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This paper aims to describe how linked data technologies can change the digital library collections, what are the benefits of linked data applications in digital libraries and what are the challenges of digital libraries in linked data environment.

The present study is based on substantial literature review on the applications of linked data technologies in digital libraries. The search engines such as Google, Yahoo and Google Scholar were used to find the relevant literature for the study. Online databases such as Pro Quest, Science Direct, Emerald and JSTORE were also used to find the relevant literature of the study. Databases of Library Sciences Library and Information Science and Technology Abstracts and Library Information Science Abstracts were also used to find the relevant literature of the study. Library, linked data technologies, Semantic Web, digital library and digital collections were the main keywords which were used to find the relevant literature for the study.

The evolution of linked data technologies and Semantic Web has changed the traditional role of the libraries. Traditional libraries are converting into digital libraries and digital libraries are in a struggle to publish their resources on the Web using XML-based metadata standards. It has made capable the digital collections to be viewed by machines on the Web just like human. On the emergence of linked data applications in digital libraries, Web visibility of the libraries has been enhanced to provide the opportunities for the users to find their required quality information of libraries round-the-clock on the Web. National Library of France, National Library of Spain, Europeana, Digital Public Library of Americana, Library of Congress and The British Library have taken the initiatives to publish their resources on the Web using linked data technologies.

This study present several key issues for policy makers, software developers, decision makers and library administrators about linked data technologies and its implementations in digital libraries. The present study may play its role to facilitate the users of the Web who are enthusiastically interested to exploit the quality and authentic library resources on the Web round-the-clock. Search engines will also achieve their longstanding goal to exploit the quality resources of the libraries for their Web users to make their Web appearance more credible and trustworthy.

This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web‐learning technologies to inculcate inclusive pedagogy in teacher education.

The paper explores the literature and a tech‐infused multicultural learning community to identify what a unified cultural‐convergence theory might consist of and how it could be shaped to align instructional technology and critical ICE in teacher education. Four questions are asked: What key learning do these two disciplines make available to teachers and educators that are essential for today's highly diverse, complex classrooms? What can we draw from a convergence of multiculturalism and global education that will help us derive a new theoretical understanding of a unified cultural‐convergence theory to connect IT and ICE education? What knowledge, skills and dispositions comprise three essential components of this literature synthesis? How can this new unified cultural‐convergence theory and relevant components be taught, practiced, and measured? The paper contains several tables, figures and over 50 sources in the research bibliography that were selected from a review and analysis of 100 documents.

The paper discovered instructional technology and intercultural educators employed web‐learning technologies in very similar ways to position critical ICE strategies into programs or courses in teacher education. The learning technologies models that were attempting to support multicultural education (MCE)/ICE and IT education included corporate, universities, research centers, schools, and government partners. Reportedly, according to the research, teacher educators in IT education do not employ instructional technology practices that differ from practices that are needed or valued by MCE educators to merge critical intercultural structures into teacher education through web‐learning technologies. This was good news as the researcher moves toward a recommendation for a research agenda that could be shared by educators from the two groups.

The paper is limited to literature reviews, reports, and evaluation documents.

The paper offers implications for curriculum development in educational technology and MCE using ICTs

This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities.

A combination of content analysis and semi‐structured interviews was used to collect data. Semi‐structured interviews were conducted with ICT personnel from six of the eight public universities in Tanzania in 2011.

The study found that the adoption of e‐learning and Web 2.0 technologies is still in its infancy in Tanzania's public universities. However, there was much enthusiasm amongst respondents for developing the potential of e‐learning and Web 2.0 tools in their universities.

The study seeks to promote academic inquiry about the need for innovative Web 2.0 technologies in learning and teaching and the adoption of these emerging technologies in Africa's higher learning institutions.

The study provides empirical findings on the use of e‐learning and Web 2.0 for higher education, specifically in the Tanzanian context. The study provides a basis for further research on the use of Web 2.0 technologies in higher education.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

This paper aims to provide an overall picture of the application of Web 2.0 technologies in Australasian university libraries. The focus of the research was what types of Web 2.0 technologies were applied in such libraries as well as their purposes and features.

Content analysis was used in terms of quantitative approach. A checklist as the main research instrument was developed based on other checklists and questionnaires, and synthesized ideas from literature. Data were collected by accessing all Australasian university library web sites within two weeks. Then, Microsoft Excel was utilized as a main tool to synthesize and analyze data, and present results.

At least two‐thirds of Australasian university libraries deployed one or more Web 2.0 technologies. Only four Web 2.0 technologies were used for specific purposes and with some basic features. The general Web 2.0 application indexes were still low as the mean application index was 12 points and the highest index was 37 points (out of 100).

A combination of content analysis with survey and/or interview may enable future researchers to analyze other aspects (e.g. the application of internal wikis or the use of instant messaging for reference services) of Web 2.0 that a single method of content analysis could not gain.

This unique study explores the application of Web 2.0 in a wide scope including any Australasian university libraries that deployed any types of Web 2.0 technologies. This study is useful for Australasian university libraries in evaluating/deploying Web 2.0. Library managers, librarians and other university libraries may also find this helpful once they want to implement such technologies in their libraries.

The aim of this study was to explore the pattern and extent of the adoption of Web 2.0 technologies by Pakistani librarians.

A survey was conducted using web‐based surveying software (SurveyMonkey) and Pakistan based LIS e‐mail discussion groups. Professional librarians serving in all types of libraries participated in the study.

Instant messaging, blogs, social networking and wikis were the most popular Web 2.0 technologies. Librarians adopted such technologies in their professional and personal lives. Gender, length of professional experience and place of work have no effect on the frequency of use, while perceived skill level of internet use and perceived ease of Web 2.0 use have a significant effect on the frequency. Lack of computer literacy, and lower availability of computers and internet facilities were the major hindrances of Web 2.0 adoption by librarians. Awareness and training programs could enable librarians to cope with Web 2.0 technologies.

Due to the use of a non‐probability/non‐representative sampling method, the results cannot be generalized.

This study will create awareness among LIS professionals toward the use of advanced technology in their professional environment. The findings of this study will contribute to the successful adoption of Web 2.0 in libraries.

This is the first study on the adoption of Web 2.0 technologies in Pakistani librarianship.

The purpose of this study is to define Web 3.0 and discuss the underlying technologies, identify new opportunities and highlight potential challenges that are associated with the evolution to Web 3.0 technologies.

A non-empirical study reviewing papers published in accredited research journals, articles and whitepapers and websites was conducted. To add scientific rigour to a literature review, a four-stage approach, as suggested by Sylvester et al. (2011), was used.

The World Wide Web (henceforth referred to as the Web) is recognised as the fastest growing publication medium of all time. To stay competitive, it is crucial to stay up to date with technological trends. The Web matures in its own unique way. From the static informative characteristics of Web 1.0, it progressed into the interactive experience Web 2.0 provides. The next phase of Web evolution, Web 3.0, is already in progress. Web 3.0 entails an integrated Web experience where the machine will be able to understand and catalogue data in a manner similar to humans. This will facilitate a world wide data warehouse where any format of data can be shared and understood by any device over any network. The evolution of the Web will bring forth new opportunities and challenges. Opportunities identified can mainly be characterised as the autonomous integration of data and services which increase the pre-existing capabilities of Web services, as well as the creation of new functionalities. The challenges mainly concern unauthorised access and manipulation of data, autonomous initiation of actions and the development of harmful scripts and languages.

The findings will assist data managers to identify future opportunities while considering negative impacts and understanding the underlying technologies associated with the structure and storage of electronic information. The research will assist anyone in the data and information management industry to identify opportunities and mitigate risk.

Many organisations were caught off guard by the evolution of the Web to Web 2.0. Organisations, and in particular anyone in the data and information management industry, need to be ready and acquire knowledge about the opportunities and challenges arising from Web 3.0 technologies.

The purpose of this paper is to explore key issues involved with opportunities, challenges, and future developing trends of delivering dynamic and distributed web‐based academic library information resources, services, and instructions for library users in the digital age.

Based on the typical web‐based, three‐tier client/server architecture, this paper explores ten key issues how to leverage quality library user services in the digital age: roles of academic libraries; funding support; information resources; information access; information services; instructions and trainings; impacts of cutting‐edge technologies and emerging technologies; web contents management and knowledge base; assessment and evaluation; and Librarians. Also discussed are the next‐generation web‐based client/server library information architecture and services in the foreseeable future.

With the rapid development of the internet and the world wide web, information exchange and information distribution can be transformed either by disparate formats or by dynamic channels. Knowledge, competence, and skills cannot follow up with the rapid advances of science and technologies. Many library users need assistance to access, locate, convert, synthesize, and evaluate information effectively and efficiently. It is very imperative for libraries and librarians to design, develop, enhance, implement, and deliver high quality user‐centered information services, resources, and instruction at the fingertips of library users.

Target readers who include librarians, instructors, trainers, consultants, managers, IT specialists, executives, and other professionals who are involved with developing and delivering distributed library user services via the internet will find this article of value.

This chapter synthesizes findings from the reviews of education using Web 2.0, social networking, mobile learning, and virtual worlds, in light of the earlier chapters on context, technology, pedagogy, content, and design. Benefits and issues associated technology-enhanced learning are generalized, with an important finding being the quite different ways that different technologies contribute to each. Twenty technology-enhanced learning design principles are derived from abstracting the Web 2.0, social networking, mobile learning, and virtual worlds literature. The benefits, issues, and technology-enhanced learning design principles are then related to one another by virtue of 13 clusters of concerns, namely pedagogy, access, communication, content representation, collaboration, motivation and engagement, vicarious learning and reflection, digital learning capabilities, assessment and feedback, student-centered learning, learning communities, protecting students, and teacher support. The analysis enables the general learning technology literature to be linked to concrete examples and evidential sources, so that educators and researchers can construct a deep and connected understanding of technology-enhanced learning design.

Web 2.0 is a collaborative web development platform that has had tremendous usage in building effective, interactive, and collaborative virtual societies at home and abroad. Multicultural study is another trend that has tremendous possibilities to help people in the fight against racism and enables them to become active members of a democratic society. Based on the advanced and interactive features, Web 2.0 technologies could be appropriate media to build many virtual collaborative societies among students in local and global classrooms. Students and teachers from any corner of the world would be able to participate in such virtual communities to practice effective multicultural skills with no or minimum cost. The purpose of this paper is to address these issues.

This is a conceptual framework of a Web 2.0 model. This paper focuses the background of Web 2.0 technologies and multiculturalism and a feasibility study of using Web 2.0 technologies in the teaching and learning of multiculturalism, and depicts a conceptual framework involving use of a Web 2.0‐based collaborative model for a multicultural classroom using one of the simple but powerful Web 2.0 tools, blogging technology.

Web 2.0 technologies could be crucial tools for students, teachers, educators and social workers to build and participate in many virtual collaborative societies to practice effective skills of multiculturalism.

Participants from different corners of the world are able to participate in virtual communities simultaneously to practice effective multiculturalism.

This is a newly developed model.