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Transforming to a Library 2.0 ~ Part 7… finale?

Work with schools, Library for the Blind : visit of blind Bo...

cc lincensed and shared by New York Public Library

It is nearly the end of the school year and I am still going in and checking the Oliver program transition. We can safely say that is is now live and Athena is no longer needed. When I went in last week I spoke with the IT technician about where the link to Oliver is on the system and how visible it is to the school community. Currently, you can access the library beyond the walls of the physical library. Great as this was one of the aims. However, the process is not too straightforward as you need to bring up ‘programs’ and find the link to the OPAC to go into the library management system. Too cumbersome for our current ‘information now’ clientele!

I suggested placing a library icon as the link on the front page of the school website. This will increase accessibility and enable students, parents and teachers to be able to logon from their homes. Being able to ‘see’ the library link on the front page is what we all want after all. This is now on the list and I was informed it is not difficult to achieve. Fantastic!

Through this journey, I have mentioned often that there is no dedicated teacher/librarian at the school and it is an area I have been advocating for incessantly during my time there. The new system has a fantastic and simple newsletter template that only needs an update monthly. It provides links to new items in the library, information about the library, links to websites and featured authors for the month. With the featured author, it provides a wonderful avenue where students can email suggestions for authors thereby increasing student participation. Hopefully this can open up more avenues for student contributions including student publications online. However, unless there is a dedicated teacher that will focus on the library much of this wonderful potential will be difficult to realise. I continued with my constant advocacy in this area and yesterday, Mary informed me that Bec may be provided some allocated time next year to focus on the library. She will be responsible for updating the newsletter and will run PD with the staff about the new system and the importance of the library. Fantastic! Bec has come on board this term and spent a great deal of time familiarising herself with the new system, looking into electronic resources and reading up on all things library. There is still a long way to travel but every step counts in cementing the importance of the library and extending this beyond the library walls and into the school community.

As for the new library management system, Oliver, the interface is fantastic and a perfect choice for a primary school, especially when you click on Olly and access the visual search. Even searching a subject, the box where you type your word is quite large making it easy for little kids to read. None of the other programs researched had such a fantastic interface with this level of accessibility for very young children.

Currently, the library is shut down for lending and only open for returns. This has been instigated to enable the smooth transition and ensure any difficulties are fixed before the next academic year. It will further enable training in the new system for staff. Only last week I was working through part of the training module with Mary and we identified that a key component linking to Word has not been downloaded and set up yet. This enables the printing of labels, letters and reports. Very vital!… This has been forwarded to the IT department and hopefully the situation has been sorted. I am going back in later this week for a final check and hopefully this is the finale in transforming to a Library 2.0.

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Banned Book Week ~ 24th September to 1st October

BBW poster shared by American Library Association (ALA)

Courtesy of ALA TechSource I have been alerted to Banned Books Week. Following is the list of books challenged and/or banned in 2009/2010. You will notice that amongst the list is To Kill a Mockingbird by Harper Lee, The Diary of Anne Frank and closer to home, The Twilight Series was “Banned in Australia (2009) for primary school students because the series is too

racy.”

To obtain lists of earlier years you can visit the ALA free downloads page where you find PDF lists from the years 2004-2005 onwards. It provides a snapshot of a trend in censorship. Mapping Censorship provides a visual geographical representation in the USA.

Banned Books Week is a celebration of the freedom to read, starting in 1982 and occurring as an annual event since. For more information visit the Banned Books Week site and the ALA Banned Books Week: celebrating the freedom to read page. You may even want to upload a reading of a passage from a banned or challenged book to the Banned Books Week youtube channel.

I’m off to reread Brave New World by Aldous Huxley!

 

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Open Access Journals

I came across the following article by David Rapp titled jSTOR Announces Free Access to 500k Public Domain Journal Articles in the Library Journal today and felt excited. However, if a work is in the public domain, it usually means that it is not covered by intellectual property rights for a number of reasons including the owner having forfeited the rights or the rights having expired. In that context the concept of ‘free’ seems to be cancelled out. The works being made available by jSTOR fall into the category ‘Early journal content’ and include works published before 1923 in the US and 1870 worldwide. Clearly, they fall in the category of copyright having expired.

You may recall the article ‘Free Culture’ Advocate may pay a high price  about Aaron Swartz, mentioned in my blogpost Who owns culture, the question who owns culture can be asked of jSTOR in consideration of their announcement of ‘free access’. In that light, I may stick with DOAJ ~ Directory of Open Access Journals.

The following clip provides more related detail.

 

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Encouraging the digital economy and digital citizenship

Critical Review:  Missingham, R. (2009) Encouraging the digital economy and digital citizenship, The Australian Library Journal, 58(4), 386-399

As a parliamentary librarian, Missingham, chronicles the development of Electronic Resources Australia (ERA) as a collaborative and coordinated effort addressing the availability of quality information sources and content without allocated funding. The role of public libraries is defined as being integral in the provision of services, quality information, providing skills development in information literacy, improving access and participation in the digital environment. The participation in the digital economy and environments is linked to active citizenship. Missingham highlights this as linked to principles of the Australian Government 2.0 taskforce launched 2009.

By inference, Missinham identifies a divide between rural and metropolitan regions. The National Broadband Network, (NBN) presents the promise of bridging the divide with the expansion of information infrastructure backed by $43billion of Government funding. No funding has been allocated for information as relevant content, skills development, equitable access in public spaces and training required for information literacy.

Missingham outlines the case for improved services and access to information pointing to a correlation between improved literacy outcomes with participation in digital environments. ERA launched in 2007 after consensus on the model was reached by a representative group of Libraries, Education, Health and Government Associations. ERA delivers digital content based on an opt-in subscription model sponsored by the National Library of Australia. At the time the article was written 8.5 million Australians had access to information provided by ERA.

Missingham identifies issues and barriers encapsulated in the three areas of connectivity, content and capacity and recommends a Federal coordinated effort including committed Government funding for content creation and preservation efforts, skills development, training and improved accessibility.

Missingham’s background in the library sector and extensive publications on digital environments adds credibility to her viewpoints. This paper, contributes to the evidence-based practice necessitated to channel support from the Government as is evident at a micro level with school libraries, (Todd, 2007) and Oberg (2006). Acknowledgement is paid to the limitations of this paper as its main purpose is to chronicle the development of ERA, bringing focus to the need for development of relevant digital content, skills, and equitable access for participation in the Digital environment whilst advocating for funding.

A key weakness is limiting the digital divide to a rural/metropolitan divide. Minimal attention is paid to socio-economic aspects with nothing mentioned of disparity between indigenous Australians and non-indigenous Australians as evidenced in remote communities in Central Australia, (Rennie et.al, 2010). Schleife (2009) points to individual determinants, such as education level, contributing to increased internet use in regional areas of Germany also supported by La Rose, et.al. (2007) in complexities of internet adoption in regional U.S.A. Hutley (2011) echoes Missingham but makes a point of extending the definition of digital divide to take account of socio-economic indicators, highlighting the existence of a digital divide in metropolitan areas. Unesco (p. 30, 2005) points to the digital divide as multifaceted and not a simple binary delineation between rural and metropolitan regions.

Metaphors such as ‘super highway’ help to channel support for governments in building the information infrastructure, Borgman (2000). Missingham alludes to these metaphors at the outset of her paper, however, her arguments strengthen in aligning the importance of the NBN with content, skills, accessibility and training, also supported by Unesco (2005). Hutley (2011) calls for a move away from the focus on the infrastructure and supports Missingham’s call for committed funding to ‘soft’ elements; content creation, skills development, access and training; noting that libraries are yet to be connected to the NBN.

Evidenced in this paper is the interplay between technology, policy and society in coming to grips with the challenges presented by the information Age, (Borgman, 2000), (Unesco, 2005) and (La Rose, et.al. 2007). The NBN is about open access, capacity and connectivity as well as a policy response to the restrictive trade practices of Telstra, (Mulligan and Neal, 2009) and (Morgan, 2010). It is yet to be seen whether the NBN will lead to adoption of broadband in homes and whether the most disadvantaged will be able to afford it, as questioned by Hutley (2011). The U.S.A experience indicates that adoption rates have remained low in rural areas and a significant divide continues to exist (La Rose, et.al 2007) and (Malecki, 2003).

This paper is an effective starting point to the important issues of access, participation, content creation, preservation and digital citizenship with a focus on the importance of libraries. It indicates a collaborative sector determined to contribute to the betterment of all people.

The following clip provides an indication of some of the work carried out by National film and Sound Archive. One of the branches carrying out the wonderful curation and content creation work in Australia.

 

Borgman, C. (2000) The premise and the promise of a global information infrastructure, Access to information in a network world, pp 1-31, Cambridge: MIT Press

Government 2.0 Taskforce (2009) Engage: Getting on with Government 2.0, Report of the Government 2.0 taskforce. retrieved from http://www.finance.gov.au/publications/gov20taskforcereport/doc/Government20TaskforceReport.pdf

Hutley, S. (2011) Where’s the strategy?, Incite, 32(1), 13-14.

La Rose, R., Greg, J.L., Strover, S., Straubhaar, J., & Carpenter, S. (2007), Closing the rural broadband gap: Promoting adoption of the internet in rural America, Telecommunications Policy, 31, 359-373.

Malecki, E.J. (2003), Digital Development in rural areas: potentials and pitfalls, Journal of Rural Studies, 19, 201-204.

Morgan, K. (2010), Hollow Victory, Dissent, No. 33, 55-57.

Mulligan, P. and Neal, C., (2009), National Broadband Network to impact more than just internet speeds, Law Society Journal, 46(7), 34-35.

Oberg, D. (2006) Developing the respect and support of school administrators, Teacher Librarian, 33(3), 13-18

Rennie, E., Crouch, A., Thomas, J. & Taylor, P. (2010) Beyond Public Access? Reconsidering Broadband for Remote Indigenous communities, Communications, Politics & Culture, 43(1), 48-69.

Schleife, K. (2009), What really matters: Regional versus individual determinants of the digital divide in Germany, Research Policy, 39, 173-185.

Todd, R. J. (2007). Evidence-based practice and school libraries: from advocacy to action In Hughes-Hassell, S. & Harada, V.H (eds) School reform and the school library media

Specialist, ch. 4, pp. 57-78, Westport, Conneticut, Libraries Unlimited.

 

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Indigenous Knowledge Centres

Visit Dot.Com.Mob for more information.

 

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From little things big things grow.

‘From little things big things grow’ is a song written by Kev Carmody and recorded by Paul Kelly. It provides inspiration and hope that one day the injustice will end and the divide between Indigenous and non-indigenous Australians will cease to exist. Many a small step has been taken in Australia’s past towards improvement. However, we still have a long way to go.

The focus of this blogpost is digital environments and the area pertaining to Knowledge Societies and the Information Age that leads the investigation. For more information the Unesco World Report: Towards Knowledge Societies, provides the background and outlines the pertinent issues, including defining the multifaceted-nature of the digital divide (p. 30)

The NBN comes with the premise and promise that broadband, at speeds of 100Mbps, would be delivered to 90% of Australian homes as Fibre to the Premises (FTTP) with the remaining 10% receiving 12Mbps via a combination of next-generation-wireless and satellite, Rennie et.al (2010, pg 53). However, for the FTTP to be deployed, the towns would need to consist of a population of 1000 people or more. This is because of economic viability and is not unlike examples overseas as Malecki (2003) outlines in relation to broadband in rural America. Herein lies the conundrum when one considers the digital divide in Australia, further compounded by the infrastructure divide as outlined by Rennie et.al(2010). and as Rennie et el. points out the divide is widest ‘between people living in remote indigenous communities and other Australians’ (McCallum & Papandrea 2009) as cited in Rennie et.al(2010 p. 52) In 2009, the National Broadband Network (NBN) was announced by Senator Stephen Conroy as ‘the single largest nation-building infrastructure project in Australian history’ and costed at $43 billion, as cited in Rennie et.al (2010). However, as Morgan (2010) points out the cost will be much higher especially when you factor in the extra $20 billion dollars that Telstra will receive as compensation and to ensure cooperation over the eight to ten years it will take to build the infrastructure.

Rennie et.al(2010) outlines the following statistics relating to Internet use and access based on 2006 ABS data.

  • 14% of indigenous people in the combined remote and very remote subdivisions have access to the internet at home, compared to 63% of the non-Indigenous population.
  • In relation to the infrastructure divide, 97.8% of Indigenous people in the central Northern Territory statistical subdivision outside Alice Springs where communities number up to 600 residents had no access to the internet at home.
  • As a contrast 43% of non-Indigenous residents in the central Northern Territory statistical subdivision had access to the internet at home.

Adding further to this significant disparity and inequity is, Telstra being the sole provider for wireless broadband in much of central Australia and according to Telstra their wireless broadband reaches 99% of the Australian population, as cited in Rennie et. al (2010). However, as Rennie et.al. points out,  based the ABS 2006 statistics, the Indigenous population living in very remote parts of Australia makes up 0.54% of the total population. This same group that forms part of the 1% that Telstra currently does not reach and as Unesco (2005) highlights “The geography of those connected to the internet obviously corresponds to that of infrastructure” Furthermore, “The most worrying fact is the gap seems to continue to grow” (pg. 31)

Satistics aside, a markedly different policy position is being undertaken for remote indigenous communities in Australia compared to mainstream communities in regards to broadband access with the focus on Community Access centres as opposed to broadband to the home or FTTP.  The Unesco report (2005, pp. 37-39 ) draws attention to Community Multimedia Centres as being a very successful approach to narrowing the divide and consisting of a mix of ‘old’ and ‘new’ technologies.

Unesco (2005, pg. 20) states “knowledge is a potent tool in the fight against poverty, as long as that fight is not limited to building infrastructures, launching micro-projects (whose sustainability largely depends on outside financing on a case-by-case basis”. However, as Rennie et.al (2010) outlines, it is the issues around sustainability of the Community Access Centres that is of most concern as since 1997 with the Networking the Nation (NTN), there have been many projects launched  and funded by the partial sell-off of Telstra such as The Cape York Digital Network that provides internet facilities for 16 communities (pg. 54). However, there has been no committed recurrent funding. Thereby, the Government has adopted the approach of ‘micro-projects’ with the resultant problems that follow as detailed in Rennie et.al.(2010) including projects ceasing to operate, issues with maintenence and issues with continual staffing.

Since 2008, the Prime Minister at the time, Kevin Rudd made a commitment to Closing the Gap in his National Apology to the Stolen Generations aiming to improve Health, education, life expectancy and employment via cooperation between Commonwealth, State and Territory Governments through the Council of Australian Governments (COAG 2008). Here is the the weblink to the COAG Reform Council. Following is Kevin Rudd’s Apology to the Stolen Generations.

As Rennie et. al.(2010) outlines “In July 2009, COAG agreed to commit $6.96 million to remote Indigenous public internet access, including establishing facilities in communities where there is limited or no public access, as well as maintenence and support of facilities (commencing 2011/12) and training in basic computer and internet use for up to 60 communities a year.”

However, as a significant feature of the Closing the Gap strategy  is concentrating the services and resources in fewer localties with the aim of enticing people to locations to access better services including schooling and jobs, issues arise around concepts “concerning homelands, belonging, safety and health’ Rennie et.al. (2010, pg 55)

This clip is an example presenting Community Access Centres from the Dot Com Mob. The hope presented in the following clip is inspiring. ‘From little things big things grow’.

Malecki, E.J. (2003), Digital Development in rural areas: potentials and pitfalls, Journal of Rural Studies, 19, 201-204.

Morgan, K. (2010), Hollow Victory, Dissent, No. 33, 55-57.

Rennie, E., Crouch, A., Thomas, J. & Taylor, P. (2010) Beyond Public Access? Reconsidering Broadband for Remote Indigenous communities, Communications, Politics & Culture, 43(1), 48-69.

Unesco World Report (2005), Towards Knowledge Societies, Unesco Publishing, retrieved from http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/towards-knowledge-societies-unesco-world-report/

 

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The Future is Now ~ Are you ready for a Library 2.0?


Shattuck_C28620, Spider webs, near Bungendore, NSW

Spiderwebs near Bungendore, NSW cc licensed and shared by SouthernAnts


The concept of ‘Web’ takes prominence today in how we view information and links to information. This is an important visualisation to ponder as it is this particular visual that holds the key to our future and present as an information society. The metaphor of the web and its importance in conceptualising and realisation of networked information societies continues. A web as a visual, not only represents network links and strength but acts as a metaphor for a basic Web 2.0 principle of harnessing collective intelligence thereby strengthening the overall web. O’Reilly (2005) points out that as the web works via hyperlinking, the addition of new content and new sites by more users provides the basis for the strengthening of the web. This is because as other users link to content via discovery the links bind and strengthen and hence the overall structure is strengthened. Not unlike how synapses in a brain strengthen with repeated associations (O’Reilly, 2005).

In imagining a future, I want to start in the past of future imagining. The following clip is an example.
http://www.dailymotion.com/embed/video/x35r4m
The Future is Now (1955) by donaldtheduckie

This clip is part of a long line of what can be termed ‘futurists’, Coyle (2006).  Another work of significance that I have recently discovered is Bush(1945), ‘As we may think’. In this work the conception  of the ‘memex’ and the vision of a hyperlinked and networked future is inspired by the workings of the mind in its ability of moving by association through information; not unlike O’Reilly (2005) linking of the Web to concepts of association strengthening the synapses in the brain.  Tim Berners-Lee the inventor of the World Wide Web and html (Hypertext Markup Language) is a further extension and development of this initial ‘futurist’ vision by Bush (1945). Here is the clip where Berners-Lee discusses the history and his vision of the Web.

In the context of Web 2.0 as something more than technological tools, examining what Library 2.0 is becomes pertinent. Anderson (2007) contends that libraries have been too focused on the user and the use of technological tools as being what Library 2.0 is. Hence missing some key philosophical principles of Web 2.0. In the myriad of information out there about Library 2.0 and as an extension Librarian 2.0, I would have to agree that the definition is not clear enough and there does appear to be a disproportionate focus on technological tools. Library 2.0 is not just about the technological tools it is much more and the philosophical principals and design principals of Web 2.0 as outlined by O’Reilly (2005) are worth exploring in detail and translating to a library 2.0. Casey (2006) travels part way to the principles outlined by O’Reilly(2005) and it is the principle of the ‘long tail, even if it is user focused, that captures concepts of diverse representations as embodied in community cultural development practices. This is of prime importance when considering the principle of harnessing collective intelligence.

The following slideshare provides a good understanding and explanation of Web 2.0 as applicable to Library 2.0.

Last week and for quite some time I have been discussing my dream of what a library means now and in the future. How would I create my ideal library service? What will it include and what can it contribute?

By drawing on Web 2.0 as a philosophy, rather than a set of web technology tools, I want to translate this philosophical vision as a possible take on Library 2.0. This is not an all encompassing Library 2.0 but something that can contribute quite significantly. It is further grounded in principles of community cultural development. Within this structure the Library 2.0 acts as the nexus, platform or service that brings everything together. It connects community, specialists and resources and contributes to the shaping of the now and future of a unique community repository of information. This happens alongside many of the traditional functions of a library service. However, this Library 2.0 is now participating in the creation, storage and dissemination of information similar to the concept of a Commons Based Peer Production as outlined by Krowne (2003). Furthermore, the Library 2.0 is a node in a wider network of Library 2.0 services participating in similar community building of unique information repositories. This then feeds into a larger central repository of National Archives Australia and beyond.

I take as a given that we are living with various technological tools that we are connected to and utilise to make connections, source information and for various other purposes in life. I also accept it is a given that technological tools will be part of our work, life and play. Therefore, as a part of the larger society and world, the Library 2.0 will also be connected and utilising the various technological tools at our disposal. However, it is not the tools that define this philosophy of Library 2.0. Rather, it is how we work and integrate them in our life that is the important aspect. It is this aspect that remains the focus of my Library 2.0 in understanding what benefit they contribute to this vision.

Web as a platform transforms to Library as a platform in my vision. The Library becomes the microcosm of the larger workings of interconnected information. The library is the platform upon which the links are made and expanded upon as more and more users connect to services and contribute to services. The Web as a platform is a service providing links and strengthening associations and as an extension the Library 2.0 is this very same thing. It is a service providing the associations relevant to the specific communities it serves. Every library 2.0 will have its individual contributions based on the community that it serves and connects. No communities are alike they are all different and have their own contributions to make.  This is the key. At the same time, all libraries are connected in the overall Web platform and share their unique contributions thereby contributing a diversity of voice, ideas and experience as drawn from the contributions of unique individual communities. This is community building and connectedness. This enables diverse representation in a way that we have not seen before.

As a public and civic space the library is the perfect platform for community to connect and contribute to the growth of the community, continuing conversations and sharing information.

The following conceptions of a Library 2.0 are the basic tenets that provide strength to the Library as the hub or node of the community that branches out to link to more nodes:

  • Library as a community service
  • Library as a civic space
  • Library as community builder
  • Library as a community repository
  • Library as contributing to community history preservation and building.
  • Library as conduit connecting the skills, resources, people and sharing with community and the world
  • Library as a node on the web acting as the web itself within its community in the platform it creates.
  • Library as community hub

To illustrate this Library 2.0 I will provide an example of how I see it working in the wider Web 2.0 world.

Coming from a community arts background, it is the lack of documentation and archiving of projects that inspires me in the Library 2.0 being a platform to enable this. A few years back where I worked on many grass roots arts projects with various and diverse communities, I was struck at how few of these projects are documented effectively. As a result, a youth theatre project ends with the performance and not much else beyond that. Nothing is stored as an archive for others to access and enjoy or possibly learn from. If there is an attempt at documentation, it may consist of copies of the script and possibly a video recording existing either in archive boxes at the youth theatre or tucked away in someone’s home. Projects from the 1980’s may exist on a VHS tape or a beta tape and the possibility of viewing is fast diminishing. Theatre is only one example, there are oral history community projects, film projects, writing projects, music projects, photographs and the list continues. These projects occur throughout Australia and the world. They are about connecting communities, artists, audiences and sharing information. They are about providing access and voice as well as representation and yet there aren’t any definite practices in place to connect the outcomes and disseminate with wider communities and audiences.

In my Library 2.0 the library becomes a place where such projects can occur. Linking communities with writers for community writing projects by providing the space and resources for this to occur. Beyond this my Library 2.0 takes this unique data created by the projects of the community and feeds it into our repository to be shared now and into the future. As an example, an oral story project with new arrivals (as the community) can be created with a community arts workers facilitating the project. The Library 2.0 provides the space for the communities to connect and carry out the project. Utilising the tools in the library the stories can be recorded, edited and stored for access and sharing. Thereby, a unique community repository of information that is shared and owned by the community that created it. Audacity is a free program and very simple to use that can enable this. The Librarian does not have to even know how to use this software program. Instead, it is possible to connect with artsworkers who have the skills and as a result the library facilitates the connections and provides access to the resources to enable the process.

Looking at the dibrary~National Library of Korea provided the inspiration for this direction as a Library 2.0. I was particularly drawn to the multimedia production capabilities present at dibrary. The blogpost Make Music at the Library. published by Tame the Web  on August 8th, is another example of how a library as a platform or service can enable this process in a Library 2.0. If the skills in production are present in the library service then the library can share this with the wider community also. The scope of imagining a Library 2.0 is boundless…

Clearly, many library services are already on this path. The State Library of Victoria has the Wheeler Centre next door linking the library with resources of writing. City Library has an art gallery space providing access to artists to share their work as well as a piano for use by the public. However, it is taking the next step and moving into creation of community repositories that my Library 2.0 will really come into being. It is creating the spaces and means to store, share and disseminate this unique community data and information that I can see being the move in the Web 2.0 wider world. No Shelf Required published the following blogpost on August 8th, titled enhanced ebook and portal books-Publisher/library partnerships delving into the concept of the library as the platform in the creation of and contribution to an archival repository via collaborative links.

Library 2.0 as a node in the wider Web 2.0 world helps to build communities and provides access to diverse groups to share their stories and build upon the wealth of the world.

The ideas are here and the Future is Now!

Anderson, P. (2007) ‘All that Glisters Is Not Gold’-Web 2.0 and the Librarian, Journal of Librarianship and Information Science, 39(4), 195-198

Bush, V. (1945) ‘As We May Think’, Atlantic Magazine, retrieved from http://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/3881/

Casey, M.E. & Savastinuk, L.C (2006), Library 2.0: Services for the next generation Library, Library Journal retrieved from http://www.libraryjournal.com/article/CA6365200.html 

Krowne, A. (2003), Building a Digital Library the Commons-based peer production way, D-Lib Magazine, retrieved from http://www.dlib.org/dlib/october03/krowne/10krowne.html

O’Reilly, T. (2005) What is Web 2.0, retrieved from http://oreilly.com/web2/archive/what-is-web-20.html

 

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