The Impact and Effect of Learning 2.0 Programs in Australian Public Libraries

Abstract

Abstract
 
 Objective – With adoption of the program world-wide, the Learning 2.0 model has been lauded by library professionals as a mechanism to educate library staff and transform libraries. This study, part of the 2009 CAVAL Visiting Scholar project, seeks to measure the impact and legacy of the model within Australian public libraries to understand what benefits, changes and effects occur.
 
 Methods – A national Web-based survey for those who had participated in a learning 2.0 program.
 
 Results – The national survey had 384 respondents, and a total of 64 respondents were identified as the public library staff data set for this article. Public library staff reported success in the program and described feelings of increased confidence, inclusivity, and a move to use emerging technologies as part of library service. 
 
 Conclusion – The analysis yields the following thematic areas of impact and effect:
 personal practice is enhanced with knowledge and confidence; impact is mainly personal, but organisational changes may follow; the library is using the tools to varying degrees of success, and organizational blocks prevent use of tools. These finding offer evidence that Learning 2.0 programs can have a positive effect on library staff and subsequently on the organization itself.

Researching public libraries and the social web, 2006-2012

“…10,11,12,16,17,18,24,27,29,33,37 (Stephens, 2008, p. 313) No. 3,9,13,19,20,28,31,38,40,41 Knowledge management, organization and dissemination " […] to provide an overview of the folksonomy tagging phenomenon […]" (Noruzi, 2006, p. 199) "This paper explores how folksonomies could be used in public library catalogues […]" (Spiteri, 2006, p. 75) "What is the content of LIS topic-oriented blogs? Do the tags and folksonomies used in these blogs form a consistent scheme?…”

MOOCs for LIS Professional Development: Exploring New Transformative Learning Environments and Roles

“…Learning 2.0 W e could draw some interesting parallels between the development of Learning 2.0 (L2.0) programs and MOOCs as large-scale online learning programs. L2.0 programs, created in 2006 to include all library sta at the Public Library of Charlotte Mecklenburg County in a learning activity and available for replication via a Creative Commons license, have been reported by practitioners as a successful way to engage sta with emerging technology use in libraries (Stephens & Cheetham, 2012b). A globally o ered L2.0 program, hosted by School Library Journal and facilitated by the author of this article, was intended to bring teacher librarians together in an atmosphere of exploration and chaos (Bromberg, 2008).…”

“…A later, expanded case study by Gross and Leslie (2010) detailed the program's implementation and o ered insights to make it more e ective. Stephens and Cheetham (2011, 2012a, 2012b mounted a large-scale study of L2.0 in Australia and detailed the bene ts of the program for library sta and library service.…”

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“…Program "Champions" were utilized in the Townsville CityLibraries program that made up the case study portion of the Australian research. 25 …”