scholarly journals Exploring the Awareness and Use of Web 2.0 Tools by the First Year Information Science Students, Walailak University, Thailand

2018 ◽  
Vol 8 (4) ◽  
pp. 279-284 ◽  
Author(s):  
Doung-In Suthanya ◽  
Keyword(s):  
Web 2.0 ◽  
Information Science ◽  
First Year ◽  
Science Students ◽  
Web 2.0 Tools

Analysis of technological, individual and community factors influencing the use of popular Web 2.0 tools in LIS education

2017 ◽  
Vol 35 (5) ◽  
pp. 977-993 ◽  
Author(s):  
Chokri Barhoumi
Keyword(s):  
Standard Deviation ◽  
Web 2.0 ◽  
Technology Acceptance ◽  
Information Science ◽  
Instant Messaging ◽  
Research Approach ◽  
Web 2.0 Tools ◽  
Content Type ◽  
Community Factors ◽  
Factors Influencing

Purpose This research paper aims to explore the technological, individual and community factors influencing the use of popular Web 2.0 tools in library and information science (LIS) education to prepare LIS students for Library 2.0. The study was guided by the activity theory (AT) and technology acceptance model (TAM) of Davis as a lens. The study reveals a set of factors concerning the technical tools, subjective perceptions, goals of online discussion, social presence within a community, rules for participation and roles of the participants that affect their online engagement patterns. Design/methodology/approach This study was performed during the 2015 academic year; it used a descriptive analytical research approach for exploring and analysing technological, individual and community factors influencing the use of the popular Web 2.0 tools in LIS education. Findings The results show that at the technological level of the AT, educators in the sample found the WhatsApp instant messaging and Twitter to be the easiest tools to use, selecting those tools at, respectively, 73.2 per cent (standard deviation = 0.450) and 61.1 per cent (standard deviation = 0.490). WhatsApp and Twitter also lead at the individual level of the AT, as the most valuable platforms for sharing information and knowledge. Video, text and photo objects are the most commonly shared items, used by 90.7, 93.5 and 98.9 per cent, respectively. Originality/value This study may be useful to help information science educators to prepare graduates for the emerging Web 2.0 environments and to prepare students for Library 2.0.

Web 2.0 From Evolution to Revolutionary Impact in Library and Information Centers

2019 ◽  
pp. 519-530
Author(s):  
Zahid Ashraf Wani ◽  
Tazeem Zainab ◽  
Shabir Hussain
Keyword(s):  
Web 2.0 ◽  
Information Science ◽  
Web Design ◽  
Library And Information Science ◽  
Media Content ◽  
Web 2.0 Tools ◽  
Select Group ◽  
The World ◽  
The Web

A key element of the technology is that it allows people to create, share, collaborate, and communicate. The Web 2.0 differs from ordinary websites as it does not require any web design or publishing skills to participate, making it easy for people to create and publish or communicate their work to the world. The nature of this technology makes it an easy and popular way to communicate information to either a select group of people or to a much wider audience. The Web 2.0 paradigm has gained substantial momentum in the last decade. The influence of Web 2.0 principles and technologies has fueled an explosion of information and media content on the web, and individual and corporate adoption of the technologies continues to rise. In this milieu, it is imperative to understand and learn about the present and evolving Web 2.0 tools and their application in different walks of life. The proposed study made an endeavor to dig deep into the genesis, development, and application of various Web 2.0 tools in library and information science.

Mobile Web 2.0 Integration

2014 ◽  
pp. 581-598
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta
Keyword(s):  
Action Research ◽  
Web 2.0 ◽  
Social Software ◽  
First Year ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Mobile Web ◽  
Collaboration And Communication ◽  
Social Constructivist Learning ◽  
The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students' web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants' previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

Prerequisite and awareness status of Web 2.0 applications in University Libraries of Khyber Pakhtunkhwa

2016 ◽  
Vol 33 (8) ◽  
pp. 5-7
Author(s):  
Aziz Ur Rahman ◽  
Haroon Idrees ◽  
Arif khan
Keyword(s):  
Web 2.0 ◽  
Information Science ◽  
Library And Information Science ◽  
University Libraries ◽  
Web 2.0 Tools ◽  
Content Type ◽  
Khyber Pakhtunkhwa ◽  
Rss Feeds ◽  
The University ◽  
E Mail

Purpose This study aims to explore the awareness status of Web 2.0 tools among library and information science (LIS) professionals in the University Libraries of Khyber Pakhtunkhwa. Design/methodology/approach The study used quantitative method to collect data from 73 LIS professionals in 18 public sector university libraries of the province of Khyber Pakhtunkhwa, Pakistan. Inferential and descriptive statistical techniques were used to analyze data using SPSS. Findings It was observed from the findings that majority of LIS professional s possess good knowledge of MS Office; however, some senior librarians were less acquainted. Internet facility was available to 60 participants out of 66. Librarians were not familiar with many services of Web 2.0; however, Facebook, YouTube and Skype were most familiar among the librarians. Majority of the respondents had no experience of using podcasting, RSS feeds, LinkedIn, LibraryThing, Flickr and MySpace. On the other hand, e-mail services, Facebook and YouTube were founded to be the most commonly used Web 2.0 tools among respondents. Problems faced by majority of the respondents were power failure, lack of training, non-cooperation from higher authorities, low speed of internet and financial problems. Practical implications These research results can be very beneficial for the interested librarians in universities, when they plan to use Web 2.0 applications in their libraries. Originality/value This study presents an overall picture of Web 2.0 applications in university libraries of Khyber Pakhtunkhwa and attempts to provide the readers with helpful information to better understand how their colleagues elsewhere are utilizing Web 2.0 tools in execution of library services.

scholarly journals Marketing LIS Education through Departmental (DLIS) Blog: A Proposal to Build Relationship with Public and Professionals

2016 ◽  
Vol 36 (3) ◽  
Author(s):  
M.R. Murali Prasad
Keyword(s):  
Web 2.0 ◽  
Information Science ◽  
Library And Information Science ◽  
Web 2.0 Tools ◽  
Online Platform ◽  
The World

This paper describes the need of exclusive blog for Department of Library and Information Science (DLIS) in a university to visualise the courses and their syllabi, to showcase the strength of the faculty, to disseminate the LIS research, and to create an online platform to interact with the department authorities, with embedding Web 2.0 tools into their respective blogs. Also, the paper describes the different strategies to develop and sustain a blog for DLIS in a university. Over all this concept of a blog is to create an interactive platform to publicise the LIS education and research to the existing and prospective LIS professionals in the world and particularly in India.

Mobile Web 2.0 Integration

2013 ◽  
Vol 4 (3) ◽  
pp. 1-18 ◽  
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta
Keyword(s):  
Action Research ◽  
Web 2.0 ◽  
Social Software ◽  
First Year ◽  
Web 2.0 Tools ◽  
Google Docs ◽  
Mobile Web ◽  
Research Cycle ◽  
Collaboration And Communication ◽  
The Impact

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students’ web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants’ previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

Web 2.0 From Evolution to Revolutionary Impact in Library and Information Centers

2018 ◽  
pp. 5262-5271 ◽  
Author(s):  
Zahid Ashraf Wani ◽  
Tazeem Zainab ◽  
Shabir Hussain
Keyword(s):  
Web 2.0 ◽  
Information Science ◽  
Web Design ◽  
Library And Information Science ◽  
Media Content ◽  
Web 2.0 Tools ◽  
Select Group ◽  
The World ◽  
The Web

A key element of the technology is that it allows people to create, share, collaborate & communicate. The Web 2.0 differs from ordinary websites as it does not require any web design or publishing skills to participate, making it easy for people to create and publish or communicate their work to the world. The nature of this technology makes it an easy and popular way to communicate information to either a select group of people or to a much wider audience. The Web 2.0 paradigm has gained substantial momentum in the last decade. The influence of Web 2.0 principles and technologies has fuelled an explosion of information and media content on the Web, and individual and corporate adoption of the technologies continues to rise. In this milieu it is imperative to understand and learn about the present and evolving web 2.0 tools and their application in different walks of life. The proposed study made an endeavour to dig deep into the genesis, development and application of various Web 2.0 tools in library and information science.

scholarly journals Utility of Web 2.0 tools for self-directed learning among first year MBBS Students

2017 ◽  
Vol 06 (03) ◽  
pp. 208-214
Author(s):  
Patil Shrish ◽  
S.M Manjunath ◽  
Madhumati Nidoni ◽  
Nagesh Raju G
Keyword(s):  
Web 2.0 ◽  
Online Discussions ◽  
First Year ◽  
Self Directed Learning ◽  
Web 2.0 Tools ◽  
Directed Learning ◽  
Professional Doctor ◽  
Competency Based ◽  
Development Of Competencies ◽  
The Web

Abstract Background and aims: To use Web 2.0 tools for learning human histology by First year MBBS students and thus make them aware of the features of these tools. To assess, by way of a feedback, the utility of the web 2.0 tools as instruments for self- directed learning. Materials and Methods:A questionnaire based longitudinal study was administered to sixty students. Their knowledge level about Web 2.0 tools, Self directed learning and Competency based learning were assessed. Then they were asked to participate in online discussions using Web 2.0 tools. Opinion regarding the utility of these Web 2.0 tools was collected using pre-validated questionnaires. Results: Awareness of Web 2.0 tools and Self-Directed Learning [SDL] was low. Even though students found the Web 2.0 tools to be good instruments for learning of that material which was not taught in routine classes, several students preferred their learning to be guided by teachers. Conclusion: Web 2.0 tools are good instruments for Self Directed Learning which leads to better development of competencies required of a professional doctor. Web 2.0 tools need to be integrated into our current curriculum to be fully utilised. These tools are yet to find acceptance by the students.

Web 2.0 Technology as a Teaching Tool

2013 ◽  
pp. 187-205
Author(s):  
Lara Skelly ◽  
Jen Eidelman ◽  
Peter Underwood
Keyword(s):  
Web 2.0 ◽  
Academic Institution ◽  
First Year ◽  
Teaching Tool ◽  
Library Instruction ◽  
Web 2.0 Tools ◽  
Web 2.0 Technology

In response to two different pedagogical challenges, namely delivering varied library instruction to a big first year class and delivering a focused library instruction to a varied group, librarians at an academic institution created online guides. These guides, built in LibGuides with many Web 2.0 tools included, effectively delivered the desired instructional service. This chapter outlines the details of the challenge, the steps taken to create the guide, and the use of the guide and possible future uses.

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