Transcript Curriculum 2.0 ? Changes in information science education

Curriculum 2.0 ?
Changes in information science
education for a Web 2.0 world
David Bawden
City University London
Contributors
 David Bawden, Lyn Robinson (London)
 Theresa Anderson (Sydney)
 Jessica Bates (Dublin)
 Ugne Rutkauskiene (Vilnius)
 Polona Vilar (Ljubljana)
Web 2.0 and LIS education
 Five case studies
(proceedings)
 Several common themes
Web 2.0 ?
 Some confusion as to exactly what it
includes
 Definition not important
 User-generated content, social
networking and tagging, social media
 Blogs, wikis, podcasts, MySpace,
Facebook, Flickr, delic.i.ous etc.
Web 2.0
 Important feature in LIS professional
life
…. in everybody’s life ?
 Increasingly important educational tool
Curriculum 2.0 ?
 Enabling students to learn about Web 2.0
Understand future information environment
 By using Web 2.0 tools in teaching
Better student experience
 Integrate theory and practice
Teach about Web 2 by using Web 2
Introducing Curriculum 2.0
- some lessons
 Incremental advances
 Professors can use Web 2.0 …
 Build on e-learning
 Plan and evaluate
 Full curriculum
 Think local
Incremental advances
 Build on students’ enthusiasm
 Respect worries of professors (and
some students)
 Not ‘for the sake of it’
 For appropriate purposes and topics
Examples
 Whole courses dealing with ‘web 2.0’,
developed from ‘Internet’
 Web 2.0 issues in courses on knowledge
organisation, web design, foundations
of LIS, publishing
 Blogs, wikis, podcasts, vidcasts, social
bookmarking etc. as teaching tools
Professors can use Web 2.0
 Adds credibility
 Builds expertise
 Examples
Blogs for course administration ad
recruitment
Wikis for course materials
Professional Facebook groups
Build on e-learning
 Natural extension, aids acceptance
 Add Web 2.0 features
 Replace older features, e.g. replace
discussion boards by blogs
 Like e-learning, may be top-down or
bottom up
Plan and evaluate
 No room for ‘amateurism’
 Whatever is done must be good or lose
credibility
 Ideally, introduce incrementally
bottom-up, within a clear top-down
framwork
 Evaluation of effectiveness of methods
and suitability of topics needed
Full curriculum
 Sensible to cover all potentially
relevant aspects of Web 2.0
 Technical and social
 Still unclear which will have long-term
significance
 Do not restrict to ‘library’ applications
Think local
 No ‘grand solution’
 Build on what is feasible and
acceptable locally
 Look for good practice but don’t copy
others
 The five case studies were all very
different ….
Curriculum 2.0
 Prepares students better for a ‘web 2
world’
 Gives credibility to LIS teaching
 Helps overcome an ‘old fashioned’
image
 Improves teaching quality
 IF … it is done well