Information Literacy through Web 2.0 Technologies: Case Study of Four Engineering Colleges in West Bengal

2018 ◽  
Vol 55 (4) ◽  
pp. 212-217
Author(s):  
Soumen Ghosh ◽  
Swapna Banerjee ◽  
◽  
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
West Bengal ◽  
Web 2.0 Technologies

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Old habits, new dynamics: a case study of Web 2.0 in collaborative humanities and arts research

2011 ◽  
Vol 5 (2) ◽  
pp. 147-157
Author(s):  
Dan Goren
Keyword(s):  
Web 2.0 ◽  
Digital Technology ◽  
Large Scale ◽  
Web 2.0 Technologies ◽  
Research Project ◽  
Research Practices ◽  
Research Environment ◽  
Arts And Humanities ◽  
Virtual Research Environment

Whilst the application of online multimedia digital technology within arts and humanities research has burgeoned over the last decade, the practice of openly conducting collaborative and in particular discursive research publicly online remains one of the most unfamiliar and conceptually problematic areas for many academics in the field. Based on user surveys, blog posts, and forum discussions, this article provides both an account and assessment of Web 2.0 technologies in use on a large-scale arts and humanities research project. Examining usage by and impressions of both the project team and the wider community of users, it investigates both the advantages gained and problems faced through the use of a virtual research environment (VRE). It also pays special attention to the use of video and its implications for research practices.

Emerging Business Models

2011 ◽  
pp. 1-28
Author(s):  
Te Fu Chen
Keyword(s):  
Web 2.0 ◽  
Business Models ◽  
Added Value ◽  
Social Software ◽  
Enterprise 2.0 ◽  
Web 2.0 Technologies ◽  
Digital Platforms ◽  
External Focus ◽  
Collaboration Platforms

This chapter, therefore, develops in scientific literature, the concept of e-Business 2.0 where e-Business companies are actively using Web 2.0 to create and appropriate value from, for, and with stakeholders. This research also makes a distinction between an internal and external focus. This research looks at e-Business 2.0 and has an external focus. E-Business 2.0 pure players depend on Web 2.0 to create and appropriate value with a focus to external customers, instead of internal organisations. There is a new wave of business communication tools including blogs, wikis and group messaging. There are new digital platforms for generating, sharing and refining information that are already popular on the Internet. These platforms are collectively labeled Web 2.0 technologies. The term ‘Enterprise 2.0’ focuses only on those platforms in which companies can buy or build in order to make the practices and outputs of their knowledgeable workers visible. Enterprise 2.0 looks at Web 2.0 technologies and practices within organisations and businesses and is therefore, referred to as internal focus. Enterprise 2.0 is the term used to describe how a Web 2.0 approach can be used to work more collaboratively together in business. Enterprise 2.0 is the use of emergent social software platforms within companies or between companies and their partner or customers. However Enterprise 2.0 is much more than just ’Web 2.0 for business’. Moreover, the study proposed a case study of Enterprise 2.0 to demonstrate by a detailed KPI analysis, how collaboration platforms (and related HR management) can drastically improve the global performance of an international group. Furthermore, the study was to further propose another case study of e-gov 2.0. Enterprise 2.0 is an evolutionary step forward releasing employees from the constraints and limitations of the legacy communication and productivity tools. The study concludes the challenges of the Enterprise 2.0: ten facts and Six Enterprise 2.0 - Myths. Enterprise 2.0, being more a philosophy than a technology, can truly create huge added value for organizations in any sector and it is often remarkable to see in what way the Enterprise 2.0 methods are used to solve specific problems.

Librarian as Collaborator

2010 ◽  
pp. 260-277 ◽  
Author(s):  
Susanne Markgren ◽  
Carrie Eastman ◽  
Leah Massar Bloom
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Learning Process ◽  
Academic Librarians ◽  
Web 2.0 Technologies ◽  
Collaborative Technology ◽  
Technology Center ◽  
E Learning

In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in developing e-learning 2.0 spaces with faculty, because they are already familiar with many web 2.0 technologies being used in these environments. The authors explore how libraries and librarians have traditionally served their patrons, and how the library is currently becoming a collaborative technology center serving increasingly tech-savvy students. With this in mind, the authors define e-learning 2.0 and examine the history behind the development of the concept. They also address the librarian’s role as it pertains to information literacy on campus and collaboration with faculty in order to facilitate the e-learning process. The chapter concludes with a focus on how librarians can help bring e-learning 2.0 into the classroom through faculty workshops, consultations, and embedding of librarians within classes.

Information Commons and Web 2.0 Technologies

2011 ◽  
pp. 845-854 ◽  
Author(s):  
Elisabeth Pankl ◽  
Jenna Ryan
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Academic Libraries ◽  
University Campus ◽  
Web 2.0 Technologies ◽  
Information Commons ◽  
University Curriculum ◽  
The University

This chapter delves into the transformation of academic libraries in response to two main elements: Information Commons and Web 2.0 technologies, such as blogs and wikis. This transformation carries immense pedagogical significance for academic libraries by asserting a stronger presence of information literacy within the university curriculum. Traditional concepts of space, both virtual and physical, are also challenged by the inclusion of Information Commons and Web 2.0 technologies within academic libraries. Ultimately, what is revolutionized by these additions is the understanding of communication and pedagogy on the university campus.

Integrating Web 2.0 into an academic library in Tanzania

2014 ◽  
Vol 32 (2) ◽  
pp. 183-202 ◽  
Author(s):  
Edda Tandi Lwoga
Keyword(s):  
Web 2.0 ◽  
Academic Libraries ◽  
Academic Library ◽  
User Preferences ◽  
Library Services ◽  
Web 2.0 Technologies ◽  
Undergraduate Medical Students ◽  
Content Type

Purpose – This paper aims to demonstrate work undertaken by Muhimbili University of Health and Allied Sciences (MUHAS) Library in an effort to integrate Web 2.0 technologies in its functions to enhance the quality of its services in Tanzania. Design/methodology/approach – The study conducted an exploratory questionnaire survey to assess user requirements among undergraduate medical students at MUHAS, developed Library 2.0 services, conducted training and created awareness. Findings – The paper shows that Web 2.0 technologies can be implemented effectively according to university goals, user's needs, deployment of user friendly tools, and capacity building among librarians and users. Students positively supported the adoption of Library 2.0 services at MUHAS. Library 2.0 services improved the quality of MUHAS library services, despite various challenges related to infrastructure, awareness, literacy, inadequate staff, security and ownership of Web 2.0 services. Research limitations/implications – The study findings may not be widely replicated because this article is based on a case study of the integration of Web 2.0 technologies into the library functions of MUHAS. This study did not examine the use of Library 2.0 applications among library users (such as faculty and students) which could illuminate further the case study. Practical implications – Most academic libraries in Africa have not yet adopted Web 2.0 technologies to improve their services. The user preferences, technology adoption, and challenges faced from the present study can help other libraries to plan and integrate their Library 2.0 technologies in their services. Originality/value – MUHAS Library offers a practical example of how Web 2.0 services can be adopted to enhance the quality of academic library services in an African context. This paper is of significance to academic libraries that are still considering their options with regard to the application of Web 2.0 technologies.

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