deployment of web 2.0 tools in libraries : a pragmatic ...

VSRD International Journal of Library & Information Science, Vol. I Issue I December 2015 e-ISSN: © VSRD International Journals: www.vsrdjournals.com

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DEPLOYMENT OF WEB 2.0 TOOLS IN LIBRARIES : A PRAGMATIC VIEW Anjali Gulati Head, Department of Library & Information Science, Isabella Thoburn College, Lucknow, Uttar Pradesh, INDIA. Corresponding Email ID: [email protected]

ABSTRACT The advancement of participatory technologies and Web 2.0 has modified the surroundings in which people access information and build knowledge. In this paper, the author would delve on the basic concept of web 2.0, its examples, elements, patterns and various tools. The paper would also discuss some success stories of the libraries who have applied various applications of web 2.0, such as, Blog of library of Kendriya Vidyalaya Pattom, twitter account of UBC archive, Library Research/Subject Guides Wiki at the Kreitzberg Library, Norwich University and Youtube video lecture on National Program on Technology Enhanced Learning (NPTEL). The paper concludes with the recommendation for librarians in order to survive in the world of perpetual beta. Keywords: Web 2.0 Tools, Blogs, Twitter, Wikis, YouTube, Participatory Technologies, Web 2.0 Technologies.

1. INTRODUCTION Information and Communication Technologies (ICTs) have changed how we get news, make purchases, and communicate. ICTs have led to emergence of Internet and the WWW for access to information. Rapid changes in WWW, web page design and development through the last few decades have influenced how organizations deal with information creation, storage, dissemination and management. Due to the information-oriented nature of libraries and library services, these changes brought turbulence in the library and information field. With the advent of Web 2.0, libraries have found themselves with new tools and applications to manage the outburst of information. According to Xu, Ouyang and Chu (2009), Web 2.0 applications have been introduced to libraries for service enhancement and for encouraging participatory librarianship. The advancement of participatory technologies and Web 2.0 has modified the surroundings in which people access information and build knowledge. Web 2.0 tools allow people to be both consumers and producers of information, a fact that influences both teaching and learning. These participatory technologies enable reflective learning, independent learning, and the building of learning communities (Aharony & Bronstein, 2014). 2. WHAT IS WEB 2.0 Web 2.0 is the next incarnation of the world wide web where the digital tools allows users to create, change and publish dynamic contents of all types. Thus, Web 2.0 allows users to be publishers and creators of their own information and entertainment channel. Because it allows people to make connections, converse with each other and also permit collaboration between users they are also known as the Read/ write web social software and social computing (Stephens & Collins, 2007). A term coined by Tim O’ Reilly of O’ Reilly Media (2005), Web 2.0

describes "the changing trends in the use of World Wide Web technology and Web design that aim to enhance creativity, communications, secure information sharing, collaboration and functionality of the Web.” “The essence of Web 2.0, or the read /write Web, is participation in creating information dynamically, whereas the earlier phase of the Web, or the read /only Web, primarily focused on presenting information statically. Two prominent characteristics of Web 2.0 technologies are multi-way communication and collaborative information creation/ retrieval (Luo, 2010).” Examples of such technologies include social networking sites (e.g. Facebook), and video sharing sites (e.g. YouTube), wikis, blogs, and social bookmarking sites (e.g. del.icio.us). Further, “It is a technology shifting the Web to turn it into a participatory platform, in which people not only consume content (via downloading) but also contribute and produce new content (via uploading). Web 2.0 ideas incorporate new techniques (tagging, blogs, wikis, mashups), which are breaking the barriers between users and data-providers, by creating new and useful links among them (Darwish & Lakhtaria, 2011).” Moreover, it was also noted that “over the years, two defining elements have emerged from Web 2.0. The first is that Web 2.0 is a platform, with applications and files stored on the Web rather than on a user’s desktop; in this arrangement, software is a service (and often a free service) rather than a product. The second defining element of Web 2.0 is participation; the Web is now the participatory Web, the social Web, the read-write Web. We see these as personal activities in Wikipedia, YouTube, Facebook, blogs, video sharing, podcast, and elsewhere as shown in Figure 3. The idea is that the Web harnesses collective intelligence and empowers users through the formation of communities and the mass publication of user-generated content (Darwish &

Anjali Gulati

Lakhtaria, 2011).”

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Perpetual Beta: move away from the traditional model software development and adoption in favour of online continuously updated software as a service model. Leveraging the Long Tail: Capturing the niche markets profitably through the lost cost economics and broad reach enabled by the internet. Light Weight Models and Cost Effective Scalability: use light weight business and software development models to built products and business quickly and cost effectively.

Figure 3: Some Web 2.0 personal activities tools [transliteracylibrarian.com] Further, Web 2.0 refers to a perceived second generation of web development and design that facilitates communication, secure information sharing, interoperability, and collaboration on the World Wide Web. Moreover, the term Web 2.0 is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies. Social media has become extremely popular as it allows people to connect in the online world to form relationships for personal and business. The term most often refers to activities that integrate technology, social interaction, and the construction of words, pictures, videos and audio. Most of these tools started as business applications and were designed for real time communication before finding their ways to education, learning and every sphere of human endeavor (Olasina, 2011). Examples of such technologies include social networking sites (e.g. Facebook), video sharing sites (e.g. YouTube), wikis, blogs, and social bookmarking sites (e.g. del.icio.us) (Luo, 2010). Chad and Miller (2005) argued that it is important that libraries should begin to use these Web 2.0 tools if they are to prove themselves to be just as relevant as other information providers; they should also start to deliver experiences that meet the modern user’s expectations. The underlying patterns that are a key to success in web 2.0 are as follows: Harnessing Collective Intelligence: Create architecture of participation that uses network tools and algorithms to produce software that gets better gradually as and when more people use it. Data is the next “Intel Inside”: use unique “hard to recreate” data sources to become the Intel inside for this era in which data is as important as any function. Innovation in Assembly: build a platform where remixing of data and services create new markets and opportunities that fosters innovation in assembly. Rich User Experiences: work beyond the traditional web pages to deliver rich user experience by combination of best desktop and online software. Software above the level of Simple Device: create software that spans the web connected devices and the growing pervasiveness of online experience.

3. DEPLOYMENT OF WEB 2.0 TOOLS IN LIBRARIES The evolution of web into web 2.0 has acted as a primary driver for the ever evolving information landscape. The influence can be seen in the ever increasing web based services, computer hardware and software and handheld devices and cell phones. The web 2.0 is the next generation web which promises to make web a way of life and turn software development upside down. The web moves from simply being sites and search engines to being network space that has a deep impact on research, education, entertainment and social activities essentially everything people do. Web 1.0 has made an incredible impact on the libraries and the services provided by them to the users. It is evident that web 2.0 technology will also have a greater impact on the libraries of today. While considering the impact of web 2.0 on academic libraries it is important to consider the profile of the new and future users who are being referred to as the “net generation”, “millennials” or the “digital natives” (Godwin & Parker, 2012). To satisfy the information needs of the above mentioned generation of users one has to rely on the technology much of which can be labeled as web 2.0. Researchers on the web 2.0 technologies have advised libraries to update their teaching methods, incorporate gaming techniques and including more visually oriented instruction aids. Further, it is important to understand the practical applications of web 2.0 tools in Libraries along with the analogies of each tool such as, Blogs, Wikis, twitters etc. Blogs in Libraries: In the present time, libraries are finding a number of ways to use blogs to reach out to all its users. Blogs work well in the library environment as they are an informal way to share information. It allows collaboration with multiple contributors and also let user comment on posts. In addition to the main content, blogs have sidebars, RSS feeds, photos, calendars, Meebo widgets and other information that patrons can access using RSS readers and aggregators (Sodt & Summey, 2009). For example, the blog of Library of Kendriya Vidyalaya Pattom offers varieties of services including Library catalogue, digital repository, online subject directory, ask the librarian, educational institutions directory, literacy videos, reader’s services etc. The blogs also consist of several categories such as, book reviews, creative teacher, How to evaluate a website, internet search tips etc. It also entails links to Open educational resources such as, MIT open courseware and National repository of Open Educational Resources (NROER) -

Anjali Gulati

NCERT. Twitter in Libraries: Twitter is a micro blogging phenomenon that allows users to post short messages via text and instant messages. Twitter allows users to follow other users and directly message other Twitterers. Users can set up Twitter feed to share information quickly and to a wide audience. Librarians use twitter to communicate with each other and their patrons. It provides quick and easy way to share a variety of different information (Sodt & Summey, 2009). Twitter is being used in national, state, public and academic library as a tool to engage with their users. Academic libraries use twitter to provide various services, announce workshops, inform about the new online resources. Special Libraries tweet about the collection added. It also allows users to collaborate and communicate with library staff and in turn get information about the latest developments in libraries. Twitter can also be used for business purpose as a marketing tool by pushing latest news and updated information on the business. Thus, it can be very useful to quickly share the information needed by the people interested in your business and therefore build relationship with customers / partners and other interested lot. Example of library using twitter is the Koerner Library, humanities and social science library in University of British Columbia (UBC). The UBC Archive (http://twitter.com/ciRCle_UBC) use their twitter account for current awareness about library news and information. The library staff uses twitter account to tweet reference questions which appear in the list of tweets tagged as “#refdesk.” Tweets not only help to share information about library events, information source and service but also help to communicate the research being done by the researchers at the university. Thus, twitter can bring back to life the forgotten role of research assistance to information while engaging in modern form of interaction with users and staff both internally and externally (Fields, 2010). MySpace in Libraries: MySpace profile allows users to look at pictures, message friends and has never limited people by network. The profile gives considerable flexibility by allowing users to set up their own blogs within the platform. Unlike Face Book where only individuals can set up their profile, MySpace can be used by libraries to set up their profile. Brooklyn College is a good example of how MySpace (http://myspace.com/brooklyncollegelibrary) is used to set up a school’s own profile. It is being used by libraries to recommend books, informs about upcoming library programs and a link to the library’s blog (Sodt and Summey, 2009). Wikis in Libraries: Wikipedia was created in 2001 by Jimmy Walls and Larry Sanger and is the best known public access Wiki. Wikis can be very useful for libraries as they are helpful to reach out to the library users wherever they may be. Wikis can provide better reference and customer services and help libraries attain their internal goals. Reference staff can provide upgraded reference services to its users with the use of wikis as a knowledge base to store FAQ’s, difficult questions, library assignments and links to online resources. The material on

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library instruction can be stored and made accessible with the help of wikis. Through Wikis, subject guides can be collected and linked to other available instruction materials. Wikis may be best used to organize research and projects. It can also be used to create policy and procedural manuals and modify it online. The online forms can be used/modified and used by anyone when required in real time. Wikis can also be used for staff training and professional development programs by providing training resources and documents online. Wikis can be used for project management programs in libraries where all the information generated can be made available to the users to comment, collaborate and store online. (Sodt & Summey, 2009). There are several live examples of working Wikis discussed as follows (Jotwani, 2010):  Ohio University’s Biz Wiki provides researchers with focused business information resources at www.library.ohiou.edu/subjects/bizwiki  Library Research/Subject Guides Wiki at the Kreitzberg Library, Norwich University, Northfield, Vt. http://library2.norwich.edu/guide/index.php/main_pag e  Antioch University New England Library Staff Training and Support Wiki, N.H.  www.seedwiki.com/wiki/antioch_university_new_eng land_library_staff_training_and_support_wiki  Library Success: A Best Practices Wiki (a one-stop shop for great ideas and information for all types of librarians) www.libsuccess.org/index.php?title=main_page YouTube in Libraries: A study by Thanuskodi (2011) on the LIS Professionals of the Engineering College Libraries of Chennai City revealed a considerable use of YouTube for watching videos and for uploading videos on You Tube and other video sharing devices (Thanuskodi, 2011 pp74). Important course material which is available through YouTube includes the National Program on Technology Enhanced Learning (NPTEL) (http://nptel.iitm.ac.in/index.php, www.youtube.com/user/nptelhrd). This is a project undertaken by the Indian Institute of Technology, Madras (IITM) and the Indian Institute of Science, Bangalore (IISc), supported by the Ministry of Human Resource Development, Government of India to create real-time video lectures of eminent professors from IITs/IIMs on different subjects. The objective of these lectures is to enhance the quality of engineering education in India by developing curriculum-based video and web courses. This initiative of NPTEL, which is hosted at YouTube with 24 hour access is being captured and a metadata is maintained on a local server for video streaming for the university academics (Ram, Anbu K & Kataria, 2011, p.456). 4. CONCLUSION Web 2.0 and social media are integral to all types of libraries in order to offer productive information services and resources to their users. Libraries have come to realize web 2.0 tools can be used in various ways, such as, facebook can used to share library’s new arrivals and upcoming events and YouTube can be used tp market

Anjali Gulati

library’s programs, workshops etc. It can be easily comprehended that libraries have adopted web 2.0 technologies in some form or the other. In order to keep the users in loop, the libraries have to continually update the use of these technologies and evolve value added services as well. In other words, librarians have to stay current with the development of web 2.0 technologies. Reading the published literature, following professional blogs and tweeter messages, communicating with colleagues, and attending conferences are helpful measures that librarians can take to keep abreast of the rapidly developing technology (Luo, 2010).” Further, librarians should be willing to explore the various Web 2.0 tools and examine their possible application in teaching and learning. They also need to cultivate a keen sense of students' needs so as to choose the most proper tools to use in the most fitting context (Luo, 2010). Since it’s a world of perpetual beta, so librarians should trial Web 2.0 tools in order to connect to so-called Net Generation and help this generation to develop a sense of context when using information, guide them towards assimilations, deep thinking and reflection (Godwin, 2007). 5. REFERENCES [1] Aharony, N. & Bronstein, J. (2014). Academic librarians’ perceptions on information literacy: The Israeli Perspective. Retrieved 10 June 2015 from https://www.press.jhu.edu/journals/portal_libraries_and_the _academy/portal_pre_print/current/articles/14.1aharony.pdf [2] Darwish, A. & Lakhtaria, K. (2011). The impact of the New Web 2.0 Technologies in Communication, development and revolutions of societies. Journal of Advances in Information Technology, 2(4), p. 204-216. [3] Fields, E. (2010). A Unique Twitter Use for Reference Services. Library HiTech News, 6/7 , 14-15 [4] Godwin, P. (2007). The Web 2.0 challenge to Information Literacy. INFORUM 2007: 13th Conference on Professional Information Resources. Prague, May 22-24, 2007. Retrieved 29 June 2015 from http://www.inforum.cz/pdf/2007/godwin-peter.pdf [5] Godwin, P., & Parker, J. (Eds.). (2012). Information Literacy Beyond Library 2.0. London, UK: Facet Publishing. [6] Jotwani, D. (2010). Proceedings of Seminar on E-Resource Management and North Zone User Convention of INDESTAICTE, IIT, Roorkee [7] Luo, L. (2010). Web 2.0 Integration in Information Literacy Instruction: An overview. Journal of Academic Librarianship, 36(1), p. 32-40. DOI: 10.1016/j.acalib.2009.11.004 [8] Miller, P. (2005). Web 2.0: Building the new library. Ariadne 45. Retrieved 1 August 2015 from http://www.ariadne.ac.uk/issue45/miller/ [9] Olasina, G. (2011). The Use of Web 2.0 Tools and Social Networking Sites by Librarians, Information Professionals, and Other Professionals in Workplaces in Nigeria, 75 (3), p. 11-43 [10] Shri Ram, Anbu K., J.P., & Kataria, S. (2011). Responding to user's expectation in the library: Innovative Web 2.0 applications at JUIT Library: a case study. Program: electronic library and information systems, 45 (4), 452-469. [11] Sodt J.M. & Summey T.P. (2009). Beyond the Library Walls: Using Library 2.0 tools to reach out to all the users. Journal of Library Administration, 49, 97-109. [12] Stephens, M. & Collins, M. (2007). Web 2.0, Library 2.0, and the hyperlinked library. Serials Review, 33 (4), 253-

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[13] Thanuskodi, S. (2011) Web 2.0 Awareness among Library and Information Professionals on Engineering College in Chennai City: A Survey. Communication, 1(2), 69-75. [14] Tim O'Reilly (2005). What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software. Retrieved 5 Oct 2015 from http://www.oreilly.com/pub/a/web2/archive/what-is-web20.html?page=1 [15] Xu, C., Ouyang, F. & Chu, H. (2009). The academic library meets Web 2.0: applications and implications, 35(4), 324331.

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