The learning ecology of Web 2.0 tool use by

teacher librarian candidates

Cynthia R. Houston, Ph.D. MLISWestern Kentucky University

cynthia.houston@wku.eduSLIDESHARE:

http://www.slideshare.net/media3693/Iasl

What is Web 2.0?

“The term Web 2.0 is associated with web applications that facilitate

participatory information sharing, inter-operability, user-centered design

and collaboration on the World Wide Web. A Web 2.0 site allows users to

interact and collaborate with each other in a social media dialogue as

creators of user-generated content in a virtual community, in contrast to

websites where users are limited to the passive viewing of content that was

created 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

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)

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)

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

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.

The Importance of the Learning Ecology

Framework“What children learn outside of school can shape what they learn in school as they seek out projects based on their interests. In turn, school projects can stimulate students’ interest that can motivate them to seek more information, opportunities, and like-minded people with whom to learn on their own terms.”

•learning can manifest itself across settings

•informal or formal crossing of boundaries might

enhance 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

Web 2.0 Surveyhttp://cybersmartcurriculum.org/tools/

Common Sense Median=100 response rate=50%

Social Bookmarking -Delicious

Collaboration and Networking -Facebook

Blogs – NeverendingSearch

Social gaming -Farmtown

Virtual Universe –Second Life

Productivity and Creativity Tools – Google Docs

Digital Storytelling Tools -Animoto

Wikis - Wikipedia

On-line Surveys –Survey Monkey

Pod-casting - Podomatic

Photo and Video Sharing –Photo Bucket

RSS Feeds – Google Reader

FrequenciesQuite Often + Very Often

2.0 Tool Personal Professional Academic

Social Networking 71.5% Create54.8% Access

21.4% Create16.6% Access

4.8% Create4.8% Access

Communication 64.3% Create47.6% Access

21.4% Create21.4% Access

9.5% Create9.5% Access

Photo/VIdeo Sharing 45.2% Create33.3% Access

19.1% Create21.4% Access

4.8% Create2.4% Access

Blogs 28.6% Create24% Access

11.9% Create11.9% Access

14.3% Create7.1% Access

Wikis 7.1% Create19.1% Access

4.8% Create11.9% Access

7.1% Create9.5% Access

Productivity Tools 24% Create16.7% Access

7.1% Create11.9% Access

7.2% Create4.8% Access

Online Surveys 11.9% Create0% Access

4.8% Create0% Access

4.8% Create7.7% Access

Table 1: Top Five Web 2.0 Tools Used (Mean Scores)

Table 2: Bottom 5 Web 2.0 Tools Used (Mean Scores)

Key Learnings

Some Web 2.0 tools are being used more often in professional settings than previously reported (Baumbach, 2009, Farmer and Shontz, 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”

Key Learnings

The learning ecology is a narrow one, limited to Social networking, Media sharing and Communication tools for personal activities, and to smaller degrees in the professional and academic spheres

Research indicates this may mirror learning ecology of Digital 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

Key Learnings

Age does not appear to be significant in the learning ecology of teacher librarian candidates' Web 2.0 tool use which does play a role in the general population

Results of a 2-tailed T test did not show there were any significant differences between teacher-librarian candidates 31 years of age or older and 30 years of age and 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 between teacher-librarian candidates and their users as it is with other populations

Key Learnings

Teacher-librarian candidates’ personal use of Social Networking and Photo Sharing may represent “gateway” tools spurring interest in exploring less commonly used tools such as social gaming, pod-casting or virtual environments and applications in professional activities.

Results from a survey of LM-Net subscribers indicate: “We have the right outlook: 57% of respondents identify themselves as technology enthusiasts or early adopters who try to convince administrators to try new 2.0 innovations. It is our choice to lead the way” (Brooks, 2008)

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

A Wider Learning Ecology Example:

Nonformal – FacebookFormal – PD - AnimotoInformal – Book & Trailer

THANKS!!!

cynthia.houston@wku.edu

SLIDESHARE:http://www.slideshare.net/media3693/Iasl

Sources

Brooks, 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/