Information literacy and Web 2.0: developing a modern media curriculum using social bookmarking and social networking tools

The term 'Web 2.0' continues to prompt widespread discussion in terms of definition, impact upon society in general and relevance to library and information professionals in Higher Education. Web 2.0 has been described by Notess (2006:40) as '...a second wave of Web techniques to create more interactive and easy-to-use Websites using new technologies (or using older technologies in a new way)'. There has been debate in recent years concerning the importance of the adoption of Web 2.0 tools by librarians within information literacy teaching programmes. Godwin (2008:8) sees them as providing a vital link to the 'Google generation', which uses search engines effortlessly in a self-directed manner, placing complete faith in what they find on the web. He argues that Web 2.0 tools '...give us a whole set of new ways to reach our users, and tools with which to teach them.' Abram (2006) claims that librarians can guarantee the future of their profession by embracing and exploiting the potential of such technologies. Furthermore, Bradley (2006) argues that an understanding of the term Web 2.0 is unimportant, compared to an acknowledgement that librarians are in a position to do more than they could in the past and being open to it. Chad (2007) meanwhile, states that unless academic librarians embrace the Google generation they will become increasingly marginalised

Finding influential ebay buyers for viral marketing - a conceptual model of BuyerRank

User Generated Content (UGC) plays a key role in the current and future e-commence at the era of Web 2.0. As an important form of UGC, the online auction site eBay has enjoyed tremendous growth rates since its inception. Many social networks emerge across different communities on eBay. The notion of viral marketing has been proposed in both literature and practice. However, in order to find the "opinion leader" in the social network, marketers need to have a sound analytic tool to rank potential buyers. In order to tackle this issue, this paper propose a BuyerRank, a Social Network Analysis (SNA) model that assists marketers to rank potential buyers based on their future influence estimated from their past auction/purchase behaviour on eBay. The paper also provides a detailed state-of-the-art review of recent work on SNA and viral marketing in the light of the Web 2.0 e-commerce context

The Effective Use Of Crowdsourcing In E-Governance

The rise of Web 2.0 paradigm has empowered the Internet users to share information and generate content on social networking and media sharing platforms such as wikis and blogs. The trend of harnessing the wisdom of public using Web 2.0 distributed networks through open calls is termed as ‘Crowdsourcing’. In addition to businesses, this powerful idea of using collective intelligence or the ‘wisdom of crowd’ applies to different situations, such as in governments and non-profit organizations which have started utilizing crowdsourcing as an essential problem-solving tool. In addition, the widespread and easy access to technologies such as the Internet, mobile phones and other communication devices has resulted in an exponential growth in the use of crowdsourcing for government policy advocacy, e-democracy and e-governance during the past decade. However, utilizing collective intelligence and efforts of public to find solutions to real life problems using web 2.0 tools does come with its share of associated challenges and limitations. This paper aims at identifying and examining the value-adding strategies which contribute to the success of crowdsourcing in e-governance. The qualitative case study analysis and emphatic design methodology are employed to evaluate the effectiveness of the identified strategic and functional components, by analyzing the characteristics of some of the notable cases of crowdsourcing in e-governance and the findings are tabulated and discussed. The paper concludes with the limitations and the implications for future research

Moving On By Staying the Same

The contributors to this forum each reflect on a particular aspect of the future of academic publishing. James Mussell outlines how the form of the online academic journal, and in particular ongoing use of pdf, remains resistant to the potential that the digital environment can offer. Lucinda Matthews-Jones continues the conversation by explaining how journal blogs, such as JVC Online, act as digital spaces that facilitate more creative engagement with multimedia and which allow authors to foster and to interact with new and often broader networks of readers. Finally, Helen Rogers surveys the current landscape of academic publishing and urges us, as scholars, to move beyond the traditional schema and embrace the potential that Web 2.0 can offer. As more and more of our scholarly lives are lived online, the investment of the scholarly journal in print culture becomes apparent. These essays recognize the value of longevity, of scholarship’s commitment to both the past and the future, but they also suggest that scholarly publication needs to attend more closely to the times in which it is published

Towards an Art Education 4.0

La evolución del universo Internet ha tenido, tiene y, por supuesto, tendrá una repercusión en nuestra forma de establecer las relaciones sociocomunicativas y educativas. Ha establecido y establecerá modos distintos de interpelación comunicativa, interfiriendo en nuestros contextos educativos y facilitando nuevas maneras de comprender la didáctica y la pedagogía, el arte y la ciencia, la cultura y la sociedad. En concreto, la emergencia del World Wide Web (WWW) dentro de Internet nos empujó en su día –no muy lejano- a reformular y repensar desde nuestro ámbito -el de la enseñanza artística- las relaciones socioeducativas para con ese nuevo entorno. Del mismo modo, el devenir evolutivo de los ya propuestos itinerarios tecnológicos del web nos obliga a reflexionar sobre el camino a seguir dentro de esa estrecha relación entre Educación, Arte e Internet. Así, estas líneas son el resultado de un análisis de las rutas supuestas –desde el pasado (web 1.0.) y presente (web 2.0.)- para el progreso y futuro (la web 4.0. y su predecesora 3.0.)- del contexto Internet y cómo pueden vincularse al trabajo educativo artístico.The evolution of the Internet universe has had, has and, of course, will have an impact on our way to establish social-communicative and educational relations. It established and It will establish different ways of communicative interpelation, It interfered and It will interfere with our educational environment and It facilitated and It will facilitate new ways of understanding the teaching and pedagogy, art and science, culture and society. In particular, the emergence of the World Wide Web (WWW) in Internet drove us –in a not too distant day- to redesign and rethink from our field -art education- for socio-educational relations with the new environment. Similarly, the web evolution of planned technological pathways forces us to reflect on the way forward within this close relationship between Education, Art and the Internet. Thus, these lines are the result of an analysis of the alleged-routes from the past (web 1.0.) and present (web 2.0.) for the progress and future (Web 4.0. and its predecessor 3.0.) – of Internet context and how it can be linked to the art education development

Anatomy 3.0:Rediscovering Theatrum Anatomicum in the wake of Covid-19

The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education

How Public Is the Internet? A Conversation on the Nature of Human Interactions On-line and the Implications for Research Methods

In the past decade, ???virtual??? research???empirical investigations conducted via the Internet???has increased dramatically across a variety of disparate disciplines. Areas such as cybersecurity and encryption, digital government and citizenship, consumer health informatics, and user behavior in online spaces have emerged to become signature iSchool research areas, often shared with particular disciplinary heritages (e.g., computer science, political science and communication, public health, and sociology???respectively, but not exclusively). In addition, the field of Information Science is dominated by research developing or using emerging technologies. These new technologies often occupy a gray area in which ethical issues either have not been sufficiently well-defined or push against existing definitions. Questions surrounding the ???public??? nature of the internet and Web 2.0-era information technologies have also emerged and have become increasingly urgent given the tightening of federal, state and University regulations as they relate to the protection of human subjects. At the convergence of multiple disciplinary and methodological perspectives, Information Science researchers are well-positioned to become more active participants in both scholarly and institutional conversations regarding the appropriate risks and benefits that participants in online research studies might be subject to. Critiques of IRB inconsistencies exist, what we need is a thoughtful and thorough community response to the innately complex nature of virtual research and a map which can guide us towards the future and the study of twenty-first century systems, selves and societies. Our goal for this wildcard event, is to generate a lively and rigorous debate which accomplishes the following three goals: 1) extends the dialogue within the Information Science field concerning the beneficence and respect for participants in online research; 2) enumerates a set of best practices for iSchool researchers in relation to conducting approved research on-line and; 3) moves us towards the process of drafting an iSchool set of ethical guidelines related to virtual research

Culture Online

Many Indigenous projects, such as language recording, use existing information technology (IT) resources for cultural sharing on the internet or storing culture on computer systems separate from the web to ensure privacy. However, existing resources are not always suitable for the needs of Indigenous users, and many very creative IT language projects are designed for material in a single language. This chapter documents the design of web resources used in the reclamation of the Dharug language of Sydney.1 We discuss a Web 2.0 framework for the creation of highly interactive websites that allow users to share these teaching techniques or materials between language groups. Such a framework should deal with the issues involved in teaching and learning Aboriginal languages, including the scarcity of speakers for many languages, the need for audio and video materials online, and the complexity of these languages, which requires novel teaching techniques. We also look at international projects that use technology to support community knowledge sharing spaces. These include engineered interfaces that enable users to physically ‘interact’ with images and computer-generated objects or to use mobile phones to project images and place audio information into the real world, thereby recreating past or future environments. Further, we look at web services that are being used to recreate the community of survivors of recent earthquakes and develop a learning space. Finally, the limited possibilities of existing work on text to speech and speech to text are presented. We relate this work to Australian Indigenous cultural projects and discuss how links might be made, especially with open source software

The perceptions of ELT students about the use of Web 20 tools, particularly wikis, in their future language classrooms

Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2013.Thesis (Master's) -- Bilkent University, 2013.Includes bibliographical references leaves 98-110.Computer and internet technologies have radically changed the way people communicate and process information in the past three decades. Such drastic advances have found their reflections in the field of Computer-Assisted Language Learning (CALL) as part of language teaching. Today, Web 2.0 offers numerous merits to language teachers and learners. While language classrooms are transformed into student-centered learning environments, learners have found the opportunity to break out of the physical boundaries of the classroom walls. Therefore, teachers have been forced to make use of online tools in order to reinforce their teaching practice. Although such transition is unlikely to cease to exist, the amount of studies examining the effects of Web 2.0 tools is rather limited. Wikis are helpful tools for language teachers for they are easy to learn and simple to use. Despite the benefits they offer to language teachers, the present literature about the use of wikis in the language classroom is even less infrequent, and a great majority of the studies examining the use of wikis in language classrooms focuses on their use for the teaching and enhancement of the writing skill. Likewise, there is only one study concentration on the reading skill. However, there has not been a study that reveals whether wikis can be used for the teaching of grammar and vocabulary. This study investigated the perceptions of the ELT students about the use of Web 2.0 tools, particularly wikis, in their future classrooms. The research was conducted at a state university in Turkey with 12 ELT students who were trained to learn to use wikis in a four-hour workshop. Pre- and post-perception questionnaires were administered in order to collect qualitative data which were statistically analyzed after the training. Follow-up interviews were conducted with four students, and these data were qualitatively analyzed. The statistical analysis of data revealed that although these ELT students were digitally literate, and they made use of several Web 2.0 tools in their daily lives, but they believed that their formal education was not enough for their future careers. There was statistically significant difference in their perceptions when their formal education was concerned. Similarly, their perceptions changed significantly for the teaching of reading, writing, and grammar. On the whole, they initially had positively strong feelings towards the use of Web 2.0 tools in their future classrooms. This positive attitude slightly increased after the wiki training. When the qualitative data derived from the follow-up interviews were evaluated, it was found that although the participants of the wiki training (WPs) had perceived wikis as complex Web 2.0 tools at first, their perceptions changed after being introduced to wikis. This change in their perception about wikis helped them to reconsider their opinions and their prejudices were transformed into confidence that they could learn about the contemporary Web 2.0 tools in order to enhance their teaching abilities. While the relevant literature looked for an answer to the question whether wikis were effective tools for writing, this research study focused on finding new ways to improve language learning performance of the students through the employment of wikis. The findings of the study revealed that wikis could be employed in the field of ELT via integrating several other Web 2.0 tools into wikis for different purposes including the teaching of writing, reading, vocabulary and grammar.Keleş, UfukM.S

Chronotopes in learner-generated contexts. A reflection about the interconnectedness of temporal and spatial dimensions to provide a framework for the exploration of hybrid learning ecologies of doctoral e-researchers

This work is concerned with a reflection on the construct of “chronotope” (Bakhtin, 1981) as a conceptual tool suitable for illustrating the affordances of emerging Web 2.0 learning ecologies of doctoral researchers. For the purposes of this work, the chronotope is considered as an analytical lens suitable for illustrating the movements of PhD researchers across shifting space/time configurations (affordances) arising from scholarly environments increasingly permeated by digital mediation.The conceptual framework under construction looks at the intersection of time and space being produced by self-directed PhD students, engaged in sifting the learning opportunities provided both by institution-bounded and self-organized learning ecologies in the open Web. The focus is on the role that personal technologies – especially social Web tools and environments – play in the function of supporting academic identity building in the course of a doctorate and in affecting the boundary crossing activities undertaken by PhD e-researchers in their efforts to draw opportunities from hybrid (analog/digital; formal/informal) learning ecologies.The developmental phases of a doctoral journey (Gardner, 2009), along with the interweaving of past-present-future in the “identity-trajectory” of PhD students (McAlpine & Amundsen, 2011), are adopted to provide a preliminary frame for the object of study. It is argued that the notion of chronotope, understood as multiple and variously appearing institutional constraints and individual motivations, can help to make sense of the extent to which this new ‘species’ of doctoral e-researcher is able to co-evolve within the academic culture of the local research training environments