Purpose The purpose of this paper is to undertake a formative evaluation of growth over time that would demonstrate diverse library users’ development as they interact with mobile digital library services. Design/methodology/approach This paper incorporated a server log analysis to evaluate first, the location of users. To study the nature of diverse user development, users from unique locations were identified and tracked over several years. The type of growth that this paper analyzes is the development of a library user from the beginning stages of use into one who is more experienced. For the purposes of this paper, the authors define library experts as experienced library users. These are users who have come back to the library over multiple sessions of learning and branched out into multiple areas of library functionality and services. Findings The findings of modular mobile use over time suggest that, while over half of users only utilized one module, 39 per cent of all users accessed more than one module. This formative approach to assessing student library engagement suggests alternative metrics for assessing outreach and distance learning. Originality/value The underlying departure point for this study is that formative models may introduce descriptive data valuable to the learning analytics toolkit. The library research literature on learning analytics, and perhaps library service offerings that support learning, may gain additional value by attending to students’ formative development as they interact with library resources. Describing the way in which mobile app users develop can yield insights about learning over time, both on campus and at a distance.

中文翻译：

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多样化的移动用户：图书馆专家的发展

目的本文的目的是对一段时间内的增长进行一次形成性评估，以证明多样化的图书馆用户与移动数字图书馆服务互动时的发展。设计/方法/方法本文结合了服务器日志分析，以首先评估用户的位置。为了研究多样化用户发展的本质，几年来对来自唯一位置的用户进行了识别和跟踪。本文分析的增长类型是图书馆用户从使用的最初阶段发展成为经验丰富的图书馆用户。出于本文的目的，作者将图书馆专家定义为经验丰富的图书馆用户。这些用户经过多次学习后重返图书馆，并扩展到图书馆功能和服务的多个领域。调查结果随着时间的流逝，模块化移动使用的调查结果表明，尽管超过一半的用户仅使用一个模块，但所有用户中有39％访问了一个以上的模块。这种评估学生图书馆参与度的形成性方法提出了评估外展和远程学习的替代指标。原创性/价值这项研究的根本出发点是，形成模型可能会引入对学习分析工具包有价值的描述性数据。图书馆有关学习分析的研究文献，也许还有支持学习的图书馆服务产品，可以通过在学生与图书馆资源互动时参与其形成性发展而获得附加价值。描述移动应用程序用户的开发方式可以得出有关随时间推移在校园内和远距离学习的见解。