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dc.contributor.authorJones, Kara
dc.date.accessioned2019-11-12T09:45:12Z
dc.date.available2019-11-12T09:45:12Z
dc.date.issued2007
dc.identifier.citationJones, K. (2007). Connecting social technologies with information literacy. Journal of Web Librarianship, 1(4), 67-80. https://doi.org/10.1080/19322900802111429en_US
dc.identifier.issn1932-2917
dc.identifier.urihttp://hdl.handle.net/11073/16509
dc.description.abstractSocial technologies such as weblogs, wikis, and social bookmarking are emerging both as information resources and as tools for research. This paper reflects on these technologies and suggests they may be well placed to build fluency in the higher-order thinking skills outlined in various information literacy frameworks, particularly in an educational context. A high proportion of today’s learners are very comfortable with technology and Web 2.0 resources. The characteristics of the information they are accessing are also changing, bringing a stronger need for sophisticated evaluation and analysis skills. Where do social technologies fit within information literacy frameworks, and where can they be used in the day to day instruction of information skills? This paper suggests social technologies perform a dual role: they are not only useful sources of information but also resources to be used to develop ideas and research, using collaboration and community platforms with which learners today are familiar with. Librarians who provide information literacy instruction would benefit from an awareness of these tools and where they sit within today’s information environment.en_US
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseriesAmerican University of Sharjah Staff Worken_US
dc.relation.urihttp://doi.org/10.1080/19322900802111429en_US
dc.subjectInformation literacyen_US
dc.subjectSocial technologyen_US
dc.subjectBlogen_US
dc.subjectWikien_US
dc.subjectBookmarkingen_US
dc.subjectMillennialsen_US
dc.subjectWeb 2.0en_US
dc.subjectInstructionen_US
dc.titleConnecting social technologies with information literacyen_US
dc.typePeer-Revieweden_US
dc.typeArticleen_US
dc.typePostprinten_US
dc.identifier.doi10.1080/19322900802111429


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