The aim of this case study is to provide valuable insight into the selection, implementation and upkeep of a library staff wiki for libraries considering how to better…
The aim of this case study is to provide valuable insight into the selection, implementation and upkeep of a library staff wiki for libraries considering how to better manage information and improve communication, especially at libraries with multiple desks, shifts and locations.
Spartanburg Community College (SCC) evaluated the library’s needs and selected Wikispaces in this case study. A wiki manager was designated, who completed the initial set up, trained staff, wrote policies and procedures and delegated maintenance activities. Library staffs were surveyed about how they used the wiki and what its impact has been on their experience.
The library staffs report that they refer to the wiki quiet often in their time at the desk and that it has had an extremely positive impact on their service. The designation of a wiki manager was a key in keeping the wiki up-to-date and viable. The careful consideration of policies and procedures, including structure, format and naming conventions, has also contributed to the continued viability of the wiki as it has grown. The wiki has improved communication among staff and allowed for more consistent service to patrons.
This case study outlines best practices that were important in creating SCC’s library staff wiki, which has proved an invaluable tool to the library staff at both service desks and at all library branches.
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.
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.
This chapter provides researchers and practitioners with guidelines for employing wikis to foster collaboration and active learning within and between student teams in…
This chapter provides researchers and practitioners with guidelines for employing wikis to foster collaboration and active learning within and between student teams in higher educational settings. The core function of a wiki is to facilitate learner interaction with content. Such engagement is critical whether the course's instructional delivery environment is primarily face-to-face or web-based. Instructors encourage shared understanding through a spirit of investigation that embraces greater collaboration in the process. Collaboratively building knowledge about one content area by dialoguing with peers and negotiating importance in order to present the information in a meaningful way to the public is the strongest aspect of a wiki. To illustrate this, five case studies are detailed ranging from individual wikis to group consensus wikis in undergraduate and graduate-level courses, delivered in blended (i.e., hybrid combinations of face-to-face and online) and online asynchronous environments. As a whole, these studies support that wikis are not the single answer to all problems associated with collaboration and shared-knowledge in any learning situation, but they are a powerful lens for greater clarity in issues of student engagement and may lead to improved performance for diverse learners. Various experts add their views to those of the authors of this chapter; that to be effective, instructors must design purposeful engagement that embraces communication, cooperation and collaboration, active learning, feedback, and respect for differences. Likewise, students must be informed of the value of such engagement and have positive wiki models presented early in their online experiences.
This literature review explores the academic material comprising applications, cases, courses, and classroom-based research in higher education where wiki tools appeared…
This literature review explores the academic material comprising applications, cases, courses, and classroom-based research in higher education where wiki tools appeared as an instructional technology. The authors define and describe the wiki concept, outlining a framework for wikis deployed as instructional technology tools. Additionally, analyses and syntheses of the findings are described from an interdisciplinary research literature search across many fields, along with a number of illustrative, exemplary cases demonstrating the application of this tool to teaching and learning. The authors also identify research evidence that outlines the benefits and strengths offered by new wiki technologies, while highlighting challenges, weaknesses, and issues encompassing their application in courses. The authors also outline numerous theories of learning that can be associated with wiki work; new forms of wiki-based learning; patterns of wiki technology use; characteristics of learners using wikis; and the changing role of teaching and teachers who instruct with wikis. Finally, we conclude with a summary of the findings and suggested future directions for studying wikis in higher education (HE). Although no broad, definitive prognosis yet exists that can point to a cause–effect relationship between the application of wikis and increases in learning, a significant body of evidence has emerged that suggests that wikis positively stimulate the learning environment and increase the collaborative capabilities of learners when applied to course work.
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.
Teachers have recently started to introduce wikis into their courses. However, comparatively few studies have looked at the actual experiences of students who are engaged…
Teachers have recently started to introduce wikis into their courses. However, comparatively few studies have looked at the actual experiences of students who are engaged in building a wiki community for a particular course. To address this limitation, this exploratory self-report study examined student experiences with using a wiki in an upper-level undergraduate course on media effects, their reflections on functioning as a member of this wiki community, and their overall satisfaction with taking this kind of a “hybrid” or “blended” course. Results show that students enjoyed learning about media effects by collaboratively building their wiki community, but were critical about the structure of the hybrid course.
Purpose – This chapter will discuss empirical results on how attitudes toward group work and the prospect of publishing in wikis influence students’ work in collaborative…
Purpose – This chapter will discuss empirical results on how attitudes toward group work and the prospect of publishing in wikis influence students’ work in collaborative knowledge construction. It will also explore how writing for an audience can be used in information literacy education.
Methodology – Data were collected by pre- and post-questionnaires and group interviews from two 8-week courses in an upper secondary school. In total, 58 students were involved. The quantitative data was analyzed by frequency and correlation analysis. Content analysis was applied to transcribed interviews.
Findings – Group work experiences carried over from one context to another. Ways to undertake group work influenced the learning experience. Cooperation – sharing tasks to be undertaken individually – tended to be a negative experience while working closely together enhanced learning. Wikis were mainly used as platforms for combining texts written individually by the students. The prospect of publishing on public Wikipedia had a considerably stronger influence on students’ motivation than publishing a text for fellow classmates on the school wiki.
Practical implications – Wiki-publishing enables an emphasis on information use as part of information literacy instruction, where students learn to adapt their texts toward their audiences. Careful instruction is, however, needed for the use of social media tools and collaborative processes, in order for them to serve their purpose.
Originality – The study showed how group work attitude in general influence future group work experiences. It also demonstrated the influence of publishing texts on wikis or Wikipedia on students’ motivation.
This paper is to address the research gaps about Research Support System (RSS) as mentioned by earlier articles, and to provide a possible solution to develop an RSS for…
This paper is to address the research gaps about Research Support System (RSS) as mentioned by earlier articles, and to provide a possible solution to develop an RSS for supporting academics in conducting their research.
This study adopts a single-case study with the application of netnography. Data were collected from an ongoing-using Wiki and the data were analysed using the theoretical lens established from earlier articles.
The result confirmed the possibilities of using Wiki to establish a system for supporting research. The authors have established a 3-stage EDM (Establishment, Development, Management) process model for illustrating the steps.
This single-case study revealed the possibility for using Wiki as RSS for helping academics to conduct their research through providing support in preparing literature review, conducting project management and providing an archive for research methodologies. The paper also provided suggestion for practitioners on the implementation of the RSS.
This paper presents one of the earliest studies for developing a model to explain how to develop an RSS that gives a more concrete definition of RSS and outline a process of using Wiki as an RSS.
Purpose — The purpose of this study is to describe the development of contents, visibility and use of two Library 2.0 services, Häme-Wiki and the Virtual Path map service…
Purpose — The purpose of this study is to describe the development of contents, visibility and use of two Library 2.0 services, Häme-Wiki and the Virtual Path map service, launched by Hämeenlinna City Library and based on crowdsourcing, service convergence and the application on Web 2.0 technology.
Design/methodology/approach — The development of the contents of the services were analysed by observing the increase in articles and other items published in them. The interest in these sites and their use were studied by the number of their contributors, users and downloads and by link analysis concerning inbound links. To gather users’ experiences, a Web survey was directed to the registered users by e-mail. A questionnaire for all users was linked to the front page of both services. Qualitative theme interviews were conducted with the staff of Hämeenlinna City Library to elicit their experiences concerning the use of the services and their impact on the work community.
Findings — The reception of the services was evidenced by the daily increasing number of published articles and maps, also indicating crowdsourcing. Their use was clearly described by the increasing download figures and inbound links. Both services offered users information not available elsewhere.
The study is limited by the low number of responses in the Web surveys.
Practical implications — Practical implications originate from the concrete examples of content sharing, crowdsourcing and service convergence which have not been much studied in library context.
Originality/value — The practical implications of the work also contribute to the value of the paper for developers of Web 2.0 services and service convergence.
This chapter presents two case studies to address the challenge of how students in large, diverse classes can become effectively engaged in their learning through the…
This chapter presents two case studies to address the challenge of how students in large, diverse classes can become effectively engaged in their learning through the support of technology. Implementation of two modules in the University of Exeter Business School is explored: a first-year management module wherein students make use of camcorders and a master's module where students use wikis. Each has been important in coming to understand the inter-relationship of pedagogic processes and technology use, in particular in the context of group work. Data on student outcomes and perceptions have been collected through ongoing monitoring, individual and group reflective accounts, tutor and student-led surveys and informal verbal feedback. Overall, the use of both technologies is highly valued by most students and by the teachers, despite the many (and sometimes unexpected) difficulties associated with their management. The main benefits are in the way that they can be used to support attendance, group cohesion and quality of work, in an ethos where the importance of group work is central to learning and where individuals are recognised for what they can contribute despite the large cohort size and the many different nationalities.