Algunos cambios que esta introduciendo la Web 2.0 en ALFIN

Peter Godwin, de la Universidad de Bedfordshire, UK, presento una comunicación, en el "INFORUM 2007: 13 Conference on profesional information resources", Praga, 22-24 de mayo de 2007, sobre "The Web 2.0 challenge to Information Literacy". En ella da información sobre algunos usos de herramientas de la Web social en la formación, tales como:

• Utilización de una wiki: http://www.sociallibraries.com/course/ has been a great success in the United States recently and is now freely available on the web. The Library 2.0 in 15 minutes a day on the Library Instruction wiki at http://instructionwiki.org/Library_2.0_in_15_minutes_a_day is also a very useful starting point. Joining a social network is important and the developing Library 2.0 site from Ning is a good starting point, for understanding what these sites can offer, developing your own space, making “friends” andonline discussions.
  
• Utilización de un blog: http://school.discovery.com/schrockguide/evalblog.html. Blogs can help to develop writing skills, encourage community and reflection, and thereby assist deep learning. With the support of academic staff (particularly in agreeing the software to be used – e.g. Blogger or Blackboard) they could be used in our teaching, with student content being collected into the teacher’s aggregator. Students doing major pieces of research could be encouraged to keep a blog as a way of recording progress, managing their time and reflection. They could be used to build up evidence of their progress and to gather opinions from peers or instructors.
• Utilización de podcasts: http://podcasts.yahoo.com. Librarians are already using them for library instruction, especially for distance learners. Access can be via iTunes, allowing users to jump around chapters. Podcasts can be effective for academic star performers with wonderful voices!
• Utilización de marcadores sociales: Del.icio.us can be used as a research tool to help students to organise what they find and bookmark easily, accessible anywhere. It can assist referencing and encourages them to tag, which is central to the linking of ideas, and aids sharing of resources. Individuals will use different tags according to their own interests, but when these are shared with others, this tagging can expose new links, which in turn lead to discovery of further resources.

Menciona otras herramientas, pero en general viene a concluir diciendo, que la generación google, reforzada con el desarrollo de la Web 2.0, ha incrementado la importancia y necesidad de la alfabetización informacional e invita a que el bibliotecario juegue un rol clave en la alfabetización informacional para los ciudadanos.