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This research paper aims to explore the impact of using wiki activities to support a blended learning course (70 per cent in-class and 30 per cent PBwiki activities) on the knowledge management of library and information science (LIS) students compared to 100 per cent in-class learning.

In the 2015 academic year, the researcher compared an experimental group (41 students) and a control group (41 students). Instruction of the experimental group was based on combining 2 h (70 per cent) of in-class learning and 1 h (30 per cent) of wiki-based learning activities each week. The control group’s experience was 100 per cent in a physical classroom without the use of a wiki. The researcher used a t-test to compare the means of the control and experimental groups in achievement tests and the students’ attitudes based on principles of activity theory (technological, individual and community levels) at 0.05 alpha levels.

The principal results of the study are that students in the experimental group perform better than those in the control group on the achievement test, learning tracks and attitudes. Learning tracks analysis shows that students in the experimental group had greater participation in different topics of discussion in the PBwiki than did the control group. The first topic discussed by students in the wiki is related to exam revision, and the second topic is related to the course content.

This research paper is useful for readers, parents, students and schools to explore the effectiveness of PBwiki activities to support blended courses in LIS education.

The purpose of this article is to describe the use of wiki to publish a guide to the forced migration reference literature.

A case study format is employed to review the process of choosing an online publishing option, and selecting, building and maintaining the wiki.

A wiki is an easy way to present a lot of material to a wide audience.

The article discusses the first major wiki to be developed as a reference source for the forced migration information community.

The paper seeks to describe how tools like wikis can be used to improve collaboration and communication in project‐based teams and general work groups.

Over the last few years a number of wikis have been used by New Zealand libraries for cataloging related purposes – two as project management tools, one as a repository for project documentation, one as a national knowledge repository, and one as a local institution‐based knowledge repository. The paper examines both positive and negative aspects of using wiki technology in this environment.

Wikis prove to be very efficient project management and knowledge management systems. Information can be shared very quickly, efficiency of communication increases, and team productivity is higher. In all described cases a free and open source platform was chosen. Externally hosted solutions were preferred because they enable wikis to be immediately available for use. They are also easier to edit, and there is no need for local IT support. There remain concerns about disaster recovery and the long term preservation of documentation.

Experiences such as the ones presented in this paper can encourage other librarians to explore how new technologies can be used in their work environment.

The purpose of this paper is to examine the significance of 23 Things @SCPL, a learning Library 2.0 program based on Web 2.0, running from September 2007 to January 2008 at Santa Cruz Public Libraries.

The paper introduces a new methodology in promoting the concept that learning could not only be self‐directed and collaborative, but also fun and rewarding.

By studying indepth the program's implementation process, the two authors report their findings in the following areas: organizing the first project in the history of Santa Cruz Public Libraries, to involve the whole organization in the learning process about the digital realm; helping staff members overcome typical learners' stress and blocks, by offering an innovative teaching approach; key to success I: comprehensive curriculum; key to success II: strong leadership; and impact on library services and beyond.

The paper analyzes a successful implementation of the “lighten‐up” approach for program management. For this purpose, it adopts a user‐friendly and easy approach, so as to reach a broader audience.

The paper helps project managers to organize, develop and succeed in their new projects.

The purpose of this paper is to present a framework based on lessons learnt from a recently completed project aimed at developing intercultural online communication competencies in business students.

The project entailed collaboration between students and staff in business communication courses from an Australian and European university. The project was designed as a response to calls within the literature to equip business graduates with intercultural expertise for global online collaboration.

Based on theoretical perspectives, staff experience and data based on student evaluations of the project, a framework has been constructed based on the issues that emerged. The issues include: institutional support, project and course goal alignment, interpersonal and intercultural relationship management and technological capabilities.

The paper is limited to the experiences and responses from the Australian university. Future research should aim to collect data from both organizations involved in the collaboration.

The framework has been constructed to assist business educators in creating collaborative international projects in the future.

Research in international education suggests the need to create collaborative projects that provide students with real life opportunities in intercultural collaboration. However, little guidance exists for academics in terms of creating and coordinating such activities. The current paper provides a framework towards the development of such pedagogic activities.

Appropriate design and redesign of programs, responses to accreditation agencies, and internal academic legitimacy concerns are critical challenges in education in general and in leadership education in particular. Guiding Questions: Guidelines for Leadership Education Programs (Guiding Questions), a member initiated project sponsored by the International Leadership Association (ILA), provides a framework to address these challenges. In this paper, we first describe the background and context of this initiative. Second, we introduce the Overview of the five sections of Guiding Questions: Conceptual Framework, Context, Content, Teaching and Learning, and Outcomes and Assessment. Third, we present results of initial field tests of the Overview and its framework within three different North American universities. Finally, we discuss next steps and invite the reader to get involved in the further development of Guiding Questions.

This paper aims to explore the range of free and inexpensive technologies that are available and have been simply implemented with practical and immediate benefits both for library staff and clients.

The paper demonstrates positive examples of integrating technologies such as blogs, wikis, RSS aggregators, podcasts, vodcasts, web conferencing, and instant messaging into library services and programs. The paper reports the take up of these technologies by public libraries nationally and internationally and examines Australian public library use and promotion of these services to their clients. Questions around the level of use or non‐use by public libraries are also explored.

The paper finds that these technologies have increased clients' interaction with and access to library services and collections. By providing information in various formats these technologies are meeting client's various and individual requirements, and reflect the increasing demand of services in virtual environments. A case study around the OPAL Training Project Emerging Technology course will examine library staff buy‐in and involvement in the development of new services and explore the difference these emerging technologies can make to our clients.

Emerging technologies provide librarians with a unique opportunity to substantially enhance user‐centred services and to facilitate and promote collaboration between libraries and their clients.

This paper aims to examine some of the strengths and weaknesses of the use of online tools such as wikis and blogs for assessment purposes, with the aim of proposing future developments and improvements.

The paper utilises a case study approach by examining the outcomes of a new first‐year course for all engineering students at the Institution Name that was introduced in 2008. The course, Sustainable Engineering Practice (SEP), gives students an insight into the disciplines of engineering and emphasises the skills required for working in multi‐disciplinary teams. It introduces students to the profession of engineering and how it is practised within a sustainable context.

The major assessment task for the course is the Engineers Without Borders (EWB) challenge and, for the first time in the engineering program at the university, wikis and blogs were used as assessment tools to evaluate student progress in meeting the course objectives.

The evidence of student reflections in their course blogs, and the discussions of the staff teaching team in course meetings, have been utilised to consider the strengths and weaknesses of the pedagogy adopted. These sources indicated that the use of these tools for assessment was effective, but that some modifications were required to improve outcomes for both staff and students.

Children and teenagers are the future adult users of libraries, and how they are treated in our libraries, particularly school and public libraries, can cement lifelong memories and habits in these young people. This paper aims to address this issue.

The following paper is a review of the literature on young people's, particularly teenagers’ use (or lack thereof) of libraries, the importance of library use and methods to encourage library use in young people.

Despite the findings from some of the literature that teenagers are less likely to visit libraries, there were many services and programmes in libraries that aim to reverse this trend.

Some of the literature is peer‐reviewed, but selected pieces were written by librarians in the field about their interactions with young people in their libraries. Although the latter cannot be generalised to all young people, they are important in providing examples of what occurs in some cases and what might be replicated in other settings.

Encouraging young people to visit and enjoy libraries can be a rewarding experience and is important in creating the next generation of library users.

The purpose of this paper is to demonstrate that Web 2.0 provides an exciting set of tools for librarians to help their students become more information‐literate.

Recently, information overload and Web 2.0 have led librarians to adopt practices labelled as Library 2.0. Information literacy can be the key to affecting the learning attitudes and characteristics adopted by the users, caricatured as the “Web generation”. Web 2.0 tools provide new, interactive ways to engage them. The literature is reviewed to provide examples of librarians using Web 2.0 tools to improve the information literacy of their users.

Librarians are embracing Web 2.0 as it becomes more mainstream and experimenting with the tools to supplement their information literacy interventions. Many of these are being well received but their quantity and measures of their impact on learning have yet to be assessed.

The link between information literacy and Web 2.0 is novel, encourages constructive learning and enables respected educational methods (e.g. reflection) to be used in different ways.