Web 2.0 and Libraries: Impacts, Technologies and Trends

Citation

Herring, J. (2010), "Web 2.0 and Libraries: Impacts, Technologies and Trends", Library Review, Vol. 59 No. 9, pp. 719-720. https://doi.org/10.1108/00242531011087051

This book covers a very topical area in 2010 and the editors note that the book should be seen as a guide to what is an ever developing phenomenon, arguing that Web 2.0 is dynamic and that the book should be seen as “a narrative describing experience so far and a signpost for further developments, rather than a definitive work”. While the book's preface notes the breadth of the contributor's professions within the world of education, it does not identify an audience for the book, nor does it provide the reader with an overview of what is to come. The reader only discovers that the book is mainly focused on higher education (HE) after reading the chapters.

The book is organised into sections covering place, people and technology. In the place section, there are two useful chapters, the first of which provides an overview of changes in learning and teaching in HE and further education (FE), including the effect of new technologies including Web 2.0 and virtual learning environments. The second chapter covers e‐books and e‐buildings and is a thought‐provoking examination of the implications of e‐books on learning and libraries, as well as a look forward to what future libraries might contain within their learning spaces.

The people section begins with a research study at Staffordshire University in which social networking was used as part of an information literacy programme to teach students how to “critically evaluate information sources more effectively”. The study is worth investigating by university library staff across the world, although the author's definition of information literacy “to find, evaluate and use information in order to complete a task” is worryingly simplistic. The main focus is on the use of social networking, and the value of the chapter lies more in the explanation of this than in the development of information literate students. There follows a chapter on using Web 2.0 to create a community of practice for university staff developing e‐learning programmes. The chapter is a case study, which brings together elements of knowledge management, staff development and the use of Web 2.0, and the ideas could be used in other HE institutions.

The technology section begins with a chapter on developing a strategy for using Web 2.0 in “institutions” which appear to be mainly universities, although some of the elements of the chapter, in particular risk assessment, security and privacy, could relate to FE and schools also. The choice of case studies reflects the author's employment at UKOLN but the case studies do appear to be very specialised. The second chapter in the technology section starts with a discussion on Web 2.0 and learning in various educational contexts, and then focuses on a range of technological issues including Web 3.0, mobile devices and mobile learning, battery life, electronic paper, ubiquitous computing and sensing networks. The chapter ends with a discussion of digital natives, and the democratization of technology. While all the elements are interesting in themselves, the editors might have been better advised to ask the chapter's author to focus on less, but in more depth. The concluding chapter reviews aspects such as definitions of Web 2.0, RSS, the smart web and digital literacy, and brings together some of the book's themes, albeit in a rather brief and sometimes superficial manner.

Overall, this is a useful book mainly for university staff involved in e‐learning, although others could benefit. There are some aspects of editing which need attention. In the introduction to some of the chapters, there are references to what is covered in other chapters. However, readers may find it odd that, for example, in chapter 5, the introduction states that the author of chapter 3 “indicates that” rather than “indicated that”. A comprehensive index is provided.