Web 2.0:
Knowledge and Use by a Select Group of
Teacher-Librarians in Jamaica
Paulette Stewart, PhD
University of the West Indies
Mona
04. 09. 09

“All the world’s a stage, and all the men and women
merely players. They have their exits and their
entrances and one man in his lifetime plays many
parts.” (Shakespeare 1600)

In this 21st Century, it is clearly evident that the
academic world has become one stage and the
technologies are the players. They become outdated
as quickly as they are invented, and one innovation in
its lifetime has played many parts in delivering
information in various formats to students.

 Web 2.0 is a concept that began with a conference
brainstorming session between O'Reilly and
MediaLive International.
 This new version of the World Wide Web offers
superior interactivity in many forms, for example,
wikis, blogs, podcasting and social networks. While
Web 2.0 is recognized for its social value, it has
facilitated learning in an academic setting.

 Web 2.0 allows students to be exposed to teaching
strategies that are more exciting and suited for their
learning style.
 Students now have quick and ready access to
information that once seemed far fetched and
impossible and they are also able to generate and
share information because of the opportunities for
particpation and dialogue afforded by the social
network.

1. To find out how knowledgeable a select number of
teacher librarians are about Web 2.0 tools and the
educational activities for which they have used them.
2. To determine if there are any barriers that would
prevent these teacher librarians from using these tools
in their library instruction.
3. This research will be a significant and valuable
resource in the field of librarianship in Jamaica.

 It is extremely necessary that studies are conducted to
provide information professionals with empirical
evidence of how knowledgeable librarians are about
new innovations and how they use them in library
instruction.
 This research is of interest because social learning is
now being promoted as a method of increasing
students’ participation and improving their academic
achievement.

Knowledge of Web 2.0 Tools
The literature has shown that school librarians are very
much knowledgeable about Web 2.0 tools.
The article “Web 2.0 and Library Programmes” points out
that there are many teacher-librarians, classroom teachers
and educational technologists who use blogs and other Web
2.0 applications to share their knowledge, their practice and
their thoughts about the changing educational
environment.

Knowledge of Web 2.0 Tools
Teacher-librarians have been leaders of Web 2.0
technologies as they are taught to adopt creative
ways for students to express their learning using
blogs and wikis. They also use tools such as
del.icio.us to create electronic pathfinders, iGoogle
to help students organize and efficiently
access information, and Voicethread to share
student-created book talks. (White 2007)

The Use of Web 2.0 as an Educational tool in School Libraries
Kirkland (2007) reported that there are many teachers
and teacher-librarians who are using social software
to enhance students’ learning. However she further
mentioned that while there are many examples of
Web 2.0 technologies being used in schools, adoption
is sporadic.

The Use of Web 2.0 as an Educational tool in School Libraries
It was reported in the Becta School research on Web 2.0
that, the majority of teachers questioned had never used
Web 2.0 applications in lessons, despite being frequent
users of technology in their personal and professional
lives. Their main concerns involved a lack of time to
familiarise themselves with the technology (Becta Report,
2008).

The Use of Web 2.0 as an Educational tool in School Libraries
Librarians are now launching blogs, not only to give
updates on resources but also to provide an avenue for
interaction among students and host collaborative
discussions. (Richardson 2007)

The Use of Web 2.0 as an Educational tool in School Libraries
The Web is available 24/7 and according to Kretz (2007)
this generation is expecting to use it whenever they want
to, and on whatever devise they have available to them.
These users prefer to work collaboratively, and doing so
on blogs wikis, podcasts and on online social networks
among others is only natural.

The Use of Web 2.0 as an Educational tool in School Libraries
The blog has become a tool for communicating timely
information as well as excellent tools for sharing news
and events information. It can be used to contribute
information on wikis, the most popular being Wikipedia.
Podcasting allows persons to send audio files and
according to Kretz (2007), “This is a way to syndicate
content and make it automatically available to remote
subscribers’ (36).

Types of Social Networking
Supported by LM Programs, 2008
Intranet 50%
Podcasting 41%
Wiki 30%
Type of social networking (SN)
Internet forum /
29%
bulletin board
Blog 25%
Collaborative
23%
editor
Virtual school /
20%
course / etc
Social
16%
bookmarking
Social library 12%
0% 15% 30% 45% 60%
Percent of respondents supporting SN type

The Use of Web 2.0 as an Educational tool in School Libraries
Richardson (2007) gave the following examples of use of
blogs in school libraries:
 One of the earliest and best school library blogs comes
from Galileo High School in San Francisco, where the
librarian uses a "Li-Blog-ary" to identify resources for
classes, update the school community on new offerings,
link to online databases, and publish student reviews.

The Use of Web 2.0 as an Educational tool in School
Libraries
 The library blog of Mission Read at Chiddix Junior
High School in Illinois involves students in online
conversations
 Kirkland (2007) made mention of a secondary school
library that runs a blog, engaging students in
conversation about the books they are reading, and
these students are involved in podcasting their own
book reviews

The Use of Web 2.0 as an Educational tool in School Libraries
 Kirkland (2007) further mentioned that students are using
podcasting as a presentation format for everything from book
reviews to interviews and research reports. An interesting
example given by Kirkland (2007) is that of a high school that
podcasts its daily radio programme so that members of the
school community can listen in when, where and how they
want.
 Social bookmarking is used by students to collaborate on
collecting resources for research.

The Use of Web 2.0 as an Educational tool in School Libraries
At another school, a teacher librarian is using a blog
for literature circles, while the wiki is providing an
ideal format for collaborative writing, and is being
used very effectively to develop higher order
thinking skills through conversation and
collaboration.

The Use of Web 2.0 as an Educational tool in School Libraries
Podcast has created for libraries a new way of
communication. This means of communication is an
excellent medium of diseminating information
because of the personal feel of hearing the person’s
voice.(Farakas 2007)

The Use of Web 2.0 as an Educational tool in School Libraries
Facebook can be important to the library because it is
one of the fastest growing social networks and it
provides a convenient way for users to access the
library’s content and services.
Facebook can serve as an excellent marketing tool for
libraries. Making the content and services available in
Facebook greatly improves the visibility of your
library services (LibGuides).

The Use of Web 2.0 as an Educational tool in School Libraries
An example of the use of MySpace in library
outreach is the Denver Public Library integration of
their MySpace account with eVolver the library’s
Web site for teen. The sites have a similar look, and
the Myspace account links back to teen reviews of
book, movies, and other media on the eVolver site.

The Use of Web 2.0 as an Educational tool in School
Libraries
Some libraries have made their MySpace page a portal
to library services, with links to their catalogue, virtual
reference services, and remote access instructions for
the databases (Farkas 2007)

Research design
A qualitative research design was used because the
researcher wanted to search for understanding and to
find out how the participants are thinking and why
they think the way they do in relation to the research
being conducted. (Fraenkel and Wallen)

Population
The population consisted of approximately one
hundred and twenty trained librarians who were
trained in the Department of Library and Information
Studies at the University of the West Indies, Mona.
These are high school teacher librarians who teach
information literacy as well as another subject in the
school’s curriculum.

Sample
Purposive sampling was used to select the
participants because the researcher wanted to ensure
that the sample was uniquely suited to the intent of
the study (Fraenkel And Wallen 2008).

The sample consisted of twenty teacher librarians (three
males and seventeen females) who are known to have some
knowledge of some of the Web 2.0 tools.
They attended at least one of the training workshops on some
of the Web 2.0 tools that was conducted by the Library and
Information Association of Jamaica (LIAJA), the Jamaica
Library Service, and the Association of Caribbean University,
Research and Institutional Libraries (ACURIL)
These librarians respresented both the urban and rural
areas in Jamaica.

Data collection instrument
The data collection instruments was a semi-structured
interview. Semi-structured interviews were used
because the researcher would be able to ask further
questions for clarification of any vague responses
received from the respondents. Also, all respondents
would answer the same questions and the researcher
would collect comprehensive data in a systematic
way

The research objectives that guided the study were:
 To find out how knowledgeable a select group of
Jamaican librarians are about five of the Web 2.0 tools;
(podcast, wiki, blog, Facebook, and MySpace)
 To establish the levels of use of Web 2.0 tools by a select
group of Jamaican teacher librarians;
 To find out the barriers and issues, if any that have
affected implementation of Web 2.0 as an educational
tool.

Figure 2: Teacher Librarians Years of Teaching Experience
Years of Experience
6
4
2 # of Teachers
0
1 2 3 5 6 7 8 10 11 14 18 20
The findings show that the majority of teacher librarians are
adequately experienced in that their years of service as indicated
in Figure 2 above show a range from 1 to 20 years.

The number of years is also an indication that these
librarians are teaching long enough to be aware of the
five Web 2.0 tools selected for this research.
The respondents with the least experience should be
equally knowledgeable especially since they are just
completing library school traiinng and have done the
course in Information Technology.

Figure 3: How teacher librarians became knowledgable about Web 2.0
Teacher Librarian Introduction to Web 2.0
65 %
25 % 25 % 35 %
5% 5% 5%
Library Internet Reading Text Friends Jamaica ACURIL Library School
Association Library
Workshop Service
Workshop
This finding above is important as it reveals that the Library Associations in
Caribbean Region are making efforts to inform and train librarians about
current technologies in their field.
The Library and Information Association of Jamaica has conducted
workshops in this area and ACURIL and the Jamaica Library Service have
held conferences, pre-conference and workshops on the topic of Web 2.0.

Table 1: Educational Activites that can be provided by Web 2.0
Blogs Wikis MySpace Facebook Podcast
To write comments Journal entries Literature circle Conduct interviews
about any lesson that
was taught
Create literature circle, Group assignments Post notices and Distribute and upload Provide graphic
reading clubs assignments assignments representations for
lessons
Online discussion on a Can create their own Post class readings Share pictures related to To teach Public
specific topics Wiki as a project specific lessons Speaking
Publish poems written Students can gather Use to disseminate and Teachers and students Use to select
by students information on class acquire information can post questions and appropriate background
assignments and make comments music for a specific
present it for others to class session
see

Table 1: Educational Activites that can be provided by Web 2.0
Blogs Wikis MySpace Facebook Podcast
Students can respond to Illustration of a family Drama or role playing
class mates views on Tree
story characters
Make comments on Create a biography Listening
their classmates work comprehension
Create newsletter Discussion on various
topics
Use for revision of Interactive games
lessons

 The educational activities identified revealed that respondents are aware of
some of the educational activities that the Web 2.0 can facilitate.
 However, a number of examples given by 15% of the respondents show
limited or incorrect knowledge. For example, some respondents thought
that they could use podcast to have video conferencing sessions and play
interactive games or that the use of Wiki meant that they used Wikipedia.
 This means that these teacher librarians need to have further training or
they need to research more on these tools so that their misconceptions can
be corrected.

Figure 4: The Most Knowledgeable Web 2.0 Tools by Respondents
The Most Knowledgeable Web 2.0 Tools
MySpace
Facebook
Podcast
Wikis
Blogs
0% 10 % 20 % 30 % 40 % 50 % 60 %
Blogs Wikis Podcast Facebook MySpace
Serie1 26 % 7% 0% 56 % 11 %
The probable reason Facebook is known by so many of the respondents is that it
is is reported to be one of the fastest growing social networking site ((LibGuides,
2007). The least known Web 2.0 tool of the five discussed in this research is
Podcast. This is understandable because according to the literature Podcast is one
of the newest social software tools (Farkas 2007).

The level of use of Web 2.0 Tools by teacher librarians
 Eighty percent (80%) of these teacher librarians
confirmed that they have not used any of the Web 2.0
tools in their library instructions.
 Facebook is used by 15% of the respondents for
Virtual Literature Circle.
 Wiki is used by 5% of the respondents..

 Figure 6: Reasons for none use of Web 2.0 Tools in Library Instruction
Reasons for Non-Use of Web 2.0
11
10
5
3
2
1 1
Serie1
No Internet Lack of Not Enough No Limited Students Heavy
Connection Knowledge Computers Computers Library Lack Workload
Instruction Computer
Access at
Home
The lack of sufficient knowledge of Web 2.0 educational
tools is the main reason given by 55% of the respondents
for the none use of these tools. This implies that
respondents’ knowledge of these tools is limited and much
more training is needed.

The level of use of Web 2.0 Tools by teacher librarians
 The 20% who indicated that they use one or two of these tools
in their library instruction have indicated various frequency of
use. Two respondents use it monthly, one use it weekly and
one rarely use it.
Fifty percent (50% or 10) of those who do not use these tools
in the library replied that their heavy work load is the factor
that prevents use. They explained that the number of sessions
that they have to teach another subject other Information
Literacy are too many.

other reasons for none-use:
 not enough computers are in their library- 25%
 lack of Internet connection -15%
 no computers in the library- 5%
 does not make sense to teach using these tools because the users did
not have computers and Internet connection in their homes – 5%
 Limited library instruction

The level of use of Web 2.0 Tools by teacher librarians
 The high percentage of none use discovered cannot be good
when the academic benefits that can be gained from using
these tools are clearly obvious.
 Students will view the library as out-dated
 The library will not attract students especially if they can get
to use these tools elsewhere

Barriers that affect use
Personal barriers have been reported have been summarised as:
1. Lack of knowing how to use these tools for educational purposes.
(55%)
2. Heavy administrative workload which leaves little or no time to
use technology as part of the library instruction. (50%)
3. Lack of interest. (5%)
4. One respondent (5%)lamented that she would have used them if
she knew how to incorporate them in her library lessons.

School barriers are summarized as:
 Lack of Internet connection – 15%
 No computer/insufficient computers for students to use-
30%
 School policy bans students from using the social
networks in their school – 20%
 Students are not computer literate – 20%

 Library activities are not integrated into the schools’
curriculum, as such there was evidence of disconnect
in the classroom curriculum and the library
curriculum - 40%
 The principals and the classroom teachers are
unaware of these tools and so no arrangement is
made to have them integrated in the schools’
curriculum – 10%

 It is good that these librarians have recognised their
deficiency in using these tools.
 The banning of these sites from the library is
evidence that these administrators are not aware of
the benefits and the safety methods that can be
practiced to ensure privacy

 The American Association of School Librarians
(2008) also highlights the fact that the social
networks that are more vulnerable to online predators
are the ones that are usually banned by district or
school policy. However, if all staff members are
educated about these tools and the e-safety methods it
is likely that they would agree to use them.

 Administrators and classroom teachers are also unaware
of the educational benefits that their students can derive
from using these tools. Sandbury (2009) revealed that
human and technological barriers are holding back the
use of these learning tools in many classrooms

The information gathered from these teacher librarians
revealed that they have limited knowledge of these Web
2.0 tools and the majority of them have not been using
the Web 2.0 tools in their library instruction.
These teacher librarians gained some knowledge about
some of these tools from workshops and conferences that
they have attended. It was obvious that they were more
familiar with Facebook and MySpace than the other Web
2.0 tools.

The least known tool was podcast.
A lack of in-depth knowledge about these tools was
evident on more than one occasions. The lack of
computers/sufficient computers, plus the lack of
Internet conection were given as reasons for the none
use of these tools.
In some schools the school policy banned these sites
and only in one instance was the teacher librarian
concerned about privacy

There is concern for the image of the school
library because the majority of their users are
aware of some these tools, though they use them
only for social communication.
They will view the library as an “old fashion
place” because it does not meet their
technological needs.
As users, they may exit the school library and
forget the entrance.

BY RESPONDENTS
 Fifty percent of the respondents emphasized that the Ministry
of Education should revise the curriculum to show an
integration of these tools into the relevant subject areas.
 Eighty percent mentioned that they need proper training in
this area.
 Forty percent want all the teachers and administrators to be
sensitized and trained about these tools.

BY RESPONDENTS
 Fifty percent (50%) of the respondents want their non-
library teaching sessions to be reduced or terminated so
that they will have sufficient time to use these tools with
students in the library.
 Forty percent of these teacher librarians want the
timetable to reflect double sessions so that the librarian
and the students can have sufficient time to use these
tools.

Based on the findings the following recommendations are made;
 When library conferences are held, participants at these
conferences should also include Education officers
from the Ministry of Education, principals, teachers
and students.
 This will allow them to realize that the library is to be
an integral part of the school and the library activities
should be integrated into the school’s curriculum.

Based on the findings the following recommendations are made;
 The Library and Information Association of Jamaica
(LIAJA)and the Association of Caribbean University,
Research and Institutional Libraries (ACURIL) need to
collaborate and plan a series of workshops to train teacher
librarians how to use these tools in their library instruction.
 These workshops should include a lot of practical sessions to
reinforce the concepts taught.

These library associations should introduce principals
and other school administrators to these tools and
educate and train them along with the teacher
librarians.

The International Association of School Librarianship (IASL)
should have the slogan , “No Librarian left Behind” and work
with its Regional Directors to ensure that workshops are being
conducted for teacher librarians in all the vital areas of
librarianship .
This international body could help to advocate on the
behalf of libraries in the information poor regions for computers
to be place in all school libraries.

THANK YOU
QUESTIONS
Web 2.0
Knowledge and Use by a Select Group of Teacher-Librarians in Jamaica
Paulette Stewart, PhD
University of the West Indies
Mona
04. 09. 09