Web 2.0: from information literacy to transliteracy

2018 ◽  
pp. 53-64
Author(s):  
Susie Andretta
Keyword(s):  
Web 2.0 ◽  
Information Literacy

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 A New Conception of Information Literacy for the Digital Environment in Higher Education

2009 ◽  
Vol 1 (1) ◽  
Author(s):  
Sharon Markless
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Information Literacy ◽  
Digital Environment ◽  
Student Reflection ◽  
Nature Of Information ◽  
Intellectual Journey ◽  
Principles Of Learning

This paper outlines the author’s intellectual journey towards a deeper understanding of the nature of information literacy and how IL learning can be supported. This work was stimulated by a consultancy in one UK university to recommend an appropriate IL framework for use on their VLE. The journey described here considers relevant principles of learning, the place of student reflection in IL learning, what IL in HE should encompass, the importance of context in developing IL, and the influence of the digital environment, especially Web 2.0. The main features of existing IL frameworks in HE are critiqued. A new IL framework is then offered along with a rationale for its appearance and use. The conclusion looks forward to continuing development of the ideas covered here.

scholarly journals Wikis in School Libraries

2021 ◽  
Author(s):  
Dana Dukic
Keyword(s):  
Elementary School ◽  
Web 2.0 ◽  
Information Literacy ◽  
School Library ◽  
School Libraries ◽  
Web Pages ◽  
School Librarians ◽  
Collaborative Project ◽  
Story Writing ◽  
The Web

The Web 2.0 thinking and accompanying technologies opened a new direction of development for libraries. Among different Web 2.0 applications wikis are particularly attractive for school librarians. Wikis are read-write web pages that are easy to use, accommodate other Web 2.0 features and are widely applicable for a number of purposes. A Wiki space named LibraryZone is a good example of using wiki in elementary school library. LibraryZone is used for information literacy instructions, conducting a collaborative project, for story writing and as a discussion space. 

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.

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