The use and awareness of Web 2.0 tools by Greek LIS students

Garoufallou, Emmanouel; Charitopoulou, Vassiliki

doi:10.1108/03074801111190383

Cited by 17 publications

(27 citation statements)

References 5 publications

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“…This finding was consistent with the earlier finding by E. Garoufallou and V. Charitopoulou (2011) [26] suggested that incorporating the knowledge of Web 2.0 into LIS schools is important for preparing students to become information professionals.…”

Section: Discussionsupporting

confidence: 83%

Exploring the Awareness and Use of Web 2.0 Tools by the First Year Information Science Students, Walailak University, Thailand

Doung-In¹

2018

IJIET

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[…] a network platform, spanning all connected devices. Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an "architecture of participation," and going beyond the page metaphor of Web 1.0 to deliver rich user experience.In Thailand, the use of the Internet is increasing day-by-day. According to the statistics of December 2012, in Thailand, 20 Universities such as University of Edinburgh have been using Blogs, RSS feeds, Social bookmarking, and Podcasts for knowledge sharing in a collaborative way [3].Libraries and academic health science libraries have been using Facebook mainly for marketing the libraries, for example, delivering announcements to library users, posting photos, and providing chat reference [4]. The Ohio University library has been using RSS feeds to promote news and events, such as arrivals of new books, new items in the collection etc. (http://www.osu.edu/rss.php). Also, most of state university libraries in Thailand have used Blogs and Wikis to promote of library news and activities, announcement in their organization and knowledge management. Additionally, Instant messaging can be used in reference services in order to communicate with library patrons [5].But little has been done on the students' awareness and use of Web 2.0 tools in universities in Thailand. Many of these studies focus on one particular Web 2.0 application in teaching and learning, for example, the application of Facebook, such as [6]- [12]; Blogs, such as [13]. Arising from this realization, this study attempted to investigate the awareness and use of most Web 2.0 tools by the first year IS students in WU, Thailand. To do this, the following research objectives were raised: 1) to investigate the awareness and use Of Web 2.0 tools by the first year IS students in WU; 2) to identify the reasons of the first year IS students in WU using Web 2.0 tools; 3) to determine the means through which students learnt the skills to use Web 2.0 tools.

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Section: Discussionsupporting

confidence: 83%

Exploring the Awareness and Use of Web 2.0 Tools by the First Year Information Science Students, Walailak University, Thailand

Doung-In¹

2018

IJIET

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“…The study by Garoufallou and Charitopoulou (2011) found that majority of the respondents (72 per cent) indicated little use of tools such as RSS among Greek library and information science students. A study by Han and Liu (2010) found that RSS is the second most popular Web 2.0 tool, with 21 libraries using it out of a sample of 38 Chinese university libraries.…”

Section: Social Networking Sitesmentioning

confidence: 99%

“…Studies have shown that only few libraries offer these services, and often only the bookmarking service is offered, which means the ability to tag bookmarks and share them, hence the “social” in social bookmarking, is lacking (Kim and Abbas, 2010; Garoufallou and Charitopoulou, 2011). The reason why social bookmarking is so underutilized in libraries has to do with the function of tagging.…”

Section: Social Networking Sitesmentioning

confidence: 99%

Awareness and use of Web 2.0 tools by librarians in university libraries in Nigeria

Baro

Idiodi

Godfrey

2013

OCLC Systems &Amp; Services: International Digital Library Perspectives

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PurposeThe study aims to investigate the level of awareness and use of Web 2.0 tools by librarians in university libraries in Nigeria.Design/methodology/approachA questionnaire was used to collect data from 176 librarians in 49 university libraries in Nigeria.FindingsIt emerged that the librarians were more familiar with social networking sites, instant messaging, media sharing sites, blogs and wikis. The popularity of these Web 2.0 tools made them the most frequently used by the librarians. Web 2.0 tools like Flickr, RSS feeds, podcasts, social bookmarking, were among the least used. The study revealed that librarians use Web 2.0 tools mostly for reference services online, library news/events, training resources, and image and video sharing. Lack of facilities such as computers with internet access, lack of skills, and lack of time were indicated as some of the barriers in the use of Web 2.0 tools by librarians in university libraries in Nigeria.Practical implicationsThese research results can be consulted by interested librarians as they plan to implement Web 2.0 applications in their libraries.Originality/valueThis study draws an overall picture of Web 2.0 applications in Nigerian university libraries and attempts to provide helpful information to better understand how librarians elsewhere are utilizing Web 2.0 technologies in rendering library services.

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“…[13] argue that the more ready the faculty members feel they are, the more likely they will utilize Web 2.0 technologies such as Wiki spaces for instruction. In a study to investigate the use of Web 2.0 tools by Greek students, [14] suggested that introducing Web 2.0 such as Wiki spaces into the curriculum would be the most effective way to teach students the use of a variety of Web 2.0 tools such as blogs and Wiki spaces. From the above results, it can clearly be seen that Wiki spaces were initially difficult to use but when students got the concept on how to use them, they have not looked back.…”

Section: Discussionmentioning

confidence: 99%

Students experiences of using Wiki spaces to support collaborative learning in a blended classroom: A case of Kenyatta and KCA universities in Kenya

Gitonga

Muuro

Nzuki

2014

2014 IST-Africa Conference Proceedings

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Abstract:Wiki spaces are simply web pages that allow users to create, edit and share each other's work. This paper shares experiences from a group of students who were using the Wiki spaces in their course work. It attempts to use collaborative knowledge building theory to evaluate the existing Wiki spaces practices in order to inform stakeholders on the power of Wiki spaces in setting students on a knowledge building trajectory. The respondents were 150 university students from Kenyatta and KCA universities in Kenya whose lecturers had created Wiki spaces for collaborative group tasks as part of their coursework during the September to December 2013 semester. More than 50% of the students found the Wiki spaces promoting the various aspects of knowledge building such as reflective learning and propagating idea diversity to be useful. This paper underscores the importance of Wiki spaces as environments for positioning today's students on a knowledge building track which is a skill set requirement for the 21 st century graduate.

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The use and awareness of Web 2.0 tools by Greek LIS students

Cited by 17 publications

References 5 publications

Exploring the Awareness and Use of Web 2.0 Tools by the First Year Information Science Students, Walailak University, Thailand

Exploring the Awareness and Use of Web 2.0 Tools by the First Year Information Science Students, Walailak University, Thailand

Awareness and use of Web 2.0 tools by librarians in university libraries in Nigeria

Students experiences of using Wiki spaces to support collaborative learning in a blended classroom: A case of Kenyatta and KCA universities in Kenya

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