Web 2.0 Tools and Information Literacy Instruction in UK University Libraries: Hype or Reality?

Autor/inn/en	Shire, William; McKinney, Pamela
Titel	Web 2.0 Tools and Information Literacy Instruction in UK University Libraries: Hype or Reality?
Quelle	In: Journal of Information Literacy, 15 (2021) 2, S.124-149 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (McKinney, Pamela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-5968
Schlagwörter	Higher Education; Educational Technology; Technology Uses in Education; Web 2.0 Technologies; Information Literacy; Technology Integration; Academic Libraries; Librarians; Attitudes; Foreign Countries; Intention; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationskompetenz; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Librarian; Bibliothekar; Bibliothekarin; Attitude; Einstellung; Verhalten; Ausland; Großbritannien
Abstract	The literature reveals a clear debate around the use of Web 2.0 tools in information literacy (IL) instruction, with some commentators arguing that they effectively support pedagogy and others arguing that there is no sustained evidence for this. Instead, they argue that many librarians are reluctant to use the tools, hindering their overall adoption. This mixed-methods study incorporated a survey and interview to explore this debate. The aim of the study was to analyse the adoption and perception of Web 2.0 tools for IL teaching specifically within university libraries in the United Kingdom. The results revealed that there is initial evidence to suggest that a large proportion of librarians are actively using Web 2.0 tools to support IL pedagogy, but that there is also a smaller group that has a negative reaction to them and do not consider them beneficial. This study provides new knowledge for researchers around the use of technology in IL teaching and librarians' perception of it, addressing a key gap in the literature around the UK university sector. Additionally, it is particularly useful for practitioners, as the issues it raises can improve the use of technology in IL teaching. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01