Participatory technologies, pedagogy 2.0 and information literacy
| Pages | 82-94 |
| Published date | 02 March 2012 |
| DOI | https://doi.org/10.1108/07378831211213229 |
| Date | 02 March 2012 |
| Author | Meredith Farkas |
| Subject Matter | Information & knowledge management,Library & information science |
Participatory technologies,
pedagogy 2.0 and information
literacy
Meredith Farkas
Portland State University, Portland, Oregon, USA
Abstract
Purpose – This paper seeks to explore the impact participatory technologies have had on education
and the information environment in which students operate. It seeks to define a pedagogical approach
that will capitalize on the benefits of participatory technologies in the classroom and applies this
“pedagogy 2.0” to information literacy instruction.
Design/methodology/approach – A thorough literature review was conducted on the use of
participatory technologies in education as well as theories related to collaborative learning. This
review formed the basis of the proposed pedagogy 2.0 model.
Findings – Web 2.0 and the growth in use of participatory technologies has had a tremendous impact
on the information environment. Instructors seeking to take advantage of participatory technologies in
the classroom should also consider altering the classroom learning environment to one that embraces
social constructivist and connectivist pedagogies. Changes in the information environment also
require a corresponding shift in the way information literacy is conceptualized and taught.
Practical implications – This paper suggests an approach to teaching that instructors can adopt to
capitalize on participatory technologies in the classroom and improve student learning.
Originality/value – This article seeks to bridge the gap between educational research on 2.0
pedagogies and the use of participatory technologies, and the library literature about the impact of
Web 2.0 on information literacy. It suggests ways to make the conceptualization and teaching of
information literacy more relevant to the current information environment.
Keywords Pedagogy, Information literacy, Web2.0, Communication technologies,Teaching methods
Paper type Conceptual paper
1. Introduction
The past decade has seen exciting and disruptive changes in the way people use the
worldwide web. The growth of participatory technologies and Web 2.0 has
undoubtedly altered the environment in which individuals access information and
create knowledge. Participatory technologies have made it possible for all people to be
both consumers and producers of information and have altered the way that authority
is conferred in many areas. Participatory technologies are also impacting teaching and
learning. Instructors now have access to tools that can enhance reflective and
dialogical learning, increase student autonomy and help create learning communities
in the classroom. However, unlocking the benefits of participatory technologies in
education requires a shift in teaching approach, embracing pedagogy based more on
social constructivism and connectivism than the dominant behavioral paradigm.
With the benefits of participatory technologies also come increased challenges with
regard to information abundance and evaluation. This has significant implications for
information literacy instruction, both making it more central to the educational
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0737-8831.htm
LHT
30,1
82
Received September 2011
Revised October 2011
Accepted October 2011
Library Hi Tech
Vol. 30 No. 1, 2012
pp. 82-94
qEmerald Group Publishing Limited
0737-8831
DOI 10.1108/07378831211213229
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