Unit 2: Data, Data, Everywhere...

What is in This Unit?
The history of web 2.0 and its effect on information behaviours.

Objective
By the end of this unit, a learner should:

• Have a basic knowledge of the development of web 2.0
• Understand how this change alters the ways we use and access data

Change Happens
The World Wide Web was first created in 1990 but Tim Berners-Lee. Berners-Lee was at that time working for CERN and wanted to help reduce the loss of information for such a distributed organisation. This system was envisioned as one that linked nodes (people or information) with other nodes. However, the traditional way of doing so was to use a tree structure - in which the top node contains all the nodes below it. If you want to go to a node on a different branch, you need to go back up the tree until you reach a common branch.

A way of countering this problem of back-tracking was using keywords to allow a user to go directly to information. However, people choose different keywords and a user would need to know the particular keywords that pertain to certain information. Hyperlinks create a distributed network in which keywords can link directly to other items in the network (much like the digital text mentioned in Web 2.0...The Machine is Us/ing Us from Unit 1).  These links, however, used to be used in a static environment - where a web master wrote a static site that a surfer read.


The Web is Ours
The older model is neither democratic nor what Berners-Lee was thinking of when he conceived the web. However, when we view the web as platform, it begins to fulfill more of its potential.This phenomenon, coupled with the rise of user-generated content and newer coding languages, has spurred a burst of data creation. Part of this burst is caused by the ease of sharing information - as shown in this little diagram:

This information sharing both mediates and is mediated by the rise of social media sites. Below is a time-line of such social sites. Note the boom in 2003-2005. For comparison, 2004 saw the beginning of Gmail, Google began digitising books for Google Books and MSN started a news-aggregator service.

We Create our Own Web

With all this data, finding the information we require could potentially be much more difficult. However,  new ways of organising (including reusing) data not only increased the pure amount of data but also aids in locating data. Let's watch another video:

This video focused on organising information - particularly with reference to the traditional method of categorisation.Google, however, does not use this traditional method. Instead, Google treats virtually every word within a web page or document as a keyword; there are limitless categories of unbounded data. This has led to library users who expect to find materials with only a few keywords. (Here is an interesting discussion of this newer way of categorising information). And here is a disconnect.

The majority of library cataloging uses the old system of placing the book into a category. The disconnect comes from creating the data - i.e. cataloging an item - and accessing the data - that is a patron attempting to locating an item. Whilst it is a generalisation to say that not everyone understands the old categorisation techniques, it is a growing trend. Our items may only be in one place at once - although there may be multiple formats - yet digital information is at once everywhere and nowhere. It may be accessed via multiple paths and ordered by the user. Physical items in the collection, however, are located in only one place and the user is not able to add their own order onto this system.

Assessment

In your blog, post on your interpretation of the history of Web 2.0 and how it alters information literacy behaviours. How can we use the new approaches to data to better match library processes to patron requirements?

Further Reading

For background on web architecture here and here.

Web 2.0 on Wikiversity.

Another video by Michael Wesch - a recording of a lecture:

How the Library of Congress uses Web 2.0 to improve information literacy.
Information on the National Library of Australia's Newspaper Digitisation Project. Including tagging functionality.

Orientation to Learning Tools

If there is a tool for doing something offline, there is often an internet-based equivalent that has added social functions. A list of such tools would be rather pointless - since such a list would be out of date pretty much as soon as it was published. However, there are a few hints to set you on the right path.

Go2Web2.0 contains a rather impressive collection of web 2.0 applications. According to the site: "We built this application to enable people to stay up to date with all the new & hot services that are born daily into the web. In many cases, Go2web20 has been the first to report the existence of a new application." Although it would be nice to have one place to go where everything you need is conveniently listed and categorised this does not happen; the internet is in a constant state of mandala-like flux.

There is one piece of advice I have found helpful. That is if you can't figure out how to use an application - at least the basic functions - in about a minute then simply move on and find another one. Because there are so many applications available, and many of them provide a free service that can be upgraded with a subscription - a model called freemium - there are plenty to choose from. A further tip is to use the "help" button. It is usually located at the top of the screen (and often in the right-hand corner). This will be able to provide you with a great amount of detail. Alternatively, there is the option of simply googling the information or posting a message in a forum. However, you should only ask questions in a forum once you have actually looked for the answer; RTFM is not a good response to receive!

Here are some tools I find useful.

Wikipedia. But of course. It is interesting how much this source polarises people. From those who claim it is one of the best things. Ever. However, some studies have shown that it is as accurate as Britannica. There are others, particularly academics, who feel that it should be avoided at all costs. This view partly comes from attempting to teach critical thinking skills - although it is debatable how simply banning something teaches students to be critical about sources - and partly because the information is not peer reviewed by others who have gone through many long years of knowledge acquisition. However, with anything you read online, you should read it critically. For more information, the University of Otago Library has a good, simple guide entitled "Why Not Wikipedia?". Incidentally, the page also has some great hints about using both Google and Google Scholar.

Blogger. The platform you are currently reading this blog on. I find it a useful tool because it links into my Google Account - so everything is under one username - but some other popular options are WordpPress or tumblr. I'm personally not a fan of tumblr - I find it too limiting and they used to lack a comment feature.

An RSS feed reader. It makes life so much easier when you don't have to go to different websites to get information; you can be much smarter and get the information to come to you. I use google reader, because it links into my account, however this article outlines the popularity of different types.

A social bookmarking tool. I like delicious because I started using it a while ago.It doesn't really matter which you use but having one is a good idea since it means you no longer need to worry about not having your bookmarks with you wherever you go.

In short: there are many tools you can use. Once you find one share the love and tell others what you think of it. Have teh funz!

Course Particulars

Here is a course for information literacy workers to provide some background on Web 2.0. This post serves to provide some of the background (and the required information for competency under US10473).

Learner Profile
The learners may be pretty much anyone. The course will, however, be pitched towards those working in an information literacy field, but particularly libraries. Therefore, the students are likely to:

• Have previous tertiary-level qualifications
• Have good information literacy skills
• Have a strong desire to grow these skills
• Be used to using technology
• Have access to technology
• Be required to study for their career development and to maintain professional registration.
• Work in an environment that both values knowledge and encourages disseminating knowledge
• Have access to colleagues who can assist them in their studies

Since this course is designed for professional development, learners may not be able to dedicate much work time to study or may have higher priorities to which they must attend. The materials, however, are designed to allow learners to access them from where ever they have an internet connection. Moreover, the materials are designed for short sessions that allow the learner to dip in and out or delve a little deeper.

Web 2.0 Training

This is a list of information literacy training materials for professionals.

Some Tools
An introductory section

Unit 1: A New Way
A general introduction to Web 2.0 using videos from YouTube, one of the most popular social networking sites.

Unit 2: Data, Data, Everywhere
A brief history of the web, the explosion of data, and how current practices of organising items is disconnected from ways of searching for information.

Web 2.0 in Information Literacy

In carrying out the assessment for US10473: Develop Open and Distance Learning Materials, I have to crate materials for a course. So, here is the background course information.

What are These Learning Materials?
The course is professional development for librarians. As such, it will not be offered in conjunction with any institution and will have no practical credit. It does, however, fit within the first 8 areas of LIANZA's Body of Knowledge required for professional registration.

To Whom are These Materials Suited?
In short, those people working in libraries, or other information literacy areas, who wish to extend their knowledge of information behaviours. Participants may join the course at any time and carry out the activities in any order - or as they have been presented. Although the course is informal, you may wish to carry it out with a friend; it is much more exciting to get comments on your post and learning the art of collaborative exchange is a vital part of the new way we use the web.

However, the materials are freely available and open to all - practically anyone could find something valuable in the course.

What Will I Learn? 
At the conclusion of the course, students should be able to:

• Describe the history of Web 2.0 and how it impacts on information literacy and library use (BoK 1)
• Understand how Web 2.0 has impacted how we create, access, and use information (BoK 2)
• Practice using Social Media to better improve information literary services (BoK 3)

How Will I Learn?
The materials may be browsed casually or worked through as a complete block. Alternatively, you may simply wish to delve into a particular set of learning materials that suits your need. You are recommended, however, to set up a blog to document your journey in. This blog will not only let you "get your feet wet," so to speak, but also give you a way of both charting your development whilst providing the possibility of sharing your journey with others.

On to the materials...