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Digital libraries are collections of information represented as digital text, images, audio files, video files and other media, and are gaining increasing importance in people's everyday activities due to their continuously updated contents and services. Digital libraries store great amounts of a variety of information and deliver associated services to user communities using a variety of technologies (Frias-Martinez, Magoulas, Chen, & Macredie, 2006). Although many websites provide a great deal of media including text, pictures, animation and maps, a rich assortment of media does not necessarily guarantee the valid delivery of information. In fact, most websites are structured for navigation according to the classification of materials, rather than the cognitive abilities of learners. Previous studies have reported that multimedia contents for navigation do nothing to help in the comprehension of knowledge (Eveland & Dunwoody, 2000; Nilsson & Mayer, 2002; Schwartz, Verdi, Morris, Lee, & Larson, 2007). On the contrary, learners actively organize what they read to develop their own cognitive models to maintain the internal structure of the knowledge (Ausubel, 1978). Therefore, the content structured according to users’ conceptual models will be appropriate for learners of diverse backgrounds. This chapter described the experiences of designing and promoting web-based learning environments with integrated digital libraries through a sequence of projects across a number of years.

Integrating Digital Libraries with Instruction: Design and Promotion of Educational Applications