Hay, L. (2010). Web2.0 and primary school libraries: What’s all the fuss about? [Keynote Address]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.

1. Web2.0 and Primary School Libraries What’s all the fuss about? LYN HAY School of Information Studies Charles Sturt University Keynote Address Cairns Diocese Curriculum Conference Library Strand 13 March 2010

2. The HYPE power of mobile broadband http:// www.youtube.com/v/l6Zw88KWWOk

3. The Web 2.0 Landscape With the growing plethora of online touch points, customers have unprecedented access to brands and propositions. We can access site content using a multitude of devices, from PCs, PDAs, mobile phones or BlackBerries to digital set-top boxes and games consoles. The way visitors interact with this content has also evolved over time. In the post-Web 2.0 landscape, digital citizens can blog, Wiki, post, consume RSS feeds or use social networks. They can e-mail, use widgets, play Flash games, complete online forms, stream audio and video, download podcasts, search and of course, plain old browse. Analytics in a Post-Web 2.0 World Steve Wind-Mozley, February 6, 2008 CRM Daily (Customer Relationship Management News for Industry Pros) http:// www.crm-daily.com/story.xhtml?story_id=58197 Enter the…360-Degree View

4. 360-Degree View As Web site visitors move around the Internet, it is often valuable to capture this activity data. Each interaction or 'event' has the potential to provide behavioral data that can be collated to create a powerful view of the visitor. Indeed for many organizations, the ability to relate events back to a unique visitor across multiple online touch points is essential. Analytics in a Post-Web 2.0 World Steve Wind-Mozley, February 6, 2008 CRM Daily (Customer Relationship Management News for Industry Pros) http:// www.crm-daily.com/story.xhtml?story_id=58197

8. What’s ‘hot’? 6 ICTs to watch On the near-term horizon — that is, within the next 12 months: Mobile computing , by which we mean use of the network-capable devices students are already carrying, is already established on many campuses, although before we see widespread use, concerns about privacy, classroom management, and access will need to be addressed... Devices from smart phones to netbooks are portable tools for productivity, learning, and communication, offering an increasing range of activities fully supported by applications designed especially for mobiles. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf

9. What’s ‘hot’? 6 ICTs to watch On the near-term horizon — that is, within the next 12 months: Open content , is expected to reach mainstream use in the next 12 months (started decade ago with MIT making their course content freely available). Today, there is a tremendous variety of open content, and in many parts of the world, open content represents a profound shift in the way students study and learn. Far more than a collection of free online course materials, the open content movement is a response to the rising costs of education, the desire for access to learning in areas where such access is difficult, and an expression of student choice about when and how to learn. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf

10. What’s ‘hot’? 6 ICTs to watch Second adoption horizon – set two to three years out: Electronic books have been available for some time now, but the past 12 months have seen a dramatic upswing in their acceptance and use. Convenient and capable electronic reading devices combine the activities of acquiring, storing, reading, and annotating digital books, making it very easy to collect and carry hundreds of volumes in a space smaller than a single paperback book. Already in the mainstream of consumer use, electronic books are appearing on campuses with increasing frequency. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf

11. What’s ‘hot’? 6 ICTs to watch Second adoption horizon – set two to three years out: Simple augmented reality refers to the shift that has made augmented reality accessible to almost anyone. Augmented reality used to require specialized equipment, none of which was very portable. Today, applications for laptops and smart phones overlay digital information onto the physical world quickly and easily. While still two to three years away from widespread use on campuses, augmented reality is establishing a foothold in the consumer sector, and in a form much easier to access than originally envisioned. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf

12. What’s ‘hot’? 6 ICTs to watch On the far-term horizon, set at four to five years away for widespread adoption: Gesture-based computing is already strong in the consumer market and we are seeing a growing number of prototypical applications for training, research, and study, though this technology is still some time away from common educational use. Devices that are controlled by natural movements of the finger, hand, arm, and body are becoming more common. Game companies in particular are exploring the potential offered by consoles that require no handheld controller, but instead recognize and interpret body motions. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf

13. What’s ‘hot’? 6 ICTs to watch On the far-term horizon, set at four to five years away for widespread adoption: Visual data analysis , a way of discovering and understanding patterns in large data sets via visual interpretation, is currently used in the scientific analysis of complex processes. As the tools to interpret and display data have become more sophisticated, models can be manipulated in real time... Visual data analysis is an emerging field, a blend of statistics, data mining, and visualization, that promises to make it possible for anyone to sift through, display, and understand complex concepts and relationships. Check out HZ Delicious resource pool The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf

14. The Immersive Internet (slide 3) from: Atkinson, T. (2010). Metaverse: A Convergence of Realities. [Keynote Address] The Future is Now: Libraries and Museums in Virtual Worlds Conference, Second Life, 5-6 March. Retrieved from http://connectpro98649235.na5.acrobat.com/p42687221/

15. Had enough of this Web 2.0 world yet? It is the reality and the future of our ‘connected’ generation

16. why read, when you can listen on the go, huh?!?

18. “ The shift to Web 2.0 tools can have a profound effect on schools and learning… This new way [of learning] is collaborative, with information shared, discussed, refined with others, and understood deeply. It prepares students to become part of a nimble workforce that makes decisions and keeps learning as the workplace changes. What makes the difference is preparing students with 21 st century skills using a flexible approach rather than teaching just what will be tested.” Solomon & Schrum (2007) Web 2.0: New tools, new schools, p.21 The tension & challenge for education systems worldwide

19. “ We can take advantage of the features that new tools offer… tap into students’ natural affinity for these tools… to create learning experiences that expand their worldview and enhance what they learn… the features are interconnectedness, immediacy, interactivity, communications, and community. These are the very features that keep the global business competitive and workers in jobs.” Solomon & Schrum (2007) Web 2.0: New tools, new schools, p.24 Taking advantage of the new tools

27. Do you want to remain relevant to your users?

28. Blogs and the whole gamut of interactive, Web-based tools are redefining how we connect with people and content on the Internet… Web 2.0 [is] a truly revolutionary concept in which pervasive interactivity, where multitudes of users online actively exchange or contribute content, will transform the very nature of knowledge and information… These tools will necessarily redefine the learning landscape as we know it. And school libraries – if they are to remain relevant – must undergo transformation as well. Harris, C. (2006) ‘School library 2.0’

29. What can school libraries learn from this?

40. http://www.kzero.co.uk/blog/?p=3976

49. And as digital citizens, they are now beginning to develop their own personal technology toolkit at a young age…

50. Web2.0 and Primary School Libraries Is it time to make a fuss? LYN HAY School of Information Studies Charles Sturt University Keynote Address Cairns Diocese Curriculum Conference Library Strand 13 March 2010

51. References Acquisti, A. & Gross, R. (2006). Imagined communities: Awareness, information sharing, and privacy on Facebook. In Privacy enhancing technologies , Berlin: Springer-Verlag, pp.36-58. boyd, danah. (2007). Why youth (heart) social network sites: The role of networked publics in teenage social life. In David Buckingham (ed.). MacArthur Foundation series on digital learning – Youth, identity, and digital media volume. MIT Press, Cambridge, MA. Retrieved from http://www.danah.org/papers/WhyYouthHeart.pdf Church, A. P. (2005). Virtual school libraries – the time is now! MultiMedia & Internet@Schools , 12, pp.8-12. Committee of Inquiry into the Changing Learner Experience (2009). Higher Education in a Web 2.0 World: Report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies. Available from http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf Devaney, (2008). COSN to school leaders, eSchoolNews, 21 January, http://www.eschoolnews.com/news/top-news/index.cfm?i=51725 Green, H. & Hannon, C. (2007). Their Space: Education for a digital generation (Young people are spending their time in a space which adults find difficult to supervise or understand...). Retrieved from http://www.demos.co.uk/files/Their%20space%20-%20web.pdf Gross, M. & Latham, D. (2007) ‘Attaining information literacy: an investigation of the relationship between skill level, self-estimates of skill, and library anxiety’, Library and Information Science Research, 29(3), pp. 332–353.

52. References Harris, C. (2006). School library 2.0. School Library Journal, 52(5), 50-53. Hauser, J. (2007). Media specialists can learn Web 2.0 tools to make schools more cool. Computers in Libraries , 27(2), 6-8, 47-48. Hay, L. (in press). Using Web 2.0 technologies to support student learning through the guided inquiry process. Unpublished PhD thesis, Faculty of Education, Charles Sturt University. Hay, L. (2010). Chapter 9: Developing an information paradigm approach to build and support the home-school nexus. In M. Lee & G. Finger (Eds.), Developing a networked school community: A guide to realising the vision (pp. 143-158). Camberwell, Vic.: ACER Press. Hay, L. (2008). Moving beyond the rhetoric: What the research tells us about Web 2.0 & student learning. ASLANSW State Library Day , 23 February 2008 Hay, L. (2006) ‘Are Internet–savvy kids@home the new information poor? Rethinking the digital divide’, refereed paper at Visions of Learning: ASLA Online II Conference Proceedings – May 2006 , Australian School Library Association Inc., Zillmere, Qld. Heinström, J. (2006) ‘Fast surfing for availability or deep diving into quality - motivation and information seeking among middle and high school students’, Information Research, 11(4), paper 265. Retreived from http://InformationR.net/ir/11-4/paper265.html Heinström, J. & Todd, R.J. (2006) ‘Uncertainty and guidance: school students’ feelings, study approaches, and need for help in inquiry projects’, Scan , 25(3), pp. 28–35. Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). The 2010 Horizon Report: K-12 Editio n. http://www.nmc.org/pdf/2010-Horizon-Report-K12.pdf

53. References Large, A. (2006) ‘Children, teenagers and the web’, Annual Review of Information Science and Technology, 39(1), pp. 347–392. Livingstone, S. & Bober, M. (2005) UK Children Go Online: final report of key project findings, Department of Media and Communications, The London School of Economics and Political Science, London. From http://personal.lse.ac.uk/bober/UKCGOfinalReport.pdf New Media Consortium & EDUCAUSE Learning Initiative (2008) The Horizon Report: 2008 edition , The New Media Consortium. http://www.nmc.org/pdf/2008-Horizon-Report.pdf Online Computer Library Center Inc. (OCLC) (2005) Perceptions of libraries and information resources. A report to the OCLC membership . OCLC Online Computer Library Center Inc., Dublin, OH. http://www.oclc.org/reports/2005perceptions.htm Roscello, F. & Webster, P. (2002) Characteristics of school library media programs and classroom collections: talking points , Office of Elementary, Middle, Secondary, and Continuing Education, New York State Education Department, Albany, NY. Rowlands, I., & Nicholas, D. (2008). Information behaviour of the researcher of the future. A CIBER Briefing Paper. Commissioned by British Library & Joint Information Systems Committee, London (UCL). Retrieved from http://www.bl.uk/news/pdf/googlegen.pdf Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: ISTE. Williams, D. & Wavell, C. (2006) Information literacy in the classroom: secondary school teachers’ conceptions. Final report on research funded by Society for Educational Studies, The Robert Gordon University, Aberdeen, http://www.rgu.ac.uk/files/ACF4DAA.pdf