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From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking

Copyright © 2010. 18 pages.
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DOI: 10.4018/978-1-60566-729-4.ch010
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MLA

Everhart, Deborah and Kaye Shelton. "From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking." Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. IGI Global, 2010. 167-184. Web. 25 Oct. 2014. doi:10.4018/978-1-60566-729-4.ch010

APA

Everhart, D., & Shelton, K. (2010). From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking. In H. Yang, & S. Yuen (Eds.) Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 167-184). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-729-4.ch010

Chicago

Everhart, Deborah and Kaye Shelton. "From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking." In Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 167-184 (2010), accessed October 25, 2014. doi:10.4018/978-1-60566-729-4.ch010

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Abstract

Collaborative research teaches students critical knowledge management skills, whether they are undergraduates learning the basics of Web research or advanced scholars defining their own knowledge domains. Instructors can benefit from practical examples and strategies to initiate social bookmarking activities. This chapter provides best practice examples for effective pedagogical applications of social bookmarking in undergraduate and graduate courses as well as insights into how these activities change the way students think and learn.
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Introduction

Collecting and organizing references to scholarly resources has always been one of the staples of academic work. As more and more resources are available online, saving or bookmarking links to websites has become part of this practice. Earlier Web technologies allowed users to aggregate and categorize their own bookmarks, but this was an individual activity and did not provide an easy method for sharing the resources and their categorization with others. Today, “Web 2.0 tools harness the collective intelligence of the Web, and by tapping into that intelligence, make the services better and more powerful” (Gordon-Murnane, 2006, p. 29). Because of the collaborative and social characteristics of Web 2.0 tools, the practice of collecting references to scholarly resources has advanced into social bookmarking, which is defined as “the practice of saving bookmarks to a public web site and ‘tagging’ them with keywords” (Lomas, 2005). Websites such as Blackboard Scholar, Delicious, Connotea, Diigo, Furl, CiteULike, and many others not only allow users to save and store bookmarks, but also provide methods for classifying or adding “tags” along with annotated descriptions for future identification and retrieval. Because social bookmarking websites are public, visitors may search the sites by the identifying tags that others have already provided. This is particularly useful when trying to share online resources for scholarly collaboration.

The 2007 Horizon Report includes social bookmarking in “user-created content” with a time-to-adoption horizon of one year or less. However, the Report also states that “we face a significant challenge as we seek to marshal these techniques in the service of education” (The New Media, 2007, p. 9). There has been much talk about social bookmarking, particularly its use in research communities for collaboratively finding and tagging Web resources so that they can be searched and reused. But how is social bookmarking being used effectively in teaching? What are the best pedagogical practices? Can the needs of many different kinds of learners who have various levels of research skills be met with the same technology?

Research shows that students learn more when they are actively engaged and have a sense of ownership over the course materials and their own learning processes. Yet instructors are generally reluctant to give up control of course content, and they often lack the skills to effectively integrate social learning activities and collaborative, dynamic content generation into their teaching environments. Social bookmarking can provide a bridge for this gap (both generational and technical) by offering an easy-to-use, engaging tool for managing Web-based resources on course topics, with minimal implementation costs or barriers. An added bonus is that social bookmarking overlaps with instructors’ research motivations (many are probably already using this technology in their own research communities), appealing to instructors’ desires to include their own scholarly worlds in their teaching. The outcome can be dynamic course resource management and the opportunity for students to learn valuable information analysis and research skills while collaboratively contributing to a body of learning materials. This vision will become a reality more readily if instructors have good examples and pedagogical strategies that are applicable to courses and students at different levels.

This chapter provides real-world examples that demonstrate different pedagogical models for social bookmarking. The examples demonstrate the use of social bookmarking in undergraduate and graduate courses. They are applicable in community college and university courses, hybrid and fully online courses, and in many different disciplines. Each example includes assessment of student engagement, information literacy, research abilities, and the quality of students’ bibliographies and knowledge management skills. Instructors who use these strategies in their own courses are more likely to have a positive experience with social bookmarking and cross the bridge to pedagogical innovations and expanding active learning opportunities for their students.

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Complete Chapter List

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Table of Contents
Foreword
George Siemens
Chapter 1
Stephen Downes
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Learning Networks and Connective Knowledge
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Chapter 2
Ann Dutton Ewbank, Adam G. Kay, Teresa S. Foulger, Heather L. Carter
This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving... Sample PDF
Conceptualizing Codes of Conduct in Social Networking Communities
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Chapter 3
Judi Repman, Cordelia Zinskie, Elizabeth Downs
As online learning continues to expand and evolve, new challenges emerge regarding the implementation of Web 2.0 tools and technologies in online... Sample PDF
Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0
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Chapter 4
Robert Z. Zheng
The growth of online resources and the advancement of Web 2.0 technology are changing the instructional landscape and have significantly impacted... Sample PDF
Designing Dynamic Learning Environment for Web 2.0 Application
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Chapter 5
Marshall G. Jones, Stephen W. Harmon
This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand for real time and near real-time... Sample PDF
Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)
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Chapter 6
Daniel W. Surry, David C. Ensminger
Higher education is changing in important and profound ways. New technologies are enabling universities to reach new students and create innovative... Sample PDF
University 2.0: Human, Social, and Societal Issues
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Chapter 7
Jay Alden
The emergence of Web 2.0 technologies with its emphasis on social networking has presented an opportunity for academic institutions to take... Sample PDF
Use of Wikis to Support Collaboration among Online Students
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Chapter 8
Curtis J. Bonk, Mimi Miyoung Lee, Nari Kim, Meng-Fen Grace Lin
A Wikibook is a transformative and disruptive technology that is finding increasing use in schools and higher education institutions. This new form... Sample PDF
Wikibook Transformations and Disruptions: Looking Back Twenty Years to Today
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Chapter 9
Chareen Snelson
The recent explosive growth of Web-based video has expanded the repository of free content that can be tapped into for e-learning. Millions of video... Sample PDF
Web-Based Video for e-Learning: Tapping into the YouTubeTM Phenomenon
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Chapter 10
Deborah Everhart, Kaye Shelton
Collaborative research teaches students critical knowledge management skills, whether they are undergraduates learning the basics of Web research or... Sample PDF
From Information Literacy to Scholarly Identity: Effective Pedagogical Strategies for Social Bookmarking
$30.00
List Price: $37.50
Chapter 11
Morris S.Y. Jong, Junjie Shang, Fong-Lok Lee, Jimmy H.M. Lee
VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning.... Sample PDF
VISOLE: A Constructivist Pedagogical Approach to Game-Based Learning
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Chapter 12
Patricia Edwards, Mercedes Rico, Eva Dominguez, J. Enrique Agudo
Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovative e-learning formats like on-demand... Sample PDF
Second Language E-Learning and Professional Training with Second Life®
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Chapter 13
Hyung Sung Park, Young Kyun Baek
The purpose of this chapter is to offer practical ideas and cases for educational use of the Second Life® virtual world with Web 2.0 based... Sample PDF
Empirical Evidence and Practical Cases for Using Virtual Worlds in Educational Contexts
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Chapter 14
Sharon Stoerger
Schools based in the United States are trapped in a Henry Ford factory model of education that is focused on high-stakes testing. This model was... Sample PDF
A Pedagogical Odyssey in Three-Dimensional Virtual Worlds: The SECOND LIFE® Model
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Chapter 15
Youmei Liu, Shawn McCombs
E-Learning has undergone an amazing metamorphosis: it has changed from the delivery of individualized, static curricular information to the... Sample PDF
Podcasting: A Flexible E-Learning Tool
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Chapter 16
Steve Chi-Yin Yuen, Harrison Hao Yang
This chapter provides an overview and development of sense of community and social networking; discusses the potential uses of social networking in... Sample PDF
Using Social Networking to Enhance Sense of Community in E-Learning Courses
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