Posts Tagged ‘literacy 2.0’

Several articles that may be of interest to readers have recently been made available by Stephen Abram on his blog, Stephen’s Lighthouse:

“The New Normal” appeared as an April/May column for Information Outlook, and in it Stephen talks about some of the things that have become ‘normal’ to him now in special libraries, including social networking, collaboration, tagging and blogging.  Read the full article here.

“Blogging as a Special Librarian” is Stephen’s June column for Information Outlook, and offers “some personal and practical advice on blogging for special librarians and information professionals”.  The full article is accessible here.

Finally, “Preparing for the New Media Literacies” appeared in the March/April edition of Multimedia and Internet @ Schools, and here Stephen looks at some of the ways that the consumption of media is changing in society.  He suggests ways of creating news literacies via things like:

  • an exploration of blogs and the concept of ‘voice’
  • contrasting YouTube reportage to mainstream media
  • finding podcasts and comparing it to radio circa 1964 and 1984 and 2004
  • [examining] the role of collaborative tagging and news feeds

Read the full article here.  You might recall that the idea of ‘literacy 2.0’ skills was touched upon in an earlier post as a possible area of importance for librarians in the web 2.0 age.

You can find more of Stephen’s articles on his blog at: http://stephenslighthouse.sirsidynix.com/


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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!

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