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Shifting paradigms: teaching, learning and Web 2.0

Alison Hicks (University Libraries, University of Colorado, Boulder, Colorado, USA)
Alison Graber (University Libraries, University of Colorado, Boulder, Colorado, USA)

Reference Services Review

ISSN: 0090-7324

Article publication date: 16 November 2010

3109

Abstract

Purpose

This paper seeks to re‐conceptualize Web 2.0 tools within the intellectual and theoretical frameworks currently driving changes in academic learning communities and to explore the effect of this paradigm shift on academic libraries.

Design/methodology/approach

The paper explores an intellectually rather than technologically driven definition of Web 2.0 and its potential effect on teaching and learning in libraries. Reflections are based on paradigm shifts in learning theories implicit in the adoption and implementation of Web 2.0 technologies. The paper also discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process.

Findings

The paper encourages librarians to think beyond the technology and to consider how Web 2.0 can support intellectual teaching and learning objectives in an academic library.

Practical implications

The paper discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process.

Originality/value

The paper offers insights into rethinking current conceptions of Web 2.0 based on participation in and collaboration with faculty during a summer institute session. It provides a common conceptual framework of teaching and learning theory for librarians to use when implementing Web 2.0 tools and applications.

Keywords

Citation

Hicks, A. and Graber, A. (2010), "Shifting paradigms: teaching, learning and Web 2.0", Reference Services Review, Vol. 38 No. 4, pp. 621-633. https://doi.org/10.1108/00907321011090764

Publisher

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Emerald Group Publishing Limited

Copyright © 2010, Emerald Group Publishing Limited

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