Information literacy, Web 2.0 and public libraries: an exploration

2018 ◽  
pp. 63-74 ◽  
Author(s):  
Michelle McLean
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Public Libraries

Influence of Information Literacy Competencies on Users of the Saulsville Public Library, South Africa

Mousaion ◽  
2020 ◽  
Vol 38 (2) ◽  
Author(s):  
Rexwhite Tega Enakrire ◽  
Isaac Mpho Mothiba
Keyword(s):  
South Africa ◽  
Information Literacy ◽  
Information Needs ◽  
Formal Education ◽  
New Technologies ◽  
Public Libraries ◽  
Survey Design ◽  
Public Library ◽  
Information Discovery ◽  
Information Literacy Competencies

Information literacy competencies indicate the ability of an individual to apply a certain search strategy of information discovery, to understand its design, to value judgement, and to use it in various contents and contexts. The influence of information literacy competencies plays an important role in enabling information users to meet their information needs and prepares them for lifelong learning. The purpose of this study was to examine the influence of information literacy competencies of users in the Saulsville public library, South Africa. The rationale was a lack of awareness and the inability of the users to find their information needs based on the task and decision at hand. The descriptive survey design adopted for this study made use of a questionnaire to collect data from 1 120 registered members of the Saulsville library. Of the 1 120 registered users being the population for the study, the authors purposively used 10 per cent (112 members) of the population as sample size. The findings revealed that users of the Saulsville public library had limited awareness and competencies of information literacy. The users were exposed to some form of library orientation and the use of library resources during their visit to the library. The findings further indicated that the users’ information literacy competencies were affirmed through the quality of information obtained and the satisfaction of library services rendered by library staff. The study recommends the acquisition of new technologies that could enhance users’ interactive information literacy training in public libraries and formal education settings.  

Towards Library 2.0: The Adoption of Web 2.0 Technologies in Public Libraries

Libri ◽  
2011 ◽  
Vol 61 (2) ◽  
Author(s):  
Ari-Veikko Anttiroiko ◽  
Reijo Savolainen
Keyword(s):  
Web 2.0 ◽  
Public Libraries ◽  
Web 2.0 Technologies

Social Software Use in Public Libraries

2010 ◽  
pp. 451-461
Author(s):  
June Abbas
Keyword(s):  
Web 2.0 ◽  
Information Science ◽  
Public Libraries ◽  
Social Software ◽  
Library And Information Science ◽  
Social Bookmarking ◽  
Software Applications ◽  
Trust Authority ◽  
Science Community ◽  
Innovative Techniques

With the emergence of Web 2.0, libraries have started employing social software applications (such as blogs, tagging, social networking, and wikis) to engage readers, encourage user-contributed content, and connect with user populations in novel ways. However, little research has been conducted on the applications of Web 2.0 technologies within public libraries. This chapter focuses on the applicability of social software in a library setting and examines the use of such innovative techniques as live tagging, social cataloging, and social bookmarking. The chapter evaluates the potential of social software tools for facilitating collaboration between librarians and library patrons; it addresses the concerns expressed by the library and information science community related to the issues of trust, authority, accuracy, responsibility, and ethics in the context of the Library 2.0.

Information Literacy in participatory environments

2016 ◽  
Vol 72 (2) ◽  
pp. 247-264 ◽  
Author(s):  
Sonja Spiranec ◽  
Mihaela Banek Zorica ◽  
Denis Kos
Keyword(s):  
Web 2.0 ◽  
Information Literacy ◽  
Descriptive Analysis ◽  
Relevant Literature ◽  
Content Type ◽  
Critical Information ◽  
Participatory Technologies ◽  
Epistemological Shifts ◽  
Information Bank ◽  
Practical Implications

Purpose – The purpose of this paper is to make a contribution to the theoretical and pragmatic positioning of critical information literacy by interpreting it in the light of epistemological shifts brought about by Web 2.0. Epistemological shifts are elaborated from educational and institutional perspectives as well as from that of scientific research. Design/methodology/approach – This paper brings a theoretical analysis drawing on relevant literature for the purpose of identifying the grounds for the mapping of concepts associated with critical information literacy and participatory information environments. Based on descriptive analysis, the paper clarifies distinctions between/participatory/and /information bank/environments and identifies correlations existing between CIL and participatory information environments. Findings – There are conceptual disagreements between IL as it was defined and perceived by Zurkowski and how it has to be perceived in the context of contemporary participatory information environments. Current environments are congruent with the core principles and values of critical information literacy and call for the reshaping of IL by introducing into it critical and transformative elements. Not technological aspects of Web 2.0 are crucial in this regard, but epistemological shifts. Practical implications – Owing to the fact that Web 2.0 and critical information literacy share many similar features, information environments based on participatory technologies and services provide a context ideally suited for the application of the principles of CIL. Social implications – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy and proposes that Web 2.0 makes necessary a more critical outlook on information literacy. Originality/value – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy, indicates specific differences between information literacy and critical information literacy and closes with the conclusion that Web 2.0 makes necessary a more critical outlook on information literacy.

scholarly journals Unique or ubiquitous: information literacy instruction outside academia

2019 ◽  
Vol 47 (1) ◽  
pp. 73-84 ◽  
Author(s):  
Miriam L. Matteson ◽  
Beate Gersch
Keyword(s):  
Content Analysis ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Public Libraries ◽  
Content Type ◽  
Library Programming ◽  
Information Products ◽  
Academic School ◽  
Library Websites

Purpose The purpose of this paper is to investigate how US public libraries offer information literacy (IL) instruction to their patrons. Design/methodology/approach The study is a content analysis of eight library websites to determine passive IL instruction and active literacy instruction. Findings Library web guides offer passive IL instruction by highlighting resources patrons may wish to access to resolve information inquiries. Further, the authors found that a little less than 50 per cent of library programming offers some IL instruction, the majority of which relates to helping patrons learn to use tools to create information products. Originality/value IL is the ability to recognize the need for information, to effectively find information to meet that need and to use information for some purpose or goal. Academic, school and public libraries believe that understanding and using information critically and effectively bring gains to an individual and to society. However, they diverge in how and why they engage in IL instruction. The authors’ findings suggest that less than half of the libraries surveyed are providing active IL instruction, despite the recognition of the benefits IL provides.

Sign in / Sign up

Export Citation Format

Share Document