Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. The learning ecology of Web 2.0 tool use by teacher librarian candidates Cynthia R. Houston, Ph.D. MLIS Western Kentucky University cynthia.houston@wku.edu SLIDESHARE: http://www.slideshare.net/media3693/Iasl
  2. 2. What is Web 2.0?“The term Web 2.0 is associated with web applications that facilitateparticipatory information sharing, inter-operability, user-centered designand collaboration on the World Wide Web. A Web 2.0 site allows users tointeract and collaborate with each other in a social media dialogue ascreators of user-generated content in a virtual community, in contrast towebsites where users are limited to the passive viewing of content that wascreated for them. Examples of Web 2.0 include: • Social networking sites - Facebook • Blogs – The Never Ending Search • Wikis - Wikipedia • Video sharing sites – Youtube • Hosted services – Google Sites • Web applications – Google docs • Mashups – Generator Land • Folksonomies – Library Thing” -Wikipedia
  3. 3. Web 2.0 Research > 50 % of students engage in Web 2.0 activities at least 9 hours per week (Greenhow, et. al., 2009) Students interact with new media (mp3 audio, mpg video, Youtube, Facebook, etc.) 6.5 hours per day (Greenhow, et. al., 2009) Young people are thinking and learning differently due to digital information (Prensky, 2006)  Multiple information formats, distributed knowledge, communal learning There is a “mismatch” in the formal teaching/learning process (Greenhow, et. al., 2009)
  4. 4. Why Web 2.0 in School Libraries? “Common thinking today is to bring into schools tools youth are using outside school to make schools more personally meaningful, collaborative, and socially relevant” (Greenhow, 2009) “Using Web 2.0 tools can make work more fun for adults and learning more interesting for students” (Hauser, 2007) “Although most library media specialists have heard of blogs and other Web 2.0 tools a great number have never used them.” (Baumbaugh, 2007)
  5. 5. Web 2.0 Research Study How do Teacher-Librarian Candidates use Web 2.0 tools?  Creating and Accessing Information  Personal, Professional, Academic Lives  Online Survey (n=100)  Descriptive Statistical Analysis (50% r.r.) School Librarians of the Future must be leaders in bridging the growing Digital Divide
  6. 6. Learning Ecology Framework Learning and processes in formal, informal, and non formal learning environments overlap and influence each other (Barron, 2007)  Formal = school, academic  Nonformal = home, hobby, personal enjoyment, health  Informal = learning as consequence of doing something else (learning Youtube to create professional presentation) Example: Student has a personal or informal interest in science fiction, particularly “Star Wars”; this interest leads the student to develop a “Star Wars” Dictionary for a formal library science class assignment; As an extension of this interest, student non formal learns to use a Wiki with the help of others to publish the dictionary online.
  7. 7. The Importance of the Learning Ecology Framework“What children learn outside of school can shape whatthey learn in school as they seek out projects based ontheir interests. In turn, school projects can stimulatestudents’ interest that can motivate them to seek moreinformation, opportunities, and like-minded people withwhom to learn on their own terms.”•learning can manifest itself across settings•informal or formal crossing of boundaries mightenhance learning. (Greenhow, et. al, 2009)School librarians have a wide mission in increasing student learning, as they assist students with all of their learning needs: formal, nonformal and informal
  8. 8. Web 2.0 Survey http://cybersmartcurriculum.org/tools/ Common Sense Media n=100 response rate=50%Productivity and Creativity Social Bookmarking -Tools – Google Docs  DeliciousDigital Storytelling Tools -Animoto  Collaboration and Networking -Wikis - Wikipedia FacebookOn-line Surveys –Survey  Blogs – NeverendingMonkey SearchPod-casting - Podomatic  Social gaming -Photo and Video Sharing – FarmtownPhoto Bucket  Virtual Universe –RSS Feeds – Google Second LifeReader
  9. 9. Frequencies Quite Often + Very Often2.0 Tool Personal Professional AcademicSocial Networking 71.5% Create 21.4% Create 4.8% Create 54.8% Access 16.6% Access 4.8% AccessCommunication 64.3% Create 21.4% Create 9.5% Create 47.6% Access 21.4% Access 9.5% AccessPhoto/VIdeo Sharing 45.2% Create 19.1% Create 4.8% Create 33.3% Access 21.4% Access 2.4% AccessBlogs 28.6% Create 11.9% Create 14.3% Create 24% Access 11.9% Access 7.1% AccessWikis 7.1% Create 4.8% Create 7.1% Create 19.1% Access 11.9% Access 9.5% AccessProductivity Tools 24% Create 7.1% Create 7.2% Create 16.7% Access 11.9% Access 4.8% AccessOnline Surveys 11.9% Create 4.8% Create 4.8% Create 0% Access 0% Access 7.7% Access
  10. 10. Table 1: Top Five Web 2.0 Tools Used (Mean Scores)
  11. 11. Table 2: Bottom 5 Web 2.0 Tools Used (Mean Scores)
  12. 12. Key LearningsSome Web 2.0 tools are being used more often in professionalsettings than previously reported (Baumbach, 2009, Farmer andShontz, 2009) but not as much as possible 2009 Farmer& Shontz 2011 Houston*Productivity Tools 38% 37%Photo/Video Sharing 23% 80%Podcasts 17% 30%Social Bookmarking 10% 17%Wiki/Blog 26% 37%, 50%Social Networking 4% 75%Virtual Environments 1% 1%*combination of “sometimes, quite often, very often”
  13. 13. Key LearningsThe learning ecology is a narrow one, limited to Socialnetworking, Media sharing and Communication tools forpersonal activities, and to smaller degrees in theprofessional and academic spheresResearch indicates this may mirror learning ecology ofDigital Natives (Ebner cited in Margaryan & Littlejohn,2008) • High familiarity with Wikipedia, Youtube, Facebook • Low familiarity with Social bookmarking, podcasts, blogging, virtual worlds • Most frequently used technology is used to access information and not to create information
  14. 14. Key LearningsAge does not appear to be significant in the learningecology of teacher librarian candidates Web 2.0 tool usewhich does play a role in the general populationResults of a 2-tailed T test did not show there were anysignificant differences between teacher-librariancandidates 31 years of age or older and 30 years of ageand younger except: • use of Productivity tools to create information for personal use (x=2.62, t=.03) • the use of RSS feeds to access information for personal use (x=1.67, t=.05)Perhaps the digital divide is not a barrier betweenteacher-librarian candidates and their users as it is withother populations
  15. 15. Key LearningsTeacher-librarian candidates’ personal use of SocialNetworking and Photo Sharing may represent “gateway”tools spurring interest in exploring less commonly usedtools such as social gaming, pod-casting or virtualenvironments and applications in professional activities.Results from a survey of LM-Net subscribers indicate: “Wehave the right outlook: 57% of respondents identifythemselves as technology enthusiasts or early adopterswho try to convince administrators to try new 2.0innovations. It is our choice to lead the way” (Brooks, 2008)
  16. 16. Suggestions: Widen the Learning Ecology! Incorporate Web 2.0 Engagement Activities in Teacher-Librarian Prep programs Decrease Barriers at Home and Work  Filters  Increase Time and Opportunities for Learning  Technical Access  Time allowed for Student Engagement
  17. 17. A Wider Learning Ecology Example: Nonformal – Facebook Formal – PD - Animoto Informal – Book & Trailer THANKS!!! cynthia.houston@wku.eduSLIDESHARE:http://www.slideshare.net/media3693/Iasl
  18. 18. SourcesBrooks, A. (2008). Old school meets school library 2.0: bump your media program into an innovative model for teaching and learning. Library Media Connection, 26(7), p. 14-16. Retrieved from EBSCO Host.Farmer, L., & Shontz, M. (2009). Spending survey. School Library Journal, 55(4), 38. Retrieved from EBSCOhost.Greenhow, C., Robelia, B, and Hughes, J. (2009). Learning, teaching, and scholarship in a digital age. Web 2.0 and classroom research: What path should we take now?. Educational Researcher, 38(4) pp. 246-259.Margaryan, A. and Littlejohn, A. (2008). Are digital natives a myth or reality?: Students’ use of technologies for learning. Paper presented at the Caledonian Academy, Glasgow Caledonian University, UK, Retrieved from Google Scholar.Web 2.0 Tools for you to Use - http://webtools4u2use.wikispaces.com/