Article

Abstract

• Purpose: To re-conceptualize Web 2.0 tools within the intellectual and theoretical frameworks currently driving changes in academic learning communities and to explore the effect of this paradigm shift on academic libraries. Approach: The authors explore an intellectually rather than technologically driven definition of Web 2.0 and its potential effect on teaching and learning in libraries. Reflections are based on paradigm shifts in learning theories implicit in the adoption and implementation of Web 2.0 technologies. The paper also discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process. Findings: This article encourages librarians to think beyond the technology and to consider how Web 2.0 can support intellectual teaching and learning objectives in an academic library. Practical implications: The paper discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process. Value: This paper offers insights into rethinking current conceptions of Web 2.0 based on participation in and collaboration with faculty during a summer institute. It provides a common conceptual framework of teaching and learning theory for librarians to use when implementing Web 2.0 tools and applications.

Creator

• Graber, Alison
• Hicks, Alison

Date Issued

• 2010-01-01

Academic Affiliation

• University Libraries

Journal Title

• Reference Services Review

Journal Issue/Number

• 4

Journal Volume

• 38

File Extent

• 621-633

Subject

• Scholarship of Teaching and Learning
• Learning theory
• Academic Libraries
• Web 2.0
• Information Literacy

Last Modified

• 2019-12-06

Resource Type

• Article

Rights Statement

• In Copyright

DOI

• 10.1108/00907321011090764

Language

• English [eng]

Relationships

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