No Natives Here: A Focus Group Study of Student Perceptions of Web 2.0 and the Academic Library

Burhanna, Kenneth J; Seeholzer, Jamie; Salem, Joseph

doi:10.1016/j.acalib.2009.08.003

Cited by 60 publications

(42 citation statements)

References 8 publications

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“…Remote access has been introduced in libraries during the late 1990s (Tykoson, 1999;Wang and Hubbard, 2002) and is gradually becoming increasingly popular (Covey, 2003;Mikesell, 2004;Frederiksen, 2006;Blansit, 2007) with the integration of various tools and techniques (Bradley, 2007;Ritterbush, 2007;Colvin, 2008;Kroski, 2008;Burhanna et al, 2009;Rieger, 2010;Ingham et al, 2012;Sundarraj, 2014). Over the years, access to library resources and services for the remote users has become more convenient and indeed intuitive.…”

Section: Introduction and Reviewmentioning

confidence: 99%

“…However, many libraries are offering EZProxy, acquired by OCLC (Hadro, 2008), a Web proxy server, especially configured for library resources, to provide remote access to online library resources. Burhanna et al (2009) suggested that the library might integrate various online tools and support services onto their course management software, like Blackboard. Off-campus users may log on to the course management site directly from their browser's toolbar.…”

Section: Introduction and Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Integrating tools to remote access facility for improved online experience

Sarkar

2015

Library Hi Tech News

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Purpose – The paper intends to provide an overall picture how libraries use different tools, integrated to remote access facility and offer improved off-campus services. Design/methodology/approach – Web content analysis was used as research method to collect data from academic libraries in four continents. Findings – The results highlight that libraries use different types of online tools integrated to remote access facility; however, the techniques involved and purposes of use vary from library to library. Citing numerous examples, the paper approaches to draw a comparative figure of differential use of remote access tools across the continents. Originality/value – The paper is the first of its kind and may guide library professionals to plan and implement online tools, integrated with remote access facility and support education, research and training of the parent institution.

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Section: Introduction and Reviewmentioning

confidence: 99%

Section: Introduction and Reviewmentioning

confidence: 99%

Integrating tools to remote access facility for improved online experience

Sarkar

2015

Library Hi Tech News

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show abstract

“…Results revealed that students made a clear distinction between their social and educational locales online. 2 The boundaries between learning technologies and social technologies were more subtle among UK university students in varied disciplines who were organized and efficient at finding and handling information, able to multitask, comfortable with combining tools, adept at studying and learning in various environments at various times, and willing to share resources with peers. 3 Interaction with peers is a significant factor in students' lives, and much research has been conducted concerning students' social behaviors.…”

Section: Literature Reviewmentioning

confidence: 99%

Higher Education and Emerging Technologies

Cassidy¹,

Britsch²,

Griffin³

et al. 2011

Reference &Amp; User Services Quarterly

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“…However, there is both a lack of empirical evidence of a homogenous digital generation (Bennett, Maton and Kervin 2008;Buckingham 2006;OECD 2007) and also empirical evidence of a heterogeneous group of young users (e.g. Burhanna, Seeholzer and Salem 2009;Jones et al, forthcoming;Kennedy et al 2008). More understanding about young people's use of ICT based on empirical research has been called for (e.g.…”

Section: Introductionmentioning

confidence: 99%

ICT use among 13‐year‐old Swedish children

Samuelsson

2010

Learning, Media and Technology

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The children in the Swedish compulsory schools have grown up in a digital culture, but they have internalized ICT in different ways and gained mostly of their knowledge by peer-based learning. The aim with this study is to give an empirical understanding of 13 years old Swedish pupils user patterns of ICT during school and everyday life. The data is collected through a survey (n=256) and the informants are 13-years old Swedish children. All children have access to ICT but they use it in various ways. Three different user groups are outlined and the children's use of ICT differs in both qualitative and quantitative ways. These findings should be seen in relation to Sweden's ranking as a high connected country, at the same time as the Swedish National Agency for Education would like to have more explicit national strategies and guidelines for ICT in the educational system.

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No Natives Here: A Focus Group Study of Student Perceptions of Web 2.0 and the Academic Library

Cited by 60 publications

References 8 publications

Integrating tools to remote access facility for improved online experience

Integrating tools to remote access facility for improved online experience

Higher Education and Emerging Technologies

ICT use among 13‐year‐old Swedish children

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