Information Literacy Meets Library 2.0

Citation

Anh Tran, L. (2009), "Information Literacy Meets Library 2.0", Library Hi Tech, Vol. 27 No. 2, pp. 314-315. https://doi.org/10.1108/07378830910968290

Today's networked environment has given us not just the opportunities for accessing and using information electronically; it also has placed a new range of tools in our hands for creating and editing information, and interacting with information through networks. This book investigates tools in Web 2.0 that are deemed essential within information literacy (IL).

Part 1 discusses the basics of Web 2.0 in association with information literacy. As a new tool for creating phenomenal volumes of content, Web 2.0 is becoming core to the business of libraries. Within Web 2.0, blogs, MySpace, YouTube, etc. support libraries in transforming their teaching into something that is more interesting and more engaging. Libraries no long need to conduct face‐to‐face user training and library tours or demonstrations of database searching. Library 2.0 is available to deliver all asects of IL to everyone.

Expanding the concepts of Library 2.0, Part 2 explores the implications for IL learning in association with LIS students, school libraries, and public libraries. LIS students need to study Web 2.0 in order to take advantage of it in teaching IL and in using Web 2.0 effectively. School libraries need to embrace Web 2.0 in order to change the way they provide information services to students and users, create connections and foster Web 2.0 learning community. Public libraries need to adopt Web 2.0 in order to provide more effective services to their users in the virtual environment.

Part 3 focuses on the investigations of Library 2.0 and IL in practice. Library 2.0 is the library space (both virtual and physical) that provides “interactivities” and collaborations in order to meet community needs. There is a series of examples of IL in practice used Web 2.0 in many libraries and universities: the blog as an assessment tool (University of Northampton), using Wikipedia to eavesdrop on scholarly converstation (Ohio State University), podcasting at the Kresge Library (Univetsity of Michigan) in order to provide detailed instruction in a preferred format that can be portable or accessed 24/7, etc.

The final part concludes that IL is not easy to teach, and that there are often problems in connecting with those working in small domains or which are not IT‐enabled. Web 2.0 has potential to facilitate IL understanding in these areas. Additionally, this final part provides valuable information related to using video games to support IL development in the library.

This book is essential reading for LIS students, library and information professionals, and policy makers who are involved in developing IL programmes.