`All That Glisters Is Not Gold' — Web 2.0 And The Librarian

Anderson, Paul M.

doi:10.1177/0961000607083210

Cited by 27 publications

(21 citation statements)

References 2 publications

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“…The internet lies at the center of a global information infrastructure for distributed, data-intensive and collaborative research (Borgman, 2007). Creating and disseminating information online has become possible and desirable with the help of more vibrant, social and participatory Web 2.0 tools (Anderson, 2007); at the same time, it becomes increasingly critical for people to utilize various online information resources as a great deal of relevant information is available only online.Studying the interactions with information resources in people's search or information seeking is part of the study of information (seeking) behaviour (Ingwersen and Kalervo, 2005). Fisher and Julien (2009) describe in their review that studies of information behaviour can be classified based on the studied populations (such as scientists, students, certain occupational groups, or ordinary people in everyday life situations), the employed information sources (interpersonal, social networking, the internet, and libraries), the key contextual aspects and the underlying theoretical frameworks.…”

mentioning

confidence: 99%

Undergraduate students' interaction with online information resources in their academic tasks

Yue

et al. 2012

Aslib Proceedings

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Purpose -This paper aims to identify the opinions of undergraduate students on the importance of internet-based information sources when they undertake academic tasks. Design/methodology/approach -Based on a set of identified typical academic tasks for undergraduate students, three research questions were designed around the students' usage and views of information resources for completing these tasks. Web-accessible questionnaires were used to collect data from participants in two universities in the USA and China, and the data were analyzed using quantitative methods, which included several statistic methods. Findings -The results confirm that undergraduate students use different information resources for various academic tasks. In their tasks, online electronic resources including search engines are the most commonly used resources, particularly for complex academic tasks. Social networking sites are not used for the students' individual academic tasks, and traditional resources still play equal or more important roles in certain specific academic tasks. Students in collaborative tasks look for resources that make it easy to share documents. Participants from the two countries also exhibit interesting and important differences in their usage of information resources. Originality/value -This study examines undergraduate students' usages and views of different information resources in their various academic tasks, and pays special attention to the impacts of being from their different countries. The study also considers both students' individual academic tasks and collaborative tasks. This study is an invaluable addition to the information seeking behaviour literature. IntroductionWith the rapid development of communication and web technologies, scholars in all disciplines have access to an unprecedented wealth of information, tools and services (2008). The internet lies at the center of a global information infrastructure for distributed, data-intensive and collaborative research (Borgman, 2007). Creating and disseminating information online has become possible and desirable with the help of more vibrant, social and participatory Web 2.0 tools (Anderson, 2007); at the same time, it becomes increasingly critical for people to utilize various online information resources as a great deal of relevant information is available only online.Studying the interactions with information resources in people's search or information seeking is part of the study of information (seeking) behaviour (Ingwersen and Kalervo, 2005). Fisher and Julien (2009) describe in their review that studies of information behaviour can be classified based on the studied populations (such as scientists, students, certain occupational groups, or ordinary people in everyday life situations), the employed information sources (interpersonal, social networking, the internet, and libraries), the key contextual aspects and the underlying theoretical frameworks. This classification helps us to establish the research focus of this paper, which can be summ...

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confidence: 99%

Undergraduate students' interaction with online information resources in their academic tasks

Yue

et al. 2012

Aslib Proceedings

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“…Intranets, Web portals, blogs, wikis, social media, groupware, knowledge directories, communities of practice are increasingly used in libraries as knowledge-sharing tools, which has been reported in previous studies (Ajiferuke, 2003;Anderson, 2007;Farkas, 2007;Foo & Ng, 2008;Kim & Abbas, 2010;Mphidi & Snyman, 2004;Singh, 2007;Tripathi and Kumar, 2010). Use of these tools and practices helps academic libraries to improve performance and fulfill their mandate.…”

Section: Research Problemmentioning

confidence: 93%

Librarians' perceptions of knowledge management in developing countries: A case with Indian academic libraries

Nazim

Mukherjee

2013

The International Information & Library Review

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The purpose of this paper is to examine librarians' perceptions of knowledge management, including its concept, potential applications, benefits and major challenges of its applications in Indian academic libraries. A structured questionnaire, containing both open and close-ended questions, was sent by postal mail to 30 librarians of academic libraries in India of which 15 questionnaires were returned. Respondents were asked to define knowledge management and answer questions on its potential applications, benefits and major challenges of the knowledge management applications in academic libraries. Respondents were also allowed to specify their own views on the subject. The findings of the study show that there is a minor difference in how librarians define knowledge management. However, most of them focus on the use of technology or specific processes for the capture and use of explicit knowledge, rather than sharing and using more intangible knowledge embedded in the employees. They have positive attitude towards the applications of knowledge management into academic library practice, and not only because this can bring academic libraries closer to their parent organization, but also because it may help them to survive in an increasingly challenging environment. Although, librarians in the present study acknowledged that they are involved in the practices of knowledge management, but these were perceived as basic information management activities. Lack of understanding of knowledge management concepts, knowledge sharing culture, top management interest, incentives and rewards, financial resources and information technology infrastructure are perceived as the major barriers for incorporating knowledge management into academic library practice. Highlights The term 'intangibles knowledge' has been replaced by 'tacit knowledge' as suggested. KM initiatives in India The full names of the research laboratory acronyms "CSIR, ICMR and ICAR" have written. Discussion Typographical errorsAll the typographical errors, which were pointed out, corrected accordingly. Detailed Response to ReviewersHighlights  Librarians' perceptions of KM in India are shallow dealing with the management of only explicit knowledge or information management rather sharing and using tacit knowledge embedded in employees.  Respondents of the study have positive attitude towards the applications of KM into academic library practice, and believe it can improve library operations and services and bring academic libraries closer to their parent organizations.  Librarians in India are mostly involved in applying IT-based solutions, either for the management of various library operations and services or the development of intranets and institutional repositories, but no evidence has emerged for involvement in the creation and sharing of tacit knowledge.

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“…Use of ICT tools: Librarians have to find ways to use new technologies to their best advantage, as advised by Anderson (2007). The library should use collaborative and interactive work spaces such as the wikis that are available for locating and sharing specific knowledge and expertise.…”

Section: Recommendationsmentioning

confidence: 99%

Challenges and Opportunities of Knowledge Management in University Library: A Case Study of Dhaka University Library in Bangladesh

Mostofa¹,

Mezbah-ul-Islam²

2015

Journal of Information Science Theory and Practice

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`All That Glisters Is Not Gold' — Web 2.0 And The Librarian

Cited by 27 publications

References 2 publications

Undergraduate students' interaction with online information resources in their academic tasks

Undergraduate students' interaction with online information resources in their academic tasks

Librarians' perceptions of knowledge management in developing countries: A case with Indian academic libraries

Challenges and Opportunities of Knowledge Management in University Library: A Case Study of Dhaka University Library in Bangladesh

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