usually get
from QR codes and/or AR?

For QR, sometimes.

Information about books.

Not yet for both.

Yes. Usually, they took me to

websites or online files with
information. Sometimes the QR
codes contain contact information
for the phone address book too.

6. How often do you use

QR codes and/or AR?

Very rarely.

I dont use them.

Once a month, more or less.

7. What mobile devices

does the library have
which students can use?

iPads. Currently, we have

8 iPads which the
teachers can book for
class use.

iPads

iPads

8. Do the library mobile

devices have QR code and

Yes. The Tech teacher

installed them.

Yes.

Yes, QRafter for QR codes.

They also installed AR scanner.

16

AR scanner apps?
9. Do you think the school
community will have
possible use for QR codes/
AR in the library and
around the campus? In
what ways do you think it
will be helpful?

Yes, a cool way of getting

instant information on
how to use the library or
the library's resources,
reviews about books,
about DVDs. Around
campus, information on
schedules, calendars,
forms, etc. Students have
to use Internet from their
own devices though.

yes. guide lines videos ,

library content and
presentations

It would be helpful If every device

had free access to the internet, but
student are not allowed to use
their phones with the school WiFi.
Maybe when Vodacom or Mcel
(telecommunication companies)
give better internet plans it will be
easier.

10. How well do you think

the school wifi network
can support QR code/AR
scanning in the campus?
Please explain your
answer.

I don't know.

The school Wi-Fi has great

role to play in the usage of
the Apps. if there is no
internet connection the app
will not be useful .

It won't be easy right away. I don't

think our ISP is reliable enough to
give all of our student access at
the same time. Its better for
teachers to do QR code activities
as a class.

12. What do you think will

be the advantages of using
QR codes/AR in the
library?

Instant information.

There are e lot of advantages

using the QR codes/ AR in
the library we could minimize
the usage of paper, clear
indications to the resources
in the library, items review,
etc.

It will be easier for students or

children to just point at the code
instead of entering into a
keyboard. It will also make them
more attracted to using the
product.

13. What do you think will

be the disadvantages,
challenges or problems in
using QR codes/AR in the
library?

Not everybody has a

smartphone. Teachers
have to book the iPads
and do activities with
mobile devices as a class.

Implementation

The biggest challenge would be

the internet access. If it's too slow,
people will just shut the app down
and look for something faster.
We cant have all the projects
implemented in the library.
Because not everyone has instant
Internet access, we have to limit
the use of QR codes in the library
to popular activities only. We also
need to consider the online
content the QR codes link to
because our unreliable Internet
connection.

14. Should AISM promote

the use of QR codes/AR?
Why or why not? If yes,
how can QR codes /AR be
effectively promoted?

The use of QR codes can

be promoted during
Library Open Nights.
Teachers, students and
parents can attend to
share and explore ideas.
Also, QR codes would
need to be laminated, if
they can still be scanned,
as information on
outdoors bulletin boards
gets damaged by wind,
rain and sun.

Yes. They can start using

them for guidelines, videos
showing map of the school
and department, to guide the
visitors where to go for help.

I think that If we find a real useful

tool for them, they will be excited
to use them. Maybe instead of
signing up for their committees or
activities, just point and click to a
QR code and enter their names.
Something that they really find
useful and saves them time.

17

15. What other mobile

technology apps do you
know could have possible
use for the AISM library or
the campus in general?
What do these apps do?

Pinterest, crafts and

creative ideas for
teaching. Wattpad with
books for teeanagers and
book publishing..

No idea.

Augmented reality apps.

11. Rate the usability of the type of projects using the following descriptions:
A. Not possible
B. Not useful
C. Minimally useful
D. Moderately useful

E. Very useful

Librarian

Library
Assistant

Tech
Coordinator

a. QR code that links to video tutorial on how to use the electronic

database for library resources

b. QR code that links to video tutorial on how to search for books in

the shelves area.

c. QR code that links to an interactive map of the library.

d. QR codes posted on books and DVDs that give readers info and
allow them to read /write reviews.

e. QR code that links to info about books/movies of the month.

f. QR codes found on some books that link to voice narration or

animation on some book pages.

g. QR code posted on book shelves and links to info about book

categories.

h. QR code that allows you to give feedback about library services.

i. QR code that allows you to make library reservations.

j. QR codes on library notice boards to announce school events,

schedule, etc.

Possible QR Codes and/or AR library applications

Table 1. Summary of interviews with the head librarian and technology coordinator

18

Appendix B. Print copy of the guidebook

Figure 1. Some pages of the print copy of the guidebook

19

Appendix C. Summary table for links of electronic surveys

conducted
Electronic surveys conducted

Link to survey form

Link to summary of results

a. Post-workshop survey:
Staff members (library, technology
coordinator, teachers)

https://goo.gl/6tTvmq

https://goo.gl/ApYIrq

b. Library open night:

Parents and guests

https://goo.gl/KMRAut

https://goo.gl/XcWVS4

c. Library open night/

Exhibit: Students

https://goo.gl/sMCL0P

https://goo.gl/QRtpWq

20

Appendix D. Samples of posters done by workshop participants

Figure 2. Work sample 1

Figure 3. Work sample 2

21

Appendix E. Library Open Night Exhibit

Figure 4. Parents and students at the Library Open Night

22

Appendix F. Scoring Guide for the Sample Posters of Workshop

Participants

23

Appendix G. Some Comparisons: Initial and Final Drafts of the

Guidebook

Figure 5. Comparison 1

24

Figure 6. Comparison 2

25