Professional Documents
Culture Documents
In the age of Google, academic library services are changing out of necessity. Students and faculty have many more sources of information beyond the librarys offerings and reference desk statistics are plummeting. To remain relevant, academic library services must adapt and librarians must apply their skills in new ways. In this column, the author will explore current issues in academic library services. KEYWORDS Collaboration, information literacy, learning, teaching, technology, Web 2.0 Although academic librarians have become experts in using Web 2.0 tools and techniques to promote library services, we are just beginning to think about how academic librarians can collaborate with faculty and information technologists to incorporate these tools and technologies into our teaching to support learning goals and outcomes. Web 2.0, sometimes called the social Web, is characterized by communication, information sharing, collaboration, interoperability, and user-centered design. Web 2.0 tools like social networking, blogging, and instant messaging are now standard tools used in the delivery and promotion of library services, and the library profession has dubbed these tools Library 2.0. Current library literature is full of articles and books about how libraries are using Library 2.0 tools on the Web to provide services. Libraries are using free instant messaging applications like
The author wishes to thank the following people for their assistance in the writing of this column: Randy Ericson and Glynis Asu, Hamilton College Library; Joe Murphy, Science Librarian, Yale University; David Smallen, Nikki Reynolds, Ted Fondak, and Janet Simons, Information Technology Services, Hamilton College. Thanks also to Dr. Cecilia McInnis-Bowers, International Business Department, and Jonathan Miller, Olin Library, Rollins College, for helping me to think about how librarians can do their jobs differently and for giving me the opportunity to be creative in my work. Address correspondence and column proposals to Carolyn Carpan, MLIS, MA, Director of Public Services, Hamilton College Library, Hamilton College, 198 College Hill Rd., Clinton, NY 13323. E-mail: ccarpan@hamilton.edu 106
he emergence of social media and collaborative online communities requires a reframing of information literacy as a metaliteracy that supports multiple literacy types. Social media environments are transient, collaborative, and free-flowing, requiring a comprehensive understanding of information to critically evaluate, share, and produce content in multiple forms. Within this context, information is not a static object that is simply accessed and retrieved. It is a dynamic entity that is produced and shared collaboratively with such innovative Web 2.0 technologies as Facebook, Twitter, Delicious, Second Life, and YouTube. Several competing concepts of literacy have emerged including digital literacy, media literacy, visual literacy, and information technology fluency, but there is a need for a comprehensive framework based on essential information proficiencies and knowledge. New media literacy and transliteracy have also responded to the rapid and ongoing changes in
technology. As part of a metaliteracy reframing, we argue that producing and sharing information are critical activities in participatory Web 2.0 environments. Information literacy is central to this redefinition because information takes many forms online and is produced and communicated through multiple modalities. Information literacy is more significant now than it ever was, but it must be connected to related literacy types that address ongoing shifts in technology. Through this overarching approach to information literacy, we examine the term within a new media environment. Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities. Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related
Thomas P. Mackey is Interim Dean in the Center for Distance Learning at SUNY Empire State College; e-mail: Tom.Mackey@esc.edu. Trudi E. Jacobson is Head of User Education Programs in the University Libraries of University at Albany, SUNY; e-mail: tjacobson@uamail.albany.edu. Thomas P. Mackey and Trudi E. Jacobson
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crl-76r1
150
INTRODUCTION
The impact of Web 2.0 upon culture, education, and knowledge is obfuscated by the pervasiveness of Web 2.0 applications and technologies. Web 2.0 is commonly conceptualized in terms of the tools that it makes possible, such as Facebook, Twitter, and Wikipedia. In the context of information literacy instruction, Web 2.0 is frequently conceptualized in terms of the ways that Web 2.0 tools can be used to deliver instructional content, demonstrate information literacy concepts, and support constructivist pedagogy. This essay suggests that viewing Web 2.0 solely in terms of the functional value of Web 2.0 applications constrains critical inquiry into the ways that Web 2.0 can inform definitions of information literacy. The author reviews existing literature describing uses of Web 2.0 in information literacy instruction and suggests that Web 2.0 presents opportunities to engage students in critical thinking about the social and political aspects of information production and to encourage students to view themselves as active agents in the creation of information and knowledge. In this way, Web 2.0 can contribute to evolving conceptions of information literacy and can inform critical approaches to library instruction.
The current issue and full text archive of this journal is available at www.emeraldinsight.com/0090-7324.htm
RSR 40,2
242
Received 14 February 2012 Accepted 15 February 2012
Teresa Grettano
Department of English and Theatre, The University of Scranton, Scranton, Pennsylvania, USA
Abstract
Purpose This analysis, being part one of a two-part study, aims to illustrate the attitudes and patterns users are being habituated to through the functionality of Facebook, relate them to information literate practices and behaviors, and speculate their application to information literacy instruction within an academic context. It also aims to lay the groundwork for part two, which is to be reported on in a later issue of this journal. Design/methodology/approach For this rst part of the study, the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education have been aligned with common behaviors on Facebook, examining each standard, performance indicator, and outcome for possible parallels in common Facebook tools and behaviors. These behaviors have then been connected to the process of conducting research in an academic context. Findings Three Facebook functions Feeds, Share, and Comment emerged as the primary means by which information literate practices and behaviors are developed and exhibited on Facebook. In addition, information literacy in the age of social media requires a meta-literacy: a critical awareness of why we do what we do with information. Research limitations/implications This analysis (part one) presents the conceptual framework on which the data collection portion of the study (part two) is based. In doing so, it lays the groundwork for a reexamination of what it means to be information literate in light of social media practices and behaviors. Originality/value This paper is valuable to information literacy instructors and researchers because it offers the rst extended analysis that deliberately reads Facebook through the lens of the ACRL Standards. Keywords Information literacy, Facebook, Social media, Social networking, Web 2.0, Instruction Paper type Conceptual paper
Reference Services Review Vol. 40 No. 2, 2012 pp. 242-257 q Emerald Group Publishing Limited 0090-7324 DOI 10.1108/00907321211228309
Introduction Students today interact with information differently than students did ten years ago. In 2000, the Association of College & Research Libraries (ACRL) developed a comprehensive denition of what it means to be information literate based on a working denition that dates back to 1989: To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information (ALA Presidential Committee on
Aspects of this research were funded by the Weinberg Memorial Librarys Information Literacy Stipend program at The University of Scranton.
The current issue and full text archive of this journal is available at www.emeraldinsight.com/0090-7324.htm
Introduction In this conceptual paper, we suggest that the rapidly changing structure and creation of information necessitates a dynamic technological and philosophical change of direction in how libraries implement new technologies. We propose that libraries expand their concept of Web 2.0 to encompass the greater sociological and pedagogical changes that can be leveraged by Web 2.0 applications (McLoughlin and Lee, 2008). First, the authors explore various denitions of Web 2.0 as well as the evolving perspectives on student learning impacting instruction in higher education. We discuss how the integration of appropriate pedagogies and Web 2.0 tools can help create and support collaborative student and faculty communities. Finally, using concrete examples of projects implemented at the University of Colorado at Boulder, we discuss and reect on the impact of this new paradigm of knowledge creation and learning. We conclude that it is only by rejecting the simplistic idea that Web 2.0 is solely a technological phenomenon without pedagogical implications that libraries will be able to embrace, implement, and support the changing paradigms of information, knowledge and pedagogy in the multiple contexts of academic libraries. The term Web 2.0 is generally associated with a specic subset of applications. Facebook, Twitter, and Wikipedia are all commonly identied as representative of the new wave of technology while the Encyclopaedia Britannica and Microsoft Outlook are
Reference Services Review Vol. 38 No. 4, 2010 pp. 621-633 q Emerald Group Publishing Limited 0090-7324 DOI 10.1108/00907321011090764
COMMUNICATIONS
ABSTRACT. Social technologies such as Weblogs, wikis, and social bookmarking are emerging both as information resources and as tools for research. This paper reflects on these technologies and suggests they may be well placed to build fluency in the higher-order thinking skills outlined in various information literacy frameworks, particularly in an educational context. A high proportion of todays learners are very comfortable with technology and Web 2.0 resources. The characteristics of the information they are accessing are also changing, bringing a stronger need for sophisticated evaluation and analysis skills. Where do social technologies fit within information literacy frameworks, and where can they be used in the day-to-day instruction of information skills? This paper suggests social technologies perform a dual role: they are not only useful sources of information but also resources to be used to develop ideas and research, using collaboration and community platforms that learners today are familiar with. Librarians who provide information lit-
Kara Jones is Subject Librarian for Biology and Biochemistry, Mathematics, and Computer Science, University of Bath, UK (E-mail: K.L.Jones@ bath.ac.uk). Kara has worked in libraries in Australia and the Middle East. She has a MSc in Library and Information Management and is working towards a Masters degree in Educational Technology. Journal of Web Librarianship, Vol. 1(4) 2007 Available online at http://jwl.haworthpress.com 2007 by The Haworth Press. All rights reserved. doi:10.1080/19322900802111429
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Survey and semi-structured interviews were conducted in this study to examine the adoption of the Web 2.0 technology in information literacy instruction. Findings suggest that librarians use Web 2.0 tools in three different levels, and overall it has a positive impact on teaching and learning.
INTRODUCTION
AND
PROBLEM STATEMENT
Lili Luo, School of Library and Information Science, San Jose State University <lililuo@slis.sjsu.edu>.
Defined as a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information,1 information literacy (IL) is a crucial component in library user education. The library literature abounds with studies on information literacy instruction (ILI), especially on the topic of instructional pedagogy. The success of ILI hinges upon the delivery of content and as the delivery vehicle, pedagogical approaches are constantly evolving in response to the rapidly changing information landscape and user needs. One of the enablers for pedagogy evolution is new technologies. Numerous studies have attested to augmented teaching effectiveness resulting from the integration of computer and Internet facilities in ILI. Recently the increasingly popular Web 2.0 technology has gained more and more attention from the library world and ILI librarians have been exploring the potential of adopting Web 2.0 tools in their classrooms. To achieve a better understanding of Web 2.0-enabled teaching enhancement, the study presented in this paper seeks to examine the current practice of Web 2.0 involvement in the practice of ILI and to contribute to the knowledge of ILI pedagogy. A term coined by Tim O'Reilly of O'Reilly Media,2 Web 2.0 describes the changing trends in the use of World Wide Web technology and Web design that aim to enhance creativity, communications, secure information sharing, collaboration and functionality of the Web.3 The essence of Web 2.0, or the read/write Web, is participation in creating information dynamically, whereas the earlier phase of the Web, or the read/only Web, primarily focused on presenting information stactically.4 Two prominent characteristics of Web 2.0 technologies are multi-way communication and collaborative information creation/ retrieval. Examples of such technologies include social networking sites (e.g. Facebook), video sharing sites (e.g. YouTube), wikis, blogs, and social bookmarking sites (e.g. del.icio.us). Reinforcing engagement and interactivity between individuals, Web 2.0 has brought new opportunities to education. Students today approach the world with an information-age mindset and consider technology a fact of life,5 and Prensky6 labeled them as digital natives. A recent Pew Internet survey7 found that 75% of people at the age of 18 to 24 use social networking technologies, and this figure was in tandem with a number of studies conducted in college campuses, whereas all of them reported more than 80% of students spending at least some time on social networking sites each week.810 Given students' heavy use of Web 2.0 technologies, educators have started exploring their applications in teaching and learning. They concluded that the accessibility and functionality Web 2.0 tools have made them appealing as instructional vehicles11 and they can support constructivism-oriented pedagogical approaches such as active learning and
Participation and Pedagogy: Connecting the Social Web to ACRL Learning Outcomes
by Greg Bobish
Available online 30 October 2010
This article examines the connection between ACRL information literacy standards and constructivist pedagogy. This connection is used to support use of Web 2.0 tools for information literacy instruction. Sample exercises using these tools are provided for each ACRL learning outcome, and the tools' suitability for the constructivist approach is reasserted.
INTRODUCTION
Librarians have been increasingly adopting Web 2.0 tools for information literacy instruction, and reports and case studies are appearing in the literature. In a recent survey, 84% of teaching librarians used Web 2.0 tools to facilitate delivery of content, but only 38% of these same librarians were using the tools to actively illustrate information literacy concepts to their students.1 While there are likely varied reasons for this, the lack of a clear connection to pedagogical goals is one factor that often makes instructors wary of incorporating new technologies more deeply into their lesson plans. Many individual reports of uses of online tools in information literacy instruction mention the necessity of grounding the use to a specific goal or objective, in order to avoid the temptation of using a tool just because it is new or interesting, whether or not it actually improves learning. The necessity of connecting the use of new tools to an underlying pedagogical theory is often emphasized as a way to ensure that there is sound reasoning behind their adoption. In an early discussion of the ways that web-based tools might be used in distance education, Nancy Dewald states that Perhaps the most important of the four aspects of instructional delivery is pedagogical objectives. She also examines the technologies available at that time in terms of their interactivity and discusses some of the ways they might support active learning in a distance-education setting.2 A successful Flickr-based assignment at the American University of Cairo is designed with constructivist and discovery learning ideas in mind and proves successful both at engaging students and at involving them in the examination of their own information use processes.3 In a library instruction session connected to a business course, wiki technology was used to facilitate discovery learning, question formulation, and assessment of a final group product (in this case a business plan).4 While the examples cited above as well as numerous other examples both in the library literature and in other fields can be helpful in developing specific new exercises, a broader look at how information literacy standards and related pedagogies can be supported by the use of Web 2.0 technologies will provide library instructors with a sound base from which a variety of more specific exercises and assignments can be drawn.
Web 2.0 and Information Literacy Instruction: Aligning Technology with ACRL Standards
Marta L. Magnuson
Hedberg Library, Carthage College, 2001 Alford Park Drive, Kenosha, WI 53140, USA
a r t i c l e
i n f o
a b s t r a c t
The purpose of this article is to report on how Web 2.0 tools in an online information literacy instruction course aligned with ACRL's Information Literacy Competency Standards for Higher Education. A qualitative case study was undertaken on an online graduate course related to information literacy instruction. Data collected included: course activities, assignments, emails, online discussions, and surveys. The educational theory of constructivism and its adherence to reection, active learning, and social interaction was used to nd patterns in the data. Activity theory provided a framework for data analysis and interpretation related to the patterns of activities that took place while students used each Web 2.0 tool. Web 2.0 was found to enhance all ve information literacy standards. These standards related to collaboration, information organization, creativity, discussion, and technology education. 2013 Elsevier Inc. All rights reserved.
Article history: Received 19 December 2012 Accepted 29 January 2013 Available online 4 February 2013 Keywords: Web 2.0 Information literacy ACRL Information Literacy Competency Standards for Higher Education Information literacy Online education Constructivism
INTRODUCTION The use of Web 2.0 tools for information literacy instruction is still a relatively new area of study. Although technologies like Facebook, YouTube, and Wikipedia are pervasive, Web 2.0 as a term was coined less than 10 years ago (O'Reilly, 2005). The newness of Web 2.0, combined with its ease of use and ubiquity in the lives of college students, has allowed for great enthusiasm into its use as an education tool. This case study sought to understand the potential of Web 2.0 as an effective tool for teaching information literacy skills. The Association of College & Research Libraries' (ACRL) Information Literacy Competency Standards for Higher Education (2000) is widely employed by academic librarians when assessing the information literacy of college students. The standards were used in this study as a framework for assessing the potential of Web 2.0 technologies as useful instructional tools for information literacy education. WEB 2.0 The term Web 2.0 was coined by Tim O'Reilly at a 2004 conference brainstorming session on the commonalities between websites that survived or came to fruition after the burst of the dot-com bubble in 2001 (O'Reilly, 2005; Scholz, 2008.) While Web 2.0 technologies do not have clear boundaries, they do follow a set of principles and practices that O'Reilly describes as competencies. These competencies relate to issues of power decentralization, dynamic content, rich user
Tel.: +1 262 551 5950; fax: +1 262 551 5109. E-mail address: mmagnuson@carthage.edu. 0099-1333/$ see front matter 2013 Elsevier Inc. All rights reserved. http://dx.doi.org/10.1016/j.acalib.2013.01.008
experiences, and collaboration. For the boundaries of this study, three of the six competencies will be discussed in detail. The rst competency that has the potential to impact learning is the architecture of participation. Because of the participatory nature of Web 2.0, users are not only consumers, they are also producers who have the ability to greatly inuence the look, content, and creative energy of the Web 2.0 tool they chose to use. This, in turn creates a participatory culture (Jenkins, 2006) in which user and producer interact with and inuence one another. The second relevant Web 2.0 competency is harnessing the collective intelligence. According to Lvy (1997), collective intelligence is a form of universally distributed intelligence, constantly enhanced, coordinated in real time, and resulting in the effective mobilization of skills (p. 13). It is based on the premise of the wisdom of the crowds, in that many people are more knowledgeable than a select few. In relation to Web 2.0, Kroski (2008) describes collective intelligence as the theory that when a Web site or network accumulates a large number of people participating within it, the collective, or group, becomes the lter for what is valuable (p. 3). The nal Web 2.0 competency related to this study is remixable data source and data transformations. Web 2.0 is an environment of cooperation rather than control and therefore fosters the reuse of content and technology from others. O'Reilly (2005) describes the philosophy of remixability and transferability best, writing the most successful web services are those that have been easiest to take in new directions unimagined by their creators. The phrase some rights reserved, which was popularized by the Creative Commons to contrast with the more typical all rights reserved, is a useful guidepost (p. 4).
The International Information & Library Review (2010) 42, 137e142 available at www.sciencedirect.com
Abstract This paper discusses free online and Internet tools that can be adapted by librarians for use with library instruction and information literacy training, with a focus on social media and Web 2.0 technologies, including social networking websites Facebook and Twitter, blogs, RSS, wikis, and video sharing. Many students already use these technologies and are readily engaged with the library when the technologies are incorporated into library websites and classes. There are challenges in using these technologies, especially in countries with oppressive governments. This paper is based, in part, on a presentation the authors gave at the UNESCO Training the Trainers in Information Literacy Workshop at the Bibliotheca Alexandrina in Alexandria, Egypt in November 2008. 2010 Elsevier Ltd. All rights reserved.
Introduction
The Internet offers a range of free and sophisticated tools that can be adapted by libraries for use in multiple ways, including user services, library promotion, and information literacy training. These tools, including social networking and other Web 2.0 technologies, provide effective ways for libraries and librarians to engage students and communicate with them via the preferred methods of the Millennial generation. This paper, based on a presentation the authors gave at the UNESCO Training the Trainers in Information Literacy Workshop at the Bibliotheca Alexandrina in Alexandria, Egypt in November 2008, covers free social
* Corresponding author. E-mail addresses: aclick@aucegypt.edu (A. Click), jpetit@pdx. edu (J. Petit).
networking websites like Facebook and Twitter, and other Web 2.0 websites and tools like blogs, wikis, video sharing, and social bookmarking. First, we will dene social networking and Web 2.0. Next, we will discuss the ways in which librarians can use Web 2.0 to connect patrons to libraries, to market services, to make more information widely available, and to teach information literacy skills. Finally, we will briey discuss the reasons that these tools and technologies are particularly appropriate for libraries and librarians in developing countries, relevant to the relatively new use of social media in social and political protests, including the protests in Iran in the summer of 2009. Many different social networking and Web 2.0 tools and technologies will be covered here. Not all of these technologies are appropriate for all libraries or all librarians. Each library should work to determine which technologies are most popular with their users and adapt these technologies accordinglydto meet
1057-2317/$ - see front matter 2010 Elsevier Ltd. All rights reserved. doi:10.1016/j.iilr.2010.04.007
ucts or promote ready-made, static artifacts. For example, OfotoWeb 1.0was designed to sell digital-to-paper photo processing to users. This venture did not have staying power. In contrast, Web 2.0s Flickr is a user-generated content management system designed simply as a host for photo sharing. It accrues its revenue through site-based advertising. Web 2.0 businesses use
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FEATURE
\^
TRANSFORM'
INFORMATION f OR NOWGEN
Buffy J. Hamilton
buffy.hamilton@gmail.com
remember my grandmother telling me stories about the first radio her family owned, one of the first in her rural north Georgia community during; the economically depressed 1930s. "Nanny" fondly recollected how their friends and relatives would travel across the miles once a week to listen to the radio together. Many times they listened lo news programs or comedy shows, as well as to President Roosevelt's "Fireside Chats." The technology of radio created a learning community by giving my grandmother, her family, and her friends access to information and entertainment.
Nearly eighty years later, technology continues to shape our culture in profound ways, just as the radio did at its inception. Initially the Web changed and expanded our means for actessing information. Now emergiiit; technologies and applications are a medium for building learning communities in ways we could not envision even five years ago. In 1989 the American Library Association defined information literacy as "a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate,
and use effectively the needed information" {ACRL 2000). While these fundamental skills are still at the heart of information literacy instruction, the nature of that information and the strategies for evaluating it are rapidly changing; the Read/Write Web and Web 2.0 technologies are disrupting many traditional, long-held concepts of authority. We are now in what Michael Jensen calls the "era of information abundance." As a result of this abundance, Jensen asserts, "...we are witnessing a radical shift in how we establish authority, significance, and even scholarly validity" (Jensen 2OO7. B6).
48
ESSAYS
Metacognition: Information Literacy and Web 2.0 as an Instructional Tool Reabeka King
Abstract
Web 2.0s consistently evolving capabilities and features present a daunting task for educators as an instructional tool because of the educators limited technological abilities or time constraints. Although Web 2.0 assists educators with guiding learners to complete tasks and supports the scaffolding of lessons to meet course objectives, there are more advanced pedagogical implications when using Web 2.0 as an instructional tool, such as fostering information literacy and metacognition. This article reviews information literacy standards and the use of Web 2.0 as an effective instructional tool to develop the metacognitive skills required to empower learners to use Web 2.0 responsibly, both in the classroom and on their own. Adaptations of Blooms Digital Taxonomy and Salmons chart of online competency are included in this article to serve as guides for supporting the metacognitive framework of information literacy and Web 2.0 in the educational setting.
Reabeka King is Coordinator of Information Literacy and Library Instructional Services/ Assistant Professor at Kingsborough Community College, with an MA in English specializing in Language and Literacy, specically adult literacy. She has been a computer instructor at Queens Public Library and a PreGED instructor at Brooklyn Public Library.
Keywords
Web 2.0, metacognition, information literacy
Introduction Web 2.0 is an example of an online communication technology that has created new forms of literacy with its consistently evolving features and capabilities to produce and manipulate information (Baron, 1999). Web 2.0 is a term used to describe cultural trends like social networking, blogging, podcasting, and streaming media; it describes a landscape in which users control their online experience and influence the experiences of others (Funk, 2009). In response to the widespread adoption of online interactive environments and social networking opportunities, pedagogies have evolved that take advantage of Web 2.0s emphasis on creation and connectivity (McLoughlin & Lee, 2008). Today, teaching has transitioned from Web 1.0 (which centered primarily on the simple retrieval of information) to the dynamic user-centered Web 2.0 (Pegrum, 2009). This transition has important cognitive and epistemological implications. Web 2.0 has influenced a generation of students that prefers speed and interactivity; it is a generation that not only wants to access infor22 King Metacognition
WORCESTER.EDU/CURRENTS CURRENTS@WORCESTER.EDU
Can You Digg It?: Using Web Applications in Teaching the Research Process
Rochelle (Shelley) Rodrigo, Old Dominion University
Abstract
Instructors teaching research methods, especially undergraduate writing courses that focus on researched arguments, should use various web-based interactive applications, usually referred to as Web 2.0 technologies, throughout the research process. Using these technologies helps students learn various 21st Century technology and media literacies as well as promote diverse student learning methods and active learning pedagogies. The article provides examples of different type of web-based applications that might be used throughout the research process and then ends with a discussion of logistical concerns like student access and privacy rights.
Admit it, when you first search for something you use Google or check Wikipedia:
Of course! What? Are you crazy! I cant trust those sites. I shout out to Facebook or Twitter. Plead the fifth.
I dont ask this question of my students; instead, I ask this question of my colleagues when I do workshops about teaching with technology (especially when teaching big endof-semester term or research papers). Can you guess the results? If we admit that we are
Journal of Interactive Technology and Pedagogy Issue 4 (Fall 2013)
Partnership: the Canadian Journal of Library and Information Practice and Research, vol. 2, no. 1 (2007)
The current issue and full text archive of this journal is available at www.emeraldinsight.com/0022-0418.htm
JDOC 66,1
SPECULATIONS IN DOCUMENTATION
140
Received 12 August 2008 Revised 5 June 2009 Accepted 19 June 2009
Journal of Documentation Vol. 66 No. 1, 2010 pp. 140-153 q Emerald Group Publishing Limited 0022-0418 DOI 10.1108/00220411011016407
1. Introduction Information literacy (IL) has entered the discourse of different disciplines and their respective systems of terminologies, while its practical applications feature as an important segment of numerous initiatives, projects and strategies worldwide. Previous to attaining this current signicant position IL went through a long-lasting process of growth in theoretical and applied understanding characterized by numerous terminological and conceptual contradictions (Shapiro and Hughes, 1996; Snavely and Cooper, 1997, Pawley, 2003). The analysis of the development of information literacy and the phenomena that have inuenced it shows a multifaceted and multidimensional nature of its concept. IL developed in response to the issues that were necessitated by the developments within the information society. Transformations in the eld of information sciences known as user orientation and the emergence of new educational
[ARTICLE]
INSTRUCTION 2.0
What are we actually doing?
ABSTRACT
This survey looks at Association of Research Libraries (ARL) instruction websites to identify publicly available Library 2.0 tools focused on user education. The reasons for each tools presence or absence are discussed and an overall assessment of the current state of the use of these tools in the field is offered.
93
The current issue and full text archive of this journal is available at www.emeraldinsight.com/0737-8831.htm
LHT 30,1
82
Received September 2011 Revised October 2011 Accepted October 2011
Library Hi Tech Vol. 30 No. 1, 2012 pp. 82-94 q Emerald Group Publishing Limited 0737-8831 DOI 10.1108/07378831211213229
1. Introduction The past decade has seen exciting and disruptive changes in the way people use the worldwide web. The growth of participatory technologies and Web 2.0 has undoubtedly altered the environment in which individuals access information and create knowledge. Participatory technologies have made it possible for all people to be both consumers and producers of information and have altered the way that authority is conferred in many areas. Participatory technologies are also impacting teaching and learning. Instructors now have access to tools that can enhance reective and dialogical learning, increase student autonomy and help create learning communities in the classroom. However, unlocking the benets of participatory technologies in education requires a shift in teaching approach, embracing pedagogy based more on social constructivism and connectivism than the dominant behavioral paradigm. With the benets of participatory technologies also come increased challenges with regard to information abundance and evaluation. This has signicant implications for information literacy instruction, both making it more central to the educational
Between information seeking and sharing use of social media in a young learner context
Jette Hyldegrd, Ph.D. Royal School of Library and Information Science Copenhagen University ECIL 2013, 22-25 October 2013 Harbiye, Istanbul
From the Dinosaur Age to the Digital Age: Information Literacy in a Wacky Web 2.0 World
Phyllis R. Snipes
University of West Georgia
Follow this and additional works at: http://digitalcommons.georgiasouthern.edu/cil-2012-2 Part of the Higher Education Commons, and the Information Literacy Commons Recommended Citation
Snipes, Phyllis R., "From the Dinosaur Age to the Digital Age: Information Literacy in a Wacky Web 2.0 World" (2013). Georgia International Conference on Information Literacy. Paper 26. http://digitalcommons.georgiasouthern.edu/cil-2012-2/26
This Presentation is brought to you for free and open access by the Library Conferences at Digital Commons@Georgia Southern. It has been accepted for inclusion in Georgia International Conference on Information Literacy by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact dskinner@georgiasouthern.edu.