Online from: 1983
Subject Area: Library and Information Studies
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|Title:||Participatory technologies, pedagogy 2.0 and information literacy|
|Author(s):||Meredith Farkas, (Portland State University, Portland, Oregon, USA)|
|Citation:||Meredith Farkas, (2012) "Participatory technologies, pedagogy 2.0 and information literacy", Library Hi Tech, Vol. 30 Iss: 1, pp.82 - 94|
|Keywords:||Communication technologies, Information literacy, Pedagogy, Teaching methods, Web 2.0|
|Article type:||Conceptual paper|
|DOI:||10.1108/07378831211213229 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – This paper seeks to explore the impact participatory technologies have had on education and the information environment in which students operate. It seeks to define a pedagogical approach that will capitalize on the benefits of participatory technologies in the classroom and applies this “pedagogy 2.0” to information literacy instruction.
Design/methodology/approach – A thorough literature review was conducted on the use of participatory technologies in education as well as theories related to collaborative learning. This review formed the basis of the proposed pedagogy 2.0 model.
Findings – Web 2.0 and the growth in use of participatory technologies has had a tremendous impact on the information environment. Instructors seeking to take advantage of participatory technologies in the classroom should also consider altering the classroom learning environment to one that embraces social constructivist and connectivist pedagogies. Changes in the information environment also require a corresponding shift in the way information literacy is conceptualized and taught.
Practical implications – This paper suggests an approach to teaching that instructors can adopt to capitalize on participatory technologies in the classroom and improve student learning.
Originality/value – This article seeks to bridge the gap between educational research on 2.0 pedagogies and the use of participatory technologies, and the library literature about the impact of Web 2.0 on information literacy. It suggests ways to make the conceptualization and teaching of information literacy more relevant to the current information environment.
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