Benefits and Results of Learning 2.0: A Case Study of CityLibrariesLearning--Discover*Play*Connect
Saved in:
| Title: | Benefits and Results of Learning 2.0: A Case Study of CityLibrariesLearning--Discover*Play*Connect |
|---|---|
| Language: | English |
| Authors: | Stephens, Michael, Cheetham, Warren |
| Source: | Australian Library Journal. Feb 2012 61(1):6-15. |
| Availability: | Australian Library and Information Association. P.O. Box 6335, Kingston 2604, Australia. Tel: +61-2-6215-8222; Fax: +61-2-6282-2249; e-mail: enquiry@alia.org.au; Web site: http://www.alia.org.au |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Public Libraries, Library Personnel, Professional Development, Web 2.0 Technologies, Transformative Learning, Lifelong Learning, Independent Study, Surveys, Focus Groups, Program Effectiveness, Best Practices, Library Services |
| Geographic Terms: | Australia |
| ISSN: | 0004-9670 |
| Abstract: | Replicated across the globe, the Learning 2.0 programme--also known as "23 Things"--has been touted as a means to not only educate staff about emerging social and mobile technologies but as a means of moving the participating library forward as a learning organisation. This paper explores the results of a multi-faceted research project launched in Australia in 2009 as part of the CAVAL Visiting Scholar program, focusing on CityLibraries Townsville as a case study site. Methodology for the study included pre- and post-programme web surveys and focus groups with staff during the programme. Focus groups took place at all locations of CityLibraries Townsville. Findings from the surveys and focus groups include the following: for those who participated in a Learning 2.0 style programme there was an emphasis on perceived personal change, openness to emerging technologies and a willingness to explore. Library staff reported they were comfortable with emerging technologies and incorporated the tools into their work. Implications for exemplary practice for the programme were pulled from the overall data analysis. |
| Abstractor: | As Provided |
| Number of References: | 22 |
| Entry Date: | 2012 |
| Access URL: | https://alia.org.au/publishing/alj/ |
| Accession Number: | EJ973556 |
| Database: | ERIC |
| Abstract: | Replicated across the globe, the Learning 2.0 programme--also known as "23 Things"--has been touted as a means to not only educate staff about emerging social and mobile technologies but as a means of moving the participating library forward as a learning organisation. This paper explores the results of a multi-faceted research project launched in Australia in 2009 as part of the CAVAL Visiting Scholar program, focusing on CityLibraries Townsville as a case study site. Methodology for the study included pre- and post-programme web surveys and focus groups with staff during the programme. Focus groups took place at all locations of CityLibraries Townsville. Findings from the surveys and focus groups include the following: for those who participated in a Learning 2.0 style programme there was an emphasis on perceived personal change, openness to emerging technologies and a willingness to explore. Library staff reported they were comfortable with emerging technologies and incorporated the tools into their work. Implications for exemplary practice for the programme were pulled from the overall data analysis. |
|---|---|
| ISSN: | 0004-9670 |
