This document discusses using Web 2.0 tools to cultivate information literacy by having students construct personal learning environments. A project at the University of Leicester aimed to push scholarly resources to students at relevant points in their courses using Blackboard. While some Web 2.0 tools like custom search engines were popular, students did not fully utilize communication channels or share work. For information literacy to improve, resources must be integrated into courses and developing related skills should become integral to how students work.

1. Using Web 2.0 to CultivateUsing Web 2.0 to Cultivate
Information Literacy viaInformation Literacy via
Construction of PersonalConstruction of Personal
Learning EnvironmentsLearning Environments
Sarah Whittaker & Gareth Johnson
31 March 2009
www.le.ac.uk

2. If you have a laptop here today
Login / register and open two windows:
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3. Full Project ReportFull Project Report
http://www.scribd.com/doc/9137902/Final-Project-Report

4. Web 2.0 is a state of mindWeb 2.0 is a state of mind
http://www.flickr.com/photos/shopping2null/395271816/

5. Information literacy is a mindsetInformation literacy is a mindset
http://www.informationliteracy.org.uk/Information_literacy/Definitions.aspx

6. Project AimsProject Aims
Can web 2.0 tools be used to enable
students to broaden their use and
understanding of scholarly resources?

7. Medical Ethics, Law, and HumanMedical Ethics, Law, and Human
Rights ModulesRights Modules
• Ethics week & SSM
• Aimed to push key learning resources to students at the
appropriate point in their course. Students could then use these
resources at the stage in their module when it is immediately
relevant to their learning.
• Blackboard was used as an authentication hub.

10. The Only Way is Up Now…The Only Way is Up Now…
• Not everything worked…
• No change of culture in how students worked or communicated
• Students didn’t use the communication channels provided
• Student’s didn’t comment on each others’ work
• Short time span of courses and assignments – no time to build
community of practice and accumulation of new resources so the
focus was on finding information rather than sharing

11. What worked wellWhat worked well
• The Google Custom Search Engine and Journals Pageflakes page
were very popular with the students and they stated they had even
shared them with students outside of the Ethics and Law SSM.
• Course tutor said there was a tangible improvement in the quality
of resources used and students’ understanding of how to find
them.

12. ConclusionsConclusions
• E-learning resources must be integrated into the fabric of the
course, not as last minute add-ons (mindset).
• Improving information literacy is a long term goal as it requires
developing a mindset as much as a set of skills. We should be
aiming for it to become integral to the way that students and staff
work.
• Library resources need to be tailored to each course rather than
generic.
• Success in developing a community of practice may depend on
circumstances. Its possible students may begin to transfer habits
and skills they use in their online social lives to their academic
lives.

13. Looking ForwardLooking Forward
• Medical Ethics and Law courses will continue
– To develop online and web 2.0 resources
• Library staff should continue to
– Develop understanding of web 2.0 tools
– Explore how to utilize in promoting information literacy across
the University
• Library will continue to
– Develop librarians’ roles as their future depends on the ability
to build relationships, and
– Add value to external tools such as Google Scholar
– Web 2.0 can facilitate but requires a cultural change for
librarians and academics

14. Final ThoughtsFinal Thoughts
• Students are generally reluctant to change their habits unless
there is a clear tangible benefit to them
• If we believe information literacy skills are worth developing, we
must make them a requirement not an added extra
• We aim to explore information literacy that incorporates
Wikipedia, YouTube and what lies Beyond Google for all
undergraduate students

15. Bread and butter for students?Bread and butter for students?
http://www.flickr.com/photos/tojosan/265645134/

16. ContactContact
• Sarah Whittaker
srw9@le.ac.uk
www.twitter.com/whittybus
0116-252-3279
• Gareth Johnson
www.twitter.com/llordllama
0116-252-2055