1. LIS 2000
18 October 2011
The Rise of Social Media: Following Library 2.0 Principles to Maximize User
Satisfaction
I. Executive Summary
This investigative report examines scholarly articles pertaining to the issue of
social media and its relation to libraries. The discussion begins with an examination of
Web 2.0 services. Web 2.0 is a user-driven, participatory environment. From Web 2.0
rose a set of principles and services referred to as Library 2.0. Library 2.0 asserts that
libraries utilize Web 2.0 technologies to stay relevant in the current Information Age and
to provide users with the tools they need to successfully obtain the information they
desire. Libraries are achieving this goal by implementing social networking pages, blogs,
wikis, IM/chat features, and physical space changes. The adoption of new virtual
programs has not been without its problems, including an overwhelming number of
options to choose from, making sure to update web services constantly, and privacy
concerns. This change is occurring globally, with a push towards information centers
focusing on computer stations and communal areas rather than stacks of books. The
American Library Association and the International Federation of Library Associations
and Institutions are the main authorities for the promotion of librarianship and the drive
to transform libraries into interactive communities. The conclusion reached is that it is
essential for libraries to adapt to this new participatory virtual environment to ensure
survival for the years to come. Only by meeting users in the online world they are most
comfortable in (one in which the users shape their experiences) can libraries effectively
serve their patrons.

2. II. Introduction
You see it everywhere: on the bus, in the library, in a coffee shop. Prominent on
screens of all devices is that typeface recognized all over the world: Facebook. With an
impressive 800 million users and over seventy-five percent of those outside the United
States, Facebook seems inescapable (Facebook 2011). Twitter, while not coming close to
Facebook‟s active users in numbers, is quickly gaining popularity for its conciseness. We
share, we comment, we like, we tweet. Facebook has even become a verb; “I‟ll Facebook
you” can often be heard at social events. Facebook and Twitter are just the most popular
social networks; there are many others on the Internet. The tide of popularity changes
frequently online. One day another social network may rise to replace the giants of today,
like how Facebook overran MySpace. The significance is that, no matter the name, social
networks are here to stay. The sentiment of connection and community online is now
fully ingrained in our societal consciousness. For libraries, as perpetual servers of
communities, this presents an opportunity unlike any seen in the field before. Librarians
can now connect with and reach out to their users in new and exciting ways. The users
have moved to the online community, and to meet their needs, libraries must do the same
to remain relevant in the current environment.
III. Definition, Key Points, and Relevancy
Social media can be defined as “technology that facilitates interactive information,
user-created content and collaboration” (Elefant 4). Social media is a key part of the new
generation of the web. To understand the trends libraries should follow to communicate
with their users, one must first define Web 2.0. This term arrived in 2004 to illustrate the

3. new functions of the World Wide Web. From an unchanging, one-way information route
to an innovative, user-driven community, the Web has become ubiquitous with social
media with users participating in every aspect of their online presence. Out of this
mentality rose Library 2.0. Michael Casey first coined the term on his blog
LibraryCrunch and later said that Library 2.0 “should include three elements: constant
change, giving library users control through participatory, user-driven services and
implementing these to improve and reach out to both present and potential users”
(Anttiroiko and Savolainen 91). From a questionnaire of library professionals in Finland
participating in a Library 2.0 workshop, researchers identified seven core components to
be interactivity, users, participation, libraries and library services, web and web 2.0,
social aspects, and technology and tools (Holmberg et al. 675-6). These definitions place
emphasis on participation by library users. Users control their experience by giving input
and receiving information relevant to their needs and wants.
Why should every library adopt a Library 2.0 philosophy? The simple answer is
that the users demand it. Libraries see fewer and fewer patrons within their walls because
it‟s more convenient to find what they need on their computer at home. Why go all the
way to the library when what you need is a click and a second away? This is the
mentality of the emerging generations. From children just learning to type to teens
addicted to their smart phones, these are the people the library needs to cater to. People
are no longer learning technological skills later in life; children are now learning how to
utilize technology to their advantage from infancy. A 2007 survey indicated “91% of
teens surveyed are using social networking” and “over 50% of teens…have an online
profile somewhere” (Sodt and Summey 99). Those numbers are most likely even higher

4. today. Libraries need to adopt a philosophy that accounts for this change in skillset of
their users in order to keep them interested as they grow. Janet Hilbunstresses that
“today‟s teens are technologically savvy and use these technologies in a variety of ways”
(48). To keep the next generation involved in their libraries, libraries and librarians have
to “meet teens where they are – whether it is on a blog, a website, or a social network”
(Hilbun 49).
Library 2.0 involves a philosophy that accents creating a community for library
users through the use of conversation, participation, experience, and sharing (Stephens
255). Open discussion about library policies between librarians and patrons with constant
feedback and responses is crucial. Instead of an elitist, exclusionary attitude, the library
should involve users directly in the day-to-day activities. This discussion and
participation leads to improvements in service. The experience becomes engaging and
challenging when the users are learning in an environment they created and influenced.
Connections come from the sharing of opinions and library use among community
members. Library 2.0 paints the picture of a user community that directly influences its
experiences to become the most beneficial it can be.
IV. Problems and Solutions
The essential nature of a library is its continuing services as an information center.
Libraries have the resources and librarians can find them. Patrons have high expectations
of what a library can do and “libraries can adopt the Web 2.0 technologies and Library
2.0 philosophies to better serve their customers” (Sodt and Summey 107). With Web 2.0
technologies, libraries can move their information online to provide easy and convenient
access. However, there are a multitude of options to do this: social networks, blogs, wikis,

5. chat, and more. In adopting new programs, libraries ran into the same problem as their
patrons: information overload. There are so many different programs available that the
choice of how many to include in the library‟s services and which ones became a difficult
conundrum that libraries will continue to face for many years to come. Sodt and Summey
warn “librarians would go insane trying to adopt and implement everything at once”
(107-8). The solution is to pick and choose which programs best serve each library‟s
community. Not every social outlet will be ideal for the specific users a library serves.
Chu and Meulemans recommend “explor[ing] options and appropriately, minimally
integrat[ing] new tools into the existing array of technology used in [the] library” (74).
To decide which option is best, user input is essential. Feedback provides accurate ideas
of how users are reacting to the programs implemented by the library and helps librarians
formulate plans for updating and improving the library‟s online presence. Changing a
library‟s procedures, whether electronic or physical, is a process and “libraries must be
willing to examine all their services and resources and see what might be discarded”
(Sodt and Summey 108). Managing a library‟s online services requires consideration and
deliberation. Patrons expect a certain level of innovative technology usage, but “if
managers adopt technology too quickly…it can alienate staff and users” (Carpenter and
Green 158-9).
A library creates an online profile or begins a new blog, but doesn‟t update or
regulate the information. This situation poses the problem in the reasoning of many
libraries that “if we build it, they will come.” Simply having an online presence is no
longer enough. Librarians need to participate in constant upkeep of social profiles or

6. blogs to provide users with relevant information. A user won‟t visit a site if the site can‟t
meet the user‟s needs.
The extensive amount of sharing that is now part of the online experience raises
the issues of privacy and confidentiality. Facebook is often criticized for its privacy
policies, as the default setting is now the most public one for a user‟s information. In
creating online communities where patrons can contribute by writing comments and
sharing their personal library use, libraries need to be aware of and sensitive to the
privacy of their users. The ALA demands in its Code of Ethics that libraries “protect each
library user‟s right to privacy and confidentiality with respect to information sought or
received and resources consulted, borrowed, acquired or transmitted” (ALA). The
problem comes with the nature of social networks in that a social network “gains
usefulness when you are identifiable…and share information about yourself” (Griffey 35).
Libraries have clearly operated under the opposite principle: user information is private.
To ensure patron privacy, a library can allow “anonymous comments and tagging within
the catalog” and maintain the rule that “library users should not be required to identify
themselves publicly in order to participate in virtual services” (Casey and Savastinuk).
The most important aspect of bringing the library online is making participation possible
for all users. If users don‟t wish to identify themselves, it shouldn‟t prevent them from
utilizing all of the library‟s services.
Another problem related to privacy is that of minors using online social networks.
Serious issues that can result in emotional damage or lead to physical altercations and
place a minor in danger,like peer pressure and bullying, have traveled online as well.
Libraries have to maintain the safety of their young patrons. The solution of limiting

7. access to social networks isn‟t a perfect one. It raises another issue in conflict with library
principles, which promote free and open access to any information. There is a careful
balance to maintain and libraries must use their discretion.
V. Current Models
Libraries and librarians have Facebook pages, Twitter accounts, blogs, wikis, and
more. While still in a transitional phase, libraries are making their online presence known.
Social networking sites are used to spread news about library events, inform patrons
about important library details, and to communicate directly with patrons via their
preferred medium. Facebook started with groups. Libraries could make a group that users
could join and then messages could be sent to all the members. Though groups are still on
Facebook, pages are now the most popular form of reaching many people at once.
Libraries can create Facebook pages that users can like. Liking a page means updates
appear in the user‟s daily newsfeed. Utilizing a Facebook page can be a great way to
reach users directly with the updates they need to know about the library. Librarians can
use their own personal profiles to reach out to users as well. They can use their wall to
“answer questions, post items to talk about favorite books, albums to share pictures of
library events, and events to share scheduled events like workshops or library classes”
(Sodt and Summey 100). Using both a library page and librarians‟ profiles makes sure
users have multiple ways to find what they need and contribute to the services of the
library. Multiple librarians can manage one uniform library page, ensuring that the page
has constant maintenance. Facebook also shows when a person is online, so a user can
always know which librarian can be reached at the moment of need. Facebook can also
help students with their academic career by “remind[ing] students of the library services

8. and resources available to support their academic success – from expert research help to
additional study hours” (Chu and Meulemans 81). Third-party programmers can create
applications to use on Facebook, which some libraries have implemented. Application
development has been mostly used to create catalog-searching apps. The library of the
University of Illinois at Urbana-Champaign has an application that uses the library‟s
search assistant. Patrons can find out what the library owns on Facebook (Sodt and
Summey 100). Twitter use is on the rise. Twitter accounts are great ways for libraries to
give brief statements about current happenings in the library. Followers aren‟t
overwhelmed by information they don‟t need at the time; they just get an immediate idea
of events they might be interested in. Both of these sites serve as promotional
opportunities to “create awareness of library services and events” (Chu and Meulemans
82).
Wikis can be great resources for students to consult when conducting research or
writing papers. Librarians can fill wikis with “FAQs, hard-to-answer questions,…and
possibly links to online reference resources” (Sodt and Summey 102). Wikis store
answers to questions students may have during their academic careers in an easy to
access location. Pitt‟s LibGuides are an implementation of the Wiki idea. LibGuides
provide links to databases by subject for easy searching. It can become overwhelming to
try and search through all of the databases Pitt subscribes to; subject-specific lists narrow
the search pool to the sources most likely to be useful. There are also class-specific
LibGuides that are resources to consult during the semester; these will definitely come in
handy for that class‟s assignments. Currently there isn‟t a huge number of LibGuides, and

9. they certainly don‟t cover everything relevant to attending classes at Pitt, but librarians
are working on improving and adding to these guides.
Blogs are an informal way for librarians to collaborate to share information with
their users. Users can get different points of view from multiple librarians who have
diverse interests and writing styles. Users can also contribute with comments that can
lead to intelligent discussions. Blogs often have space to include other features like
calendars or widgets. Library blogs can be about anything: library news, book
recommendations, or advertising for new library resources (Sodt and Summey 103).
WordPress and Blogger are two completely free blog platforms that are extremely
popular. Librarians can design the blog in almost any way they wish without needing to
know HTML or other coding languages.
RSS feeds are commonly used as well. RSS (Rich Site Summary) “allows people
to subscribe to web sites, blogs, podcasts, or anything else that provides a feed” (Sodt and
Summey 104). This is extremely convenient for users, who choose the information they
want frequently and don‟t have to worry about visiting every site they like all the time.
Social bookmarking is a similar idea. The most popular bookmarking site is del.icio.us,
where users can save links to their favorite sites in one place. The best part of del.icio.us
accounts is that they can be accessed from any device. Librarians can use a del.icio.us
account to provide expert opinions on important and valuable sites.
Libraries are also changing the way they handle requests and inter-library loans to
include Library 2.0 principles. In-demand purchasing benefits libraries and users.
Libraries don‟t need to waste money on items that no one uses and users get exactly what
they want. This indicates a move towards “a more patron-driven selection process, using

10. interlibrary loan requests as a collection development tool” (Sodt and Summey 106).
Direct patron participation in collection development increases user satisfaction.
Traditional reference services were provided by a reference librarian manning a
physical desk in a (hopefully) convenient location in the library with limited hours.
Reference services are making the move online with a virtual desk. IM programs like
Meebo let libraries have a widget wherever they want on their webpage. Multiple IM
sessions can be maintained at once. While synchronous communication is convenient and
easy to follow when conducting research, librarians can also be reached by email for
reference needs. IM lets patrons reach their librarians from the comfort of their home.
Utilizing this service is key for libraries that want to appeal to the next generation;
surveys indicate that “80% of young adults between the ages of 18 and 24 use IM on a
daily basis” (Sodt and Summey 107).
Virtual services aren‟t the only areas libraries are changing. Libraries are
redefining their physical space so that patrons can better utilize it. Library 2.0 asserts that
libraries should follow the wants and needs of patrons and physical space is a tool
libraries can use to do so. The focus of the library is no longer the stacks, which are being
moved or emptied to make room for communal spaces when patrons can interact.
Computer workstations are now dominating the library, with tables and chairs near
convenient outlet access.
VI. Research
A plethora of studies about social media and libraries exists, but three will be
highlighted in this report: one from the perspective of librarians and two from the
perspective of users. The first is a study concerned with Facebook and academic libraries.

11. 244 academic librarians in the United States were surveyed to find out about “the
practical effect Facebook has had on libraries, as well as librarians‟ perspectives,
perceived roles associated with, and awareness of Internet social trends and their place in
the library” (Charnigo and Barnett-Ellis 24). 126 librarians returned the survey. The
results indicated that the majority knew about Facebook, didn‟t think that Facebook had
an effect on other library services, and had no particular like or dislike of the website. A
small number were enthusiastic about the potential of using Facebook for the library. As
this survey was conducted in 2007, these opinions seem to be outdated. It would be
interesting to see the results of the same study today. The awareness of Facebook would
certainly be higher and the enthusiasm for utilizing Facebook to reach students would
probably be as well.
Another study was conducted at Sam Houston State University (SHSU) to aid
library service development by determining student usage of various technologies. About
37% of the student body, including undergraduate and graduate students, was surveyed.
The results were as follows: 97% had Internet access at home, 10.5% owned an e-reader,
98.8% owned a mobile device, 21% used Twitter, 16.4% used RSS feeds, 64% used IM
services, and 36% listened to podcasts (Cassidy et al.). Interest in library presence on
other sites, like Facebook, YouTube, or blogs, ranged from 34-48%. A major point that
can be taken from this study is that libraries need to cater to their specific population
rather than just following popular trends. Maintaining “excellent core services” must be a
focus for libraries because without them, a “flashy library presence in the Web 2.0 world
adds little value to the user experience” (Cassidy et al. 390). The authors also stress
“what is true for one library may not be true for others” (Cassidy et al. 390).

12. The final study examined member satisfaction in The Commons on Flickr. The
Commons consists of libraries, archives, and museums. The Commons has two main
goals: “(1) to increase access to publicly held photography collections and (2) to provide
a way for the general public to contribute information and knowledge” (Vaughan 186).
The Commons “generally highlight archival, historical content…as opposed to
contemporary photos” (Vaughan 187). The author surveyed all members of the Commons
– twenty-seven at the time of the survey (summer 2009). Issues that were cited were loss
of control and context of the photos and staff time needed to monitor the comments, tags,
etc. On average, 4.2 people per institution were involved with the Commons with no
activity requiring more than ten hours a week. Members chose user-interaction as a main
reason for joining the Commons. The majority said that their photos in the Commons
were available in another online source. The majority also indicated that the overall
popularity of their photos exceeded their expectations. This survey reaffirms the
mentality of Library 2.0. The institutions were using Flickr to reach their patrons and
more importantly, get their patrons participating and discussing the institutions‟ digital
materials.
VII. Global View
The main trend in international libraries is towards an interactive library
experience. The new library utilizes a design “where printed, physical, and traditional
materials are presented side by side with digitized, virtual services” (Niegaard 180).
These libraries are designed around a common meeting place for users to read or work.
Personal immersion in communal knowledge results from these new libraries. Libraries
are also being combined with other buildings, like shops and cafés. Japan hosts the

13. Sendai Médiathèque, which includes the library with an “art gallery, cinema, auditorium,
and cyber café” (Niegaard 180). The United Kingdom boasts the Idea Stores in London.
The Idea Stores melds the library with shopping and social meeting centers. The Idea
Store promotes adult education in disadvantaged areas in an informal way (Niegaard 182).
Denmark libraries are making strides in interactive and intelligent space. By
communicating with users to determine common behaviors, these libraries are combining
space and technology through integration of new technologies like touch screens. The
Interactive Children‟s Library is a project that “focus[es] on learning and interactivity”
(Niegaard 180-1). Denmark is also changing from closed stacks to “open-storage areas
with free access for the public” (Niegaard 181). This frees up staff from running back and
forth in the stacks and allows users to get their information directly. Denmark libraries
are also enthusiastic about 24/7 access. There is “a strong trend in Demark of converting
branch libraries into all-day, open self-service local libraries with limited professional
librarian assistance, access by magnetic card, and surveillance of activities via closed-
circuit television” (Niegaard 182).
In countries struggling to join the information age, libraries can be tools to
disseminate information about government and allow citizens to become more connected
globally. A study of hybrid libraries (libraries with more than one kind of material, i.e.
print and digital) in Africa showed that libraries were helping to “bridge the digital divide
between the haves and have-nots” (Uutoni et al.). The study focused on Namibia. The
authors assert that libraries should be used more for e-governance and should assist in
putting more government information online. Many problems exist for Namibian

14. libraries: building awareness of e-governance materials, bandwidth issues, infrastructure
development, and lack of funding (Uutoni et al.).
In Australia, three public libraries of Victoria have implemented Web 2.0 services
with success. The Casey-Cardinia Library Corporation (CCLC) created a number of
blogs for news and library changes, local history, teens, and book reviews. They also use
Flickr for photos of a new branch and a Google Maps mash-up to bring people into their
physical locations. They also utilize del.icio.us to provide links to useful sites. The
Eastern Regional Libraries (ERL), with thirteen branches, runs a successful events blog,
uses LibraryThing for new books added to the catalog, and a user-generated reviews
blog. The Frankston Library Service, with only two branches, ran into financial problems
so they chose to create a free blog with a fun, informal feel to offset the boring one of
their official website (Gosling et al.).
VIII. Associations and Publications
In the United States, the main authority lies with the American Library
Association. The ALA promotes librarianship and has guidelines and codes for everyone
involved with libraries to follow. The ALA utilizes Web 2.0 technologies to keep
librarians informed of current trends in the library field. Librarians from all over the
country can serve on committees and participate in educational discussions of relevant
topics. The ALA also often hosts webinars to promote professional development. The
Library & Information Technology Association (LITA), a division of the ALA, focuses
on emerging technologies (ALA). Members can learn about applications for new
technologies. The International Federation of Library Associations and Institutions
(IFLA) represents the library field worldwide (IFLA).

15. The ALA has two publications relevant to the issue of social media. Library
Technology Reports and Smart Libraries Newsletter provide information about
integrating new Web 2.0 technologies in libraries (ALA). The IFLA Journal and IFLA
Publications Series both deal with how international libraries can promote their services
and influence the world (IFLA). Library Trends would also be an authoritative source on
current trends in librarianship through in-depth articles (JHU).
IX. Conclusion
Just as Web 2.0 is the next generation of the World Wide Web, Web 2.0 users are
the next generation of library patrons. Libraries need to use these technologies to reach
their users and stay relevant in the Information Age. The adaptation from a stacks-based
library to a user-driven information center is a continuing process that requires careful
decision-making. Libraries are in a crucial period where the decisions made today will
affect the future of libraries everywhere. We need to guide a change in society‟s
perception of what libraries can do for their communities. There are two major principles
that libraries should follow in leading this change. In adopting new technologies, libraries
must not rush into it and overwhelm themselves with too many programs. This spreads
staff too thin and results in programs that aren‟t updated frequently. Stagnant online
presence leads to virtual death with no users visiting the pages or using the services.
Libraries need to deliberate and determine which programs best serve their user
population. The other principle to follow is to adopt programs that allow user
participation. Today‟s user demands the ability to build his or her online environment
through customization and direct input. Libraries should consult their patrons through
frequent surveys to gain an accurate knowledge of what their users need and desire. The

16. library field is in transition. New and exciting challenges await those willing to dedicate
the effort to keeping libraries an integral part of society.

17. Works Cited
American Library Association.American Library Association.ALA, n.d. Web. 12 October
2011. www.ala.org.
Anttiroiko, Ari-Veikko and ReijoSavolainen. “Towards Library 2.0: The Adoption of
Web 2.0 Technologies in Public Libraries.” Libri 61.2 (2011): 87-99. Library
Literature &Information Science. Web. 9 October 2011.
Carpenter, Miranda and Ravonne A. Green. “Managing Library 2.0.” Journal of Access
Services 6.1/2 (2009): 158-62. Academic Search Premier. Web. 10 October 2011.
Casey, Michael E. and Laura C. Savastinuk. “Service for the next-generation library.”
Libraryjournal.com. Media Source, Inc. 1 September 2006. Web. 10 October
2011. http://www.libraryjournal.com/article/CA6365200.html.
Cassidy, Erin Dorris, James Britsch, Glenda Griffin, Tyler Manolovitz, Lisa Shen, and
Linda Turney. “Higher Education and Emerging Technologies: Student Usage,
Preferences, and Lessons for Library Services.” Reference & User Services
Quarterly50.4 (2011): 380-91. Library Literature &Information Science. Web. 9
October 2011.
Charnigo, Laurie and Paula Barnett-Ellis. “Checking out Facebook.com: The Impact of a
Digital Trend on Academic Libraries.” Information Technology & Libraries 26.1
(2007): 23-34. Academic Search Premier. Web. 9 October 2011.
Chu, Melanie and Yvonne NalaniMeulemans. “The Problems and Potential of MySpace
and Facebook Usage in Academic Libraries.” Internet Reference Services
Quarterly 13.1 (2008): 69-85. Academic Search Premier. Web. 9 October 2011.

18. Elefant, Carolyn. “THE „POWER‟ OF SOCIAL MEDIA: LEGAL ISSUES & BEST
PRACTICES FOR UTILITIES ENGAGING SOCIAL MEDIA.” Energy Law
Journal 32.1 (2011): 1-56. Business Source Complete. Web. 12 October 2011.
Facebook. Statistics. Facebook, 2011. Web. 9 October 2011.
https://www.facebook.com/press/info.php?statistics.
Gosling, Maryanne, Glenn Harper, and Michelle McLean. “Public library 2.0: some
Australian experiences.” The Electronic Library 27.5 (2009): 846-55. Academic
OneFile. Web. 11 October 2011.
Griffey, Jason. “Social Networking and the Library.” Library Technology Reports 46.8
(2010): 34-7. Academic Search Premier. Web. 19 October 2011.
Hilbun, Janet. “Using Social Networking to Connect Teens with Young Adult Literature.”
Public Libraries 50.3 (2011): 42-9. Library Literature &Information Science.
Web. 10 October 2011.
Holmberg, Kim, IstoHuvila, Maria Kronqvist-Berg, and GunillaWidén-Wulff. “What is
Library 2.0?” Journal of Documentation 65.4 (2009): 668-81. Web. 12 October
2011.
International Federation of Library Associations and Institutions.IFLA. IFLA, n.d. Web.
12 October 2011. www.ifla.org.
John Hopkins University. The John Hopkins University Press: Journals. JHU, n.d. Web.
12 October 2011. http://www.press.jhu.edu/journals/library_trends/.
Niegaard, Hellen. “Library Space and Digital Challenges.” Library Trends 60.1 (2011):
174-189. Project Muse. Web. 9 October 2011.

19. Sodt, Jill M. and Terri Pedersen Summey. “Beyond the Library‟s Walls: Using Library
2.0 Tools to Reach Out to All Users.” Journal of Library Administration 49.1/2
(2009): 97-109. Library Literature &Information Science. Web. 9 October 2011.
Stephens, Michael and Maria Collins. “Web 2.0, Library 2.0, and the Hyperlinked
Library.” Serials Review 33.4 (2007): 253-6. ScienceDirect. Web. 9 October 2011.
Uutoni, Wilhelm, Wilson Yule, and Cathrine T. Nengomasha. “Electronic governance
and hybrid libraries in Namibia.” IFLA Journal 37.2 (2011): 118-25. Library
Literature &Information Science. Web. 10 October 2011.
Vaughan, Jason. “Insights in The Commons on Flickr.” Libraries and the Academy 10.2
(2010): 185-214. Project Muse. Web. 9 October 2011.

20. Bibliography
Connaway, Lynn Silipigni, Timothy J. Dickey, and Marie L. Radford. “‟If It Is Too
Inconvenient, I‟m Not Going After It‟: Convenience as a Critical Factor in
Information-seeking Behaviors.” Library and Information Science Research 33
(2011): 179-190.Web. 31 August 2011.
Cordova, Memo and Amy Vecchione. “SPLAT: Innovative Collaboration in Idaho‟s
Libraries.” Journal of Library Innovation 2.1 (2011): 8-19. Academic OneFile.
Web. 11 October 2011.
Fischer, Gerhard. “End User Development and Meta-Design: Foundations for Cultures of
Participation.” Journal of Organizational and End User Computing 22.1 (2010):
52-82.Academic OneFile. Web. 11 October 2011.
Joint, Nicholas. “The Web 2.0 challenge to libraries.” Library Review 58.3 (2009): 167-
75. Academic OneFile. Web. 11 October 2011.
King, David Lee and Stephanie Willen Brown. “Emerging Trends, 2.0, and Libraries.”
The Serials Librarian 56.1-4 (2009): 32-43. Academic Search Premier. Web. 11
October 2011.
Maness, Jack M. “Library 2.0: The next generation of Web-based library services.”
LOGOS: The Journal of the World Book Community 17.3 (2006): 139-45.
Ingentaconnect. Web. 10 October 2011.