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.

“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.

scholarly journals Delivering Information Literacy via Facebook: Here Comes the Spinach!

2019 ◽  
Vol 14 (2) ◽  
pp. 33-50
Author(s):  
A. F. Tyson ◽  
Anton Angelo ◽  
Brian McElwaine ◽  
Kiera Tauro
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Information Literacy ◽  
Academic Libraries ◽  
Undergraduate Student ◽  
Additional Method ◽  
Targeted Interventions ◽  
Student Clubs ◽  
The University ◽  
Library Marketing

Abstract Objective – Information literacy (IL) skills are critical to undergraduate student success and yet not all students receive equal amounts of curriculum-integrated IL instruction. This study investigated whether Facebook could be employed by libraries as an additional method of delivering IL content to students. To test whether students would engage with IL content provided via a library Facebook page, this study compared the engagement (measured by Facebook’s reach and engagement metrics) with IL content to the library’s normal marketing content.  Methods – We ran a two-part intervention using the University of Canterbury Library’s Facebook page. We created content to help students find, interpret, and reference resources, and measured their reception using Facebook’s metrics. Our first intervention focused on specific courses and mentioned courses by name through hashtagging, while our second intervention targeted peak assessment times during the semester. Statistics on each post’s reach and engagement were collected from Facebook’s analytics. Results – Students chose to engage with posts on the library Facebook page that contain IL content more than the normal library marketing-related content. Including course-specific identifiers (hashtags) and tagging student clubs and societies in the post further increased engagement. Reach was increased when student clubs and societies shared our content with their followers.  Conclusion – This intervention found that students engaged more with IL content than with general library posts on Facebook. Course-targeted interventions were more successful in engaging students than generic IL content, with timeliness, specificity, and community being important factors in building student engagement. This demonstrates that academic libraries can use Facebook for more than just promotional purposes and offers a potential new channel for delivering IL content.

scholarly journals P.103 Studying behaviors among neurosurgery residents using web 2.0 analytic tools

2017 ◽  
Vol 44 (S2) ◽  
pp. S40-S40
Author(s):  
BA Davidson ◽  
NM Alotaibi ◽  
D Guha ◽  
AV Kulkarni ◽  
AM Lozano
Keyword(s):  
Web 2.0 ◽  
Information Dissemination ◽  
Pediatric Neurosurgery ◽  
User Engagement ◽  
Web 2.0 Technologies ◽  
Functional Neurosurgery ◽  
Academic Behaviors ◽  
Study Behavior ◽  
University Of Toronto ◽  
The University

Background: Web 2.0 technologies (e.g. blogs, social networks, and wikis) are increasingly being utilized by medical schools and postgraduate training programs as tools for information dissemination. These technologies offer the unique opportunity to track metrics of user engagement and interaction. Here, we employ Web 2.0 technologies to assess academic behaviors among neurosurgery residents. Methods: We performed a retrospective review of all educational lectures, part of the core Neurosurgery Residency curriculum at the University of Toronto, posted on our teaching blog (www.TheBrainSchool.net) from Sept 2013 - Nov 2016. We looked for associations with lecturer’s academic position, timing of examinations, and lecture/subspecialty topic. Results: The overall number of clicks on 123 lectures was 1079. Most of these clicks were occurring during the in-training exam month (43%). Click numbers were significantly higher on lectures presented by faculty (mean 18.6, SD ± 4.1) compared to residents-delivered lectures (mean 8.4, SD ± 2.1) (P= 0.031). Functional neurosurgery lectures were the most downloaded (47%), followed by pediatric neurosurgery (22%). Conclusions: The current study demonstrates the value of Web 2.0 analytic tools in examining residents study behavior. Residents tend to ‘cram’ downloading lectures in the same month of training exams and display a preference for faculty-delivered lectures.

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.

Breaking the Hierarchy

2010 ◽  
pp. 16-29
Author(s):  
Beth Granter
Keyword(s):  
Web 2.0 ◽  
Teaching Methods ◽  
Web 2.0 Technologies ◽  
Direct Experience ◽  
Power Dynamic ◽  
Personal Learning ◽  
The University ◽  
Institutional Websites

This chapter, inspired by direct experience from working on the development of the University of Sussex’s Student Personal Learning and Social Homepages (SPLASH) project, discusses how ‘Web 2.0’ technologies can be used to make institutional websites more democratic. The SPLASH mashup project was non-typical in that it intended to create an environment which would be fully customisable by the learner, so that no content was obligatory. Examples from working on this project are used to illustrate benefits which can be gained from, and barriers to the uptake of, more open publishing methods and an organically structured site architecture. Issues affecting learners, tutors, the institution as a whole, and how the power dynamic between all three may change, are discussed. Parallels are drawn between teaching methods online and those offline, both traditional and modern.

The Opportunities for Specialist Academic Libraries to Integrate Information Literacy into Faculty Curricula

2021 ◽  
Author(s):  
◽  
Simon James Coates
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Academic Libraries ◽  
Qualitative Methodology ◽  
Geographical Location ◽  
Theoretical Framework ◽  
Significant Component ◽  
Faculty Relationships ◽  
Academic Faculty ◽  
The University

<p>This research project sought to determine the opportunities for librarians in specialist academic libraries to integrate information literacy into faculty curricula. Information literacy is becoming recognized as increasingly important as a graduate competency by universities, and is a significant component of lifelong learning. The ability of librarians to collaborate with academic faculty staff in order to provide information literacy instruction to students is crucial. The researcher employed a qualitative methodology for the project, interviewing subject librarians who worked with faculty from two specialist academic libraries at the University of Auckland. The theoretical framework of the project was based on the works of Hardesty and Farber, when considering factors relating to librarian-faculty relationships, and of Owusu-Ansah and Grafstein, among others, on factors relating to information literacy. Analysis of data collected yielded results falling within three main areas. Subject librarians within the specialist academic libraries studied considered themselves to be highly accessible, being able to be contacted in person very easily by the academics whose subject discipline resources they administered. They also felt that they were visible, both within the libraries themselves, and within the wider faculty area within which the libraries were situated. The ability to employ information literacy components which were tailor-made for particular courses, grounded within specific subjects facilitated both lecturer and student buy-in. These three factors contribute to the inclusion which subject librarians in specialist academic libraries feel within a community involving all members of faculty, united by geographical location and subject discipline, and which greatly facilitates the integration of information literacy into curricula.</p>

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.

Impact of Web 2.0 technologies on academic libraries: a survey of ARL libraries

2013 ◽  
Vol 31 (4) ◽  
pp. 508-520 ◽  
Author(s):  
Khalid Mahmood ◽  
John V. Richardson
Keyword(s):  
Web 2.0 ◽  
Academic Libraries ◽  
Web 2.0 Technologies
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