Information Literacy 2.0
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Presentation given at the online conference in June 2009 (yourschoollibrary.org) Abstract: In the last decade the way knowledge is organized and made available has been radically altered. Users are witnessing the emergence of the new services, tools and technologies known as Web 2.0 environment. The significant attributes and features of these new tools relate to knowledge creation, management, sharing and dissemination causing the appearance of anomalies in the information literacy paradigm. Fact is that many of the aspects of current information literacy practices originate from a print-based culture which is incongruent with the transient and hybrid nature of digital environments. The authors examine the grounds for the possible re-conceptualizations in the field of information literacy and identify the current developments in the information universe.
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![Information literacy 2.0 Mihaela Banek Zorica [email_address] Sonja Špiranec [email_address] University of Zagreb, Faculty of Humanities and Social Sciences Department of Information Sciences](https://image.slidesharecdn.com/informationliteracy2mbz1slideshare-090916082651-phpapp01/85/Information-Literacy-2-0-1-320.jpg)
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This document summarizes a journal article that examines how personality characteristics and learning facilitators influence Library and Information Science (LIS) students' perceptions of Web 2.0 technologies. It provides background on key Web 2.0 applications like blogs, wikis, tagging, and their relevance to libraries. The study explored whether factors like learning strategies, resistance to change, and motivation affected how LIS students view tools like blogs, wikis and tagging. It distributed questionnaires to 160 Israeli LIS students and found their personality traits and motivations did influence their perspectives on Web 2.0 use.
Innovate future learning landscapes transforming pedagogy through social so...
This document discusses the potential of social software tools and Web 2.0 technologies to transform pedagogy and create more student-centered learning landscapes. It defines "Pedagogy 2.0" as an approach that integrates social software tools to support knowledge sharing, networking, and global collaboration. Some key challenges to implementing Pedagogy 2.0 mentioned are ensuring the quality of student-generated content, addressing generational divides between students and educators, and developing students' skills in effectively navigating and evaluating online information.
Microlearning: a strategy for ongoing professional development
In this paper we introduce microlearning in online communities as a learning approach triggered by current patterns of media use and supported by new technologies, such Web 2.0 and social software.
Authors; Ilona Buchem, Henrike Hamelmann
2014 e learning innovations conference mwale jotham mmu transforming he thru ...
2014 e learning innovations conference mwale jotham mmu transforming he thru ...eLearning Innovations Conference
Higher education institutions in Kenya face increasing competition. The researcher examines whether social media could be integrated into eLearning.
The study collected data from faculty and students at Multimedia University of Kenya on their social media usage, eLearning experience, and readiness for social media integration. Faculty responses were too few for analysis but showed high social media usage.
Student responses indicated they see benefits of sharing ideas with peers and prefer eLearning for its flexibility, though opinions were diverse on replacing traditional classes. The results provide insight but not conclusions on integrating social media due to the small faculty sample size.Leveraging the Power of Social Software
Dr Steven Warburton presented on design challenges for future learning environments that leverage social software. He discussed transforming bibliographic references and course content into social objects that can be commented on, tagged, and discovered through tools like Bibsonomy. Warburton also examined scaling learning through a distributed toolset that integrates personal tools and content across emerging technologies. Key challenges addressed leveraging models of virtual learning environments versus personal learning environments and understanding changing learner and educator roles and blurring formal and informal learning spaces with tools like educational blogging.
A Case Study On Using Web 2.0 Social Networking Tools In Higher Education
The document discusses a case study that explored the factors influencing the acceptability and effectiveness of using Web 2.0 social networking tools to support learning in higher education. The case study focused on incorporating social media tools into an undergraduate course at Universiti Teknologi PETRONAS over a 6 week period. Through qualitative data collection and analysis, the case study aimed to understand how Web 2.0 applications could be effectively used to support teaching and learning in higher education.
Encouraging knowledge sharing using web
As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
Academic and research libraries in the digital environment. challenges and pr...
This document summarizes a journal article about the challenges and prospects of academic and research libraries in the digital environment. It discusses how the digital age has brought changes to information acquisition, organization, management and dissemination. It also examines the need for librarians and library users to become information literate to effectively find, evaluate and use the abundant information available. Some of the challenges discussed include information explosion, rapid technology changes, and empowering users. The document provides recommendations on how to develop information literacy in Nigerian university libraries.
Digital literacies at LSE
This document provides an overview of information and digital literacy at the London School of Economics (LSE). It defines information literacy and digital literacy and discusses models of digital literacy. It then describes the various programs at LSE to develop information and digital literacy among undergraduates, PhD students, and staff. These include classes run by the library, embedding information literacy in core courses, and a six-workshop course for new PhD students. The document concludes with recommendations for further developing literacy strategies and programs at LSE through continued collaboration.
Web 2.0 in Multicultural Education
This document provides a conceptual framework for a Web 2.0-based collaborative model for multicultural education. It discusses how Web 2.0 technologies allow for interactive collaboration and how this could facilitate teaching and learning of multiculturalism. The document proposes a model where a blog is used to create a virtual classroom where students and teachers from around the world can share their experiences and perspectives to better understand different cultures.
Web tools Information Literacy Instruction
The document discusses using web 2.0 tools to enhance information literacy (IL) instruction programs. It examines examples of applying tools like social networks, blogs, podcasts, wikis and screen casting in library IL programs. Traditional IL involved in-person instruction while modern approaches integrate electronic resources and computers. The document reviews various web 2.0 tools and technologies that can be used for communication, collaboration and social learning, and provides examples of libraries using tools like Facebook, blogs and online tutorials to teach IL concepts. It emphasizes the importance of librarians exploring new pedagogical approaches and tools to keep IL instruction relevant in a technology-driven environment.
Investigating pedagogical value of wiki technology
This document summarizes a study that investigated the pedagogical value of using wiki technology in university courses. An instrument was developed to measure student perceptions of wiki technology across four factors: learning and pedagogy, motivation, group interaction, and technology. The study tested whether factors like age, gender, work experience, or web development experience influenced student satisfaction with wiki technology. The authors hope the study provides insight into developing effective wiki learning environments and incorporating web 2.0 tools into teaching.
Researching information literacy: from theory to practice
Lecture given at the Department of Information Studies, Aberystwyth University on 25th November 2013 to the postgraduate students.
Web 2.0 use by librarians in a state in nigeria
This study examined librarians' awareness and use of Web 2.0 tools in Anambra State, Nigeria. A questionnaire was distributed to 50 professional librarians who are members of the Nigerian Library Association in Anambra State. The results showed low awareness and use of Web 2.0 tools among the librarians. Social networking sites were the most widely known tools. Academic librarians reported higher use of Web 2.0 tools than librarians from other types of libraries. Communication and self-promotion were the main purposes of tool use cited by librarians. Factors like lack of skills, resources, and access restrictions hindered greater adoption of Web 2.0.
Selwyn, n. (2010). web 2.0 and the school of the future, today. inspired by ...
This document discusses the educational importance of Web 2.0 technologies and their realities in schools today. It summarizes that while Web 2.0 allows for more individualized and passive learning, replacing schools with these technologies risks losing important social and collaborative aspects of learning. Instead, the document advocates for a reasoned approach of reinventing schools by incorporating Web 2.0 tools to give students more control over their learning, while still providing a social learning environment.
Information Literacy for Net Generation
Considering the Open University (OU) as a context in which people come from a wide range of educational, cultural and professional backgrounds and distance learning forms the domain educational approach, this presentation discusses approaches can be taken by the OU to prepare for, and deal with the educational needs of Net generation, meanwhile meet the needs of elder generations.
It presents some practical assignments using Web 2.0 and demonstrate how they will engage students in developing their understanding of information literacy and performing as information literate individuals in the dynamic context of e-environments.
The proposed approach is based on the author's PhD study of information literacy in online distance learning environments, which particularly focused on the GIS (Geographic Information Sciences/Systems) discipline.
Hope you find it useful :)
Social Software and Participatory Learning: Pedagogical Choices with Technolo...
This document discusses the affordances of social software and Web 2.0 technologies for participatory learning. It defines social software as software that supports group interaction and control through emergent communication. Web 2.0 is defined as a more personal and communicative form of the internet that emphasizes participation, collaboration, and sharing. The document outlines several social software tools including blogs, wikis, social bookmarking, and social networking sites. It argues these tools have potential to support learner choice, autonomy, and social learning through their affordances of interaction, feedback, and relationship building.
Web 2.0 Learning Environment: Concept, Implementation, Evaluation
This document presents a new learning environment model based on Web 2.0 applications and evaluates its implementation and testing at a German university. The learning environment consists of several modules like wikis, blogs, social bookmarking, and RSS feeds that are integrated through a central wiki platform. An evaluation of the environment through a student survey found that it successfully motivated learning and achieved positive learning outcomes.
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Information Literacy 2.0
- 1. Information literacy 2.0 Mihaela Banek Zorica [email_address] Sonja Špiranec [email_address] University of Zagreb, Faculty of Humanities and Social Sciences Department of Information Sciences
- 10. Web 2.0 offers EVERYBODY Web 2.0 create publish share collaborate influence connect
- 13. Information literacy 2.0 INFORMATION LITERACY INFORMATION LITERACY 2.0
- 14. Development of information literacy Sundin (2008)
Editor's Notes
- Why are we talking about IL 2.0…