Recently another conference paper discussing ‘librarian 2.0’ competencies has been made available online via the E-prints in Library and Information Science archive (E-LIS).  The paper, “Social Networking Literacy Competencies for Librarians: Exploring Considerations and Engaging Participation” by Joe Murphy and Heather Moulaison, was presented earlier this year at the 14th National ACRL Conference, and discusses some suggested competencies for librarians engaging with online social networking tools.

The authors list the following competencies as necessary for social networking literate librarians:

  1. Understanding and articulating social networking sites and their goals
  2. Creating content
  3. Evaluating information
  4. Applying information ethically and legally
  5. Searching and navigating
  6. Interacting
  7. Teaching
  8. Providing services
  9. Flexibility

From the paper:

…Librarians need a new branch of skill sets specific to utilizing and leveraging social networking sites to provide quality services and maintain their role as information experts in a Web 2.0 world.

The following competencies are a suggested set of skills that librarians should possess as social networking literate information professionals capable of implementing library services and utilizing information within social networking sites…

The entire paper is available to download via E-LIS.

You might like to think about how these skills compare to ideas of librarian competencies before the explosion of web 2.0 technologies. 

Remember that you are always welcome to share your thoughts on our “Librarian 2.0?” page as well.


A recent article in Campus Review talks about some of the ways that academic libraries (and consequently librarians) are changing in response to increased digitisation of resources.  From the article:

The next generation of professional librarians are enrolled in information management degrees. They need to be given the explosion in digital information, reports Jeremy Gilling.

The information revolution has transformed the world of libraries. Books are still borrowed, though in decreasing numbers, while information is increasingly held in electronic form. Librarians’ role now is to guide students and staff through an increasingly self-service environment, and spaces are being redesigned to facilitate this process…

Click here to read the full Campus Review article “It’s bigger than just libraries”.

Recently EDUCAUSE Australasia 2009 took place from 3-6 May in Perth, Western Australia.  One of the presenters there was Kathryn Greenhill, a librarian working at Murdoch University Library who also maintains her own blog.  She presented a paper titled “Why Learning about Emerging Technologies is Part of Every Librarian’s Job”, which you can read by clicking on the link.  You can view the accompanying slideshow for the presentation at Kathryn’s blog, or by clicking to play the embedded version below:

Slideshow by Kathryn Greenhill: “Why Learning about New Technologies is Part of Every Librarian’s Job” Source

Kathryn’s paper talks about workplace learning programmes for staff learning about web 2.0 technologies, as well as techniques for finding the time to learn about these technologies.  A few of the comments on our “Librarian 2.0?” page lately have been related to the fact that it is hard for some LIS professionals to find time within their job to focus on the issue of web/library 2.0.  Twenty-one reasons are listed in the paper as to why it is important for librarians to learn about new technologies, including as a way of increasing our skills.  Kathryn was also awarded a Jean Arnot Memorial Fellowship for the paper. 

You might find it interesting to have a look at the paper and the presentation, and to think about the extent to which you see learning about web 2.0 technologies as forming part of your own job as an LIS professional.  As always comments can be directed to the discussion on our “Librarian 2.0?” page.

The latest podcast from JISC, “A self-confessed geek on JISC’s ‘Developer Happiness’ event”, talks about ways web 2.0 is having an impact on e-learning developments.  At the beginning of the interview David Flanders (Digital Library and e-Learning Programme Manager at JISC) talks about how web 2.0 is enabling a more informal type of learning, as well as enhancing learning in higher education.  The development of some specific learning innovations is discussed, and in the last few minutes of the interview some implications for library and information professionals in higher education are mentioned.

You can listen to the podcast by going to the JISC website, or by clicking to play below:

JISC Podcast: “A self-confessed geek on JISC’s ‘Developer Happiness’ event” (duration 12.50)  Source

A transcript of the audio file has also been made available at the JISC website for those unable to listen to the podcast.

It is interesting to think about how web 2.0 is changing not only the content but the delivery of learning for information professionals.  As always, we would be happy for you to share your comments and join in the discussion on our “Librarian 2.0?” page!

Education 2.0 Cartoon by Guhmshoo



A press release about upcoming research on the evaluation of Learning 2.0 programs in Australian libraries:



Melbourne, 30 March 2009 – Internationally recognised US Web 2.0 commentator, writer and library academic, Dr Michael Stephens, has been appointed the 2009 CAVAL Visiting Scholar.

In a world first for CAVAL and its project partners CityLibraries Townsville and Dominican University Graduate School of Library and Information Science, Dr Stephens’ research project will seek to measure the value and effect of Learning 2.0 programs in Australian libraries.

“The intent of this study is to understand the impact on library staff and institutional culture and makeup after a Learning 2.0 program”, Dr Stephens says.

“The critical questions for libraries looking forward are to what extent has Learning 2.0 impacted institutional culture and staff confidence, and to what degree has it improved the ability of library staff to use emerging technologies?”

Dr Stephens notes that “More than 500 libraries in 15 countries have implemented Learning 2.0 programs in 2 years but we know very little about their effectiveness.”

“Nearly 10% of these Learning 2.0 programs are Australian, ranging from large State and University libraries through to public and special libraries and a small school library in New South Wales.”

First developed by the Public Library of Charlotte Mecklenburg County under a Creative Commons license in 2006, Learning 2.0 is an online learning program that encourages library staff to explore and learn about emerging Web 2.0 technologies.  Web 2.0, also called the Read/Write Web or Social Computing, enables users of all ages and walks of life to create, change and publish their own Web content.  Blogs and social networking sites such as MySpace and Facebook are common examples.

Working with a co-researcher from CityLibraries Townsville, Dr Stephens’
research aims to develop a world first model for what he terms “an exemplary Learning 2.0 program for Australian libraries.”

For Dr Stephens’ acclaimed Tame the Web blog, visit http://tametheweb.com/

For more information about the original Learning 2.0 program, visit http://plcmcl2-about.blogspot.com/


CAVAL is an Australian not-for-profit company established in 1978 to support leading libraries in Australia, New Zealand and Asia.  CAVAL is owned jointly by 11 Australian universities and provides a range of specialised services to the library sector including storage and digital preservation, training and consulting.

Dominican University’s Graduate School of Library and Information Science was founded in 1930 and has grown to become one of the United States’ largest Masters of Library and Information Science degree-granting programs.  More than 600 students attend classes in River Forest and the Greater Chicago area.

CityLibraries Townsville was formed by the merger of the Townsville City Council and Thuringowa City Council in March 2008.  Three library branches, mobile services plus a virtual branch serve the whole of Townsville – from the inner city to Magnetic Island, from the suburbs to the rural communities.  Each branch offers specialist services and facilities that provide for a diverse community.


Richard Sayers
Director, Capability Development
+61 7 3491 7021

– END –


First of all, thank you to everyone for taking the time to visit the blog and find out about the project – it’s great to see your comments on the librarian 2.0 page so keep them coming!

Now for some thoughts on skills for information literacy 2.0…

In his wiki Will Richardson (a proponent of the idea of connective learning in education) talks about the kinds of skills students now need in order to effectively engage with information as we enter the age of web 2.0.

Will Richardson writes:

The new world of learning requires us to teach students to be independent learners, ones that are not dependent on teachers but are:

Self-directing–we now have the ability to create our own, personal curriculum around the ideas or topics that we are most passionate about.  We no longer require curriculum to be delivered to us.  We need to help our students find their passions and pursue them in the context of online networks in ethical, effective, organized and safe ways.  And finding a balance between the online and offline life is also a “literacy” in this age.  There are so many ways to communicate these days (blogs, wikis, IM, text, etc.) that it’s easy to get overwhelmed.

Self-selecting–in this world, learning spaces are created, not provided.  And teachers are not assigned, they are selected.  The creation and nurturing of these highly collaborative spaces and communities is a new “literacy” that we need to help our students develop.  How do we find the best teachers?  How do we connect to them?  How do we build communities with others that are supportive and effective?

Self-editing–whereas most of us were educated in a world where the materials we worked with had been edited by someone else along the way, in today’s world, less and less of what we read now is “edited” in the traditional sense.  So, reading and writing is no longer enough; we need to develop people who are effective editors of information as well.

Self-organizing–the Dewey Decimal system doesn’t serve the online world well, so we have to organize our own stuff.  To do that, we use tags and social bookmarking systems, building folksonomies where we organize the Web together.

Self-reflecting–as we become more and more in charge of our own learning, we need to develop the ability to reflect upon and assess our own work.  This “metacognitive” work can involve a number of different genres and tools.

Self-publishing–our students will need to be literate at sharing out the work they produce because that increases the connections and conversations that can lead to further learning.  Blogs, wikis, podcasts and video are among the publishing skills they will need to have.

Self-connecting–in order to leverage the potentials of personal learning networks, our students must understand how to connect to others in safe, ethical and effective ways.


To what extent do you think these skills can or should be applied to librarian 2.0?  Should we be aiming to develop these kinds of skills through library and information science education?  Let us know what you think on the “Librarian 2.0?” page!