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The learning ecology of
   Web 2.0 tool use by
       teacher librarian
            candidates
          Cynthia R. Houston, Ph.D. MLIS
            Western Kentucky University
               cynthia.houston@wku.edu
                           SLIDESHARE:
 http://www.slideshare.net/media3693/Iasl
What is Web 2.0?
“The term Web 2.0 is associated with web applications that facilitate
participatory information sharing, inter-operability, user-centered design
and collaboration on the World Wide Web. A Web 2.0 site allows users to
interact and collaborate with each other in a social media dialogue as
creators of user-generated content in a virtual community, in contrast to
websites where users are limited to the passive viewing of content that was
created for them. Examples of Web 2.0 include:

        •   Social networking sites - Facebook
        •   Blogs – The Never Ending Search
        •   Wikis - Wikipedia
        •   Video sharing sites – Youtube
        •   Hosted services – Google Sites
        •   Web applications – Google docs
        •   Mashups – Generator Land
        •   Folksonomies – Library Thing”
             -Wikipedia
Web 2.0 Research

   > 50 % of students engage in Web 2.0 activities at
    least 9 hours per week (Greenhow, et. al., 2009)
   Students interact with new media (mp3 audio, mpg
    video, Youtube, Facebook, etc.) 6.5 hours per day
    (Greenhow, et. al., 2009)
   Young people are thinking and learning differently
    due to digital information (Prensky, 2006)
         Multiple information formats, distributed
          knowledge, communal learning
   There is a “mismatch” in the formal
    teaching/learning process (Greenhow, et. al., 2009)
Why Web 2.0 in School
                        Libraries?
   “Common thinking today is to bring into
    schools tools youth are using outside school
    to make schools more personally meaningful,
    collaborative, and socially relevant”
    (Greenhow, 2009)
   “Using Web 2.0 tools can make work more
    fun for adults and learning more interesting for
    students” (Hauser, 2007)
   “Although most library media specialists have
    heard of blogs and other Web 2.0 tools a
    great number have never used them.”
    (Baumbaugh, 2007)
Web 2.0 Research
                                Study

   How do Teacher-Librarian Candidates use
    Web 2.0 tools?
          Creating and Accessing Information
          Personal, Professional, Academic Lives
          Online Survey (n=100)
          Descriptive Statistical Analysis (50% r.r.)
   School Librarians of the Future must be
    leaders in bridging the growing Digital
    Divide
Learning Ecology
                               Framework
   Learning and processes in formal, informal,
    and non formal learning environments
    overlap and influence each other (Barron,
    2007)
       Formal = school, academic
       Nonformal = home, hobby, personal enjoyment,
        health
       Informal = learning as consequence of doing
        something else (learning Youtube to create
        professional presentation)
      Example: Student has a personal or informal interest in
        science fiction, particularly “Star Wars”; this interest
        leads the student to develop a “Star Wars”
        Dictionary for a formal library science class
        assignment; As an extension of this interest, student
        non formal learns to use a Wiki with the help of
        others to publish the dictionary online.
The Importance of the
                  Learning Ecology
                        Framework
“What children learn outside of school can shape what
they learn in school as they seek out projects based on
their interests. In turn, school projects can stimulate
students’ interest that can motivate them to seek more
information, opportunities, and like-minded people with
whom to learn on their own terms.”
•learning can manifest itself across settings
•informal or formal crossing of boundaries might
enhance learning. (Greenhow, et. al, 2009)

School librarians have a wide mission in
  increasing student learning, as they assist
  students with all of their learning needs: formal,
  nonformal and informal
Web 2.0 Survey
                     http://cybersmartcurriculum.org/tools/
                                     Common Sense Media
                                  n=100 response rate=50%
Productivity and Creativity         Social Bookmarking -
Tools – Google Docs              

                                     Delicious
Digital Storytelling Tools -

Animoto                             Collaboration and
                                     Networking -
Wikis - Wikipedia                   Facebook
On-line Surveys –Survey            Blogs – Neverending
Monkey                               Search
Pod-casting - Podomatic            Social gaming -
Photo and Video Sharing –
                                     Farmtown
Photo Bucket                        Virtual Universe –
RSS Feeds – Google                  Second Life
Reader
Frequencies
                                               Quite Often + Very Often

2.0 Tool              Personal       Professional       Academic
Social Networking     71.5% Create   21.4% Create       4.8% Create
                      54.8% Access   16.6% Access       4.8% Access
Communication         64.3% Create   21.4% Create       9.5% Create
                      47.6% Access   21.4% Access       9.5% Access
Photo/VIdeo Sharing   45.2% Create   19.1% Create       4.8% Create
                      33.3% Access   21.4% Access       2.4% Access
Blogs                 28.6% Create   11.9% Create       14.3% Create
                      24% Access     11.9% Access       7.1% Access
Wikis                 7.1% Create    4.8% Create        7.1% Create
                      19.1% Access   11.9% Access       9.5% Access
Productivity Tools    24% Create     7.1% Create        7.2% Create
                      16.7% Access   11.9% Access       4.8% Access
Online Surveys        11.9% Create   4.8% Create        4.8% Create
                      0% Access      0% Access          7.7% Access
Table 1: Top Five Web 2.0 Tools Used (Mean Scores)
Table 2: Bottom 5 Web 2.0 Tools Used (Mean Scores)
Key Learnings
Some Web 2.0 tools are being used more often in professional
settings than previously reported (Baumbach, 2009, Farmer and
Shontz, 2009) but not as much as possible

                            2009 Farmer& Shontz        2011 Houston*

Productivity Tools          38%                        37%
Photo/Video Sharing         23%                        80%
Podcasts                    17%                        30%
Social Bookmarking          10%                        17%
Wiki/Blog                   26%                        37%, 50%
Social Networking           4%                         75%
Virtual Environments        1%                         1%
*combination of “sometimes, quite often, very often”
Key Learnings
The learning ecology is a narrow one, limited to Social
networking, Media sharing and Communication tools for
personal activities, and to smaller degrees in the
professional and academic spheres
Research indicates this may mirror learning ecology of
Digital Natives (Ebner cited in Margaryan & Littlejohn,
2008)
   •   High familiarity with Wikipedia, Youtube, Facebook
   •   Low familiarity with Social bookmarking, podcasts,
       blogging, virtual worlds
   •   Most frequently used technology is used to access
       information and not to create information
Key Learnings
Age does not appear to be significant in the learning
ecology of teacher librarian candidates' Web 2.0 tool use
which does play a role in the general population
Results of a 2-tailed T test did not show there were any
significant differences between teacher-librarian
candidates 31 years of age or older and 30 years of age
and younger except:
   •   use of Productivity tools to create information for
       personal use (x=2.62, t=.03)
   •   the use of RSS feeds to access information for
       personal use (x=1.67, t=.05)
Perhaps the digital divide is not a barrier between
teacher-librarian candidates and their users as it is with
other populations
Key Learnings
Teacher-librarian candidates’ personal use of Social
Networking and Photo Sharing may represent “gateway”
tools spurring interest in exploring less commonly used
tools such as social gaming, pod-casting or virtual
environments and applications in professional activities.
Results from a survey of LM-Net subscribers indicate: “We
have the right outlook: 57% of respondents identify
themselves as technology enthusiasts or early adopters
who try to convince administrators to try new 2.0
innovations. It is our choice to lead the way” (Brooks, 2008)
Suggestions: Widen
                the Learning Ecology!

   Incorporate Web 2.0 Engagement Activities
    in Teacher-Librarian Prep programs
   Decrease Barriers at Home and Work
          Filters
          Increase Time and Opportunities for
           Learning
          Technical Access
          Time allowed for Student Engagement
A Wider Learning
                 Ecology Example:

                 Nonformal – Facebook
                 Formal – PD - Animoto
                 Informal – Book & Trailer


                 THANKS!!!

                 cynthia.houston@wku.edu




SLIDESHARE:
http://www.slideshare.net/media3693/Iasl
Sources
Brooks, A. (2008). Old school meets school library 2.0: bump your media
   program into an innovative model for teaching and learning. Library
   Media Connection, 26(7), p. 14-16. Retrieved from EBSCO Host.
Farmer, L., & Shontz, M. (2009). Spending survey. School Library Journal,
   55(4), 38. Retrieved from EBSCOhost.
Greenhow, C., Robelia, B, and Hughes, J. (2009). Learning, teaching, and
   scholarship in a digital age. Web 2.0 and classroom research: What path
   should we take now?. Educational Researcher, 38(4) pp. 246-259.
Margaryan, A. and Littlejohn, A. (2008). Are digital natives a myth or reality?:
  Students’ use of technologies for learning. Paper presented at the
  Caledonian Academy, Glasgow Caledonian University, UK, Retrieved
  from Google Scholar.
Web 2.0 Tools for you to Use - http://webtools4u2use.wikispaces.com/

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Iasl

  • 1. The learning ecology of Web 2.0 tool use by teacher librarian candidates Cynthia R. Houston, Ph.D. MLIS Western Kentucky University cynthia.houston@wku.edu SLIDESHARE: http://www.slideshare.net/media3693/Iasl
  • 2. What is Web 2.0? “The term Web 2.0 is associated with web applications that facilitate participatory information sharing, inter-operability, user-centered design and collaboration on the World Wide Web. A Web 2.0 site allows users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to websites where users are limited to the passive viewing of content that was created for them. Examples of Web 2.0 include: • Social networking sites - Facebook • Blogs – The Never Ending Search • Wikis - Wikipedia • Video sharing sites – Youtube • Hosted services – Google Sites • Web applications – Google docs • Mashups – Generator Land • Folksonomies – Library Thing” -Wikipedia
  • 3. Web 2.0 Research  > 50 % of students engage in Web 2.0 activities at least 9 hours per week (Greenhow, et. al., 2009)  Students interact with new media (mp3 audio, mpg video, Youtube, Facebook, etc.) 6.5 hours per day (Greenhow, et. al., 2009)  Young people are thinking and learning differently due to digital information (Prensky, 2006)  Multiple information formats, distributed knowledge, communal learning  There is a “mismatch” in the formal teaching/learning process (Greenhow, et. al., 2009)
  • 4. Why Web 2.0 in School Libraries?  “Common thinking today is to bring into schools tools youth are using outside school to make schools more personally meaningful, collaborative, and socially relevant” (Greenhow, 2009)  “Using Web 2.0 tools can make work more fun for adults and learning more interesting for students” (Hauser, 2007)  “Although most library media specialists have heard of blogs and other Web 2.0 tools a great number have never used them.” (Baumbaugh, 2007)
  • 5. Web 2.0 Research Study  How do Teacher-Librarian Candidates use Web 2.0 tools?  Creating and Accessing Information  Personal, Professional, Academic Lives  Online Survey (n=100)  Descriptive Statistical Analysis (50% r.r.)  School Librarians of the Future must be leaders in bridging the growing Digital Divide
  • 6. Learning Ecology Framework  Learning and processes in formal, informal, and non formal learning environments overlap and influence each other (Barron, 2007)  Formal = school, academic  Nonformal = home, hobby, personal enjoyment, health  Informal = learning as consequence of doing something else (learning Youtube to create professional presentation) Example: Student has a personal or informal interest in science fiction, particularly “Star Wars”; this interest leads the student to develop a “Star Wars” Dictionary for a formal library science class assignment; As an extension of this interest, student non formal learns to use a Wiki with the help of others to publish the dictionary online.
  • 7. The Importance of the Learning Ecology Framework “What children learn outside of school can shape what they learn in school as they seek out projects based on their interests. In turn, school projects can stimulate students’ interest that can motivate them to seek more information, opportunities, and like-minded people with whom to learn on their own terms.” •learning can manifest itself across settings •informal or formal crossing of boundaries might enhance learning. (Greenhow, et. al, 2009) School librarians have a wide mission in increasing student learning, as they assist students with all of their learning needs: formal, nonformal and informal
  • 8. Web 2.0 Survey http://cybersmartcurriculum.org/tools/ Common Sense Media n=100 response rate=50% Productivity and Creativity Social Bookmarking - Tools – Google Docs  Delicious Digital Storytelling Tools - Animoto  Collaboration and Networking - Wikis - Wikipedia Facebook On-line Surveys –Survey  Blogs – Neverending Monkey Search Pod-casting - Podomatic  Social gaming - Photo and Video Sharing – Farmtown Photo Bucket  Virtual Universe – RSS Feeds – Google Second Life Reader
  • 9. Frequencies Quite Often + Very Often 2.0 Tool Personal Professional Academic Social Networking 71.5% Create 21.4% Create 4.8% Create 54.8% Access 16.6% Access 4.8% Access Communication 64.3% Create 21.4% Create 9.5% Create 47.6% Access 21.4% Access 9.5% Access Photo/VIdeo Sharing 45.2% Create 19.1% Create 4.8% Create 33.3% Access 21.4% Access 2.4% Access Blogs 28.6% Create 11.9% Create 14.3% Create 24% Access 11.9% Access 7.1% Access Wikis 7.1% Create 4.8% Create 7.1% Create 19.1% Access 11.9% Access 9.5% Access Productivity Tools 24% Create 7.1% Create 7.2% Create 16.7% Access 11.9% Access 4.8% Access Online Surveys 11.9% Create 4.8% Create 4.8% Create 0% Access 0% Access 7.7% Access
  • 10. Table 1: Top Five Web 2.0 Tools Used (Mean Scores)
  • 11. Table 2: Bottom 5 Web 2.0 Tools Used (Mean Scores)
  • 12. Key Learnings Some Web 2.0 tools are being used more often in professional settings than previously reported (Baumbach, 2009, Farmer and Shontz, 2009) but not as much as possible 2009 Farmer& Shontz 2011 Houston* Productivity Tools 38% 37% Photo/Video Sharing 23% 80% Podcasts 17% 30% Social Bookmarking 10% 17% Wiki/Blog 26% 37%, 50% Social Networking 4% 75% Virtual Environments 1% 1% *combination of “sometimes, quite often, very often”
  • 13. Key Learnings The learning ecology is a narrow one, limited to Social networking, Media sharing and Communication tools for personal activities, and to smaller degrees in the professional and academic spheres Research indicates this may mirror learning ecology of Digital Natives (Ebner cited in Margaryan & Littlejohn, 2008) • High familiarity with Wikipedia, Youtube, Facebook • Low familiarity with Social bookmarking, podcasts, blogging, virtual worlds • Most frequently used technology is used to access information and not to create information
  • 14. Key Learnings Age does not appear to be significant in the learning ecology of teacher librarian candidates' Web 2.0 tool use which does play a role in the general population Results of a 2-tailed T test did not show there were any significant differences between teacher-librarian candidates 31 years of age or older and 30 years of age and younger except: • use of Productivity tools to create information for personal use (x=2.62, t=.03) • the use of RSS feeds to access information for personal use (x=1.67, t=.05) Perhaps the digital divide is not a barrier between teacher-librarian candidates and their users as it is with other populations
  • 15. Key Learnings Teacher-librarian candidates’ personal use of Social Networking and Photo Sharing may represent “gateway” tools spurring interest in exploring less commonly used tools such as social gaming, pod-casting or virtual environments and applications in professional activities. Results from a survey of LM-Net subscribers indicate: “We have the right outlook: 57% of respondents identify themselves as technology enthusiasts or early adopters who try to convince administrators to try new 2.0 innovations. It is our choice to lead the way” (Brooks, 2008)
  • 16. Suggestions: Widen the Learning Ecology!  Incorporate Web 2.0 Engagement Activities in Teacher-Librarian Prep programs  Decrease Barriers at Home and Work  Filters  Increase Time and Opportunities for Learning  Technical Access  Time allowed for Student Engagement
  • 17. A Wider Learning Ecology Example: Nonformal – Facebook Formal – PD - Animoto Informal – Book & Trailer THANKS!!! cynthia.houston@wku.edu SLIDESHARE: http://www.slideshare.net/media3693/Iasl
  • 18. Sources Brooks, A. (2008). Old school meets school library 2.0: bump your media program into an innovative model for teaching and learning. Library Media Connection, 26(7), p. 14-16. Retrieved from EBSCO Host. Farmer, L., & Shontz, M. (2009). Spending survey. School Library Journal, 55(4), 38. Retrieved from EBSCOhost. Greenhow, C., Robelia, B, and Hughes, J. (2009). Learning, teaching, and scholarship in a digital age. Web 2.0 and classroom research: What path should we take now?. Educational Researcher, 38(4) pp. 246-259. Margaryan, A. and Littlejohn, A. (2008). Are digital natives a myth or reality?: Students’ use of technologies for learning. Paper presented at the Caledonian Academy, Glasgow Caledonian University, UK, Retrieved from Google Scholar. Web 2.0 Tools for you to Use - http://webtools4u2use.wikispaces.com/