The incorporation of mobile technology in the academic sphere with a view of "anywhere/anytime/anyhow" m-learning opportunities has grown exponentially in libraries and campuses worldwide. But while the adoption of technologies such as VoIP, SMS, MMS etc. into the realms of education and learning is tremendously exciting, their integration in order to facilitate "learning on the move" within the library/information environments has not as yet achieved its transformational ideal. This paper builds on a recent collaborative research initiative known as the Distributed e-Learning Center (DeLC) - established between the University of Limerick and the University of Plovdiv - the aim of which is the provision of distance m-learning/m-library facilities to students and educators/information-workers. A particular focus of this paper is the utilization of podcasting and the promotion and adoption of SMS/MMS. These are both essential elements of the mobile wireless communications service infrastructure for delivering the m-library services to users/information-seekers throughout a University campus. The enhancements facilitated to traditional library services and educational practices through the incorporation of these technologies are also explored. Two new m-library services ‘Interactive Library Map' (facilitating quick and efficient location of resources within the library) and ‘Library Catalogue, Loans and Reservations' to be supported by this communications technology receive particular attention. The new multi-agent service-oriented version of the DeLC, with its technological support for an enhanced mobile environment is also examined. Also examined are the incorporation mechanisms being developed aimed at maximising technical and pedagogic benefits for students and academic staff. In this, the adoption of various instructional design methodologies having good guarantees of a superior level of achievement in this specific learning domain is addressed. Progress into the investigation of the possibilities for the provision of ongoing support and for the reinforcement of searching and finding library resources by means of: continuous and time/cost efficient feedback, evaluation and updates (current awareness), and the swift re-organisation of service content based on a particular student's requirements, is also reported. Integral to these mobile services are issues of ownership and service complexity management.

Aspects examined here are the trend towards student "ownership" of their own learning interactions, and how the capabilities of these mobile processes may ensure better dissemination and re-organisation in relation to the large volumes of administrative information which third level institutions are required to deal with on a daily basis.