摘要
因特网时代的学生并不自然而然的将图书馆视为学习研完场所。他们往往利用Google获得满意答案。现在，这些草根研完人员使用Myspace等web2．0工具创建网络内容，这一用户主导型内容伴随博客和其他Web2．0工具呈现发展势头。学生在社会网络、博客、维基、网上订阅、标签、通俗分类、播客、即时资讯和聚合中得到教育。图书馆员可以主动学习新工具，并协助学术人员在课程中（尤其是在传递信息素养方面）使用新工具。然而，他们仍然需要关键词使用指导，材料的道德使用和评估更是至关重要。
Internet generation students do not view the Library as the natural place to undertake their learning or research. This generation believes it Knows how to search by typing words into Google, and can find our tuition patronizing. These amateur searchers are now using Web2.0 tools like MySpace to create web content. The trend toward user driven content will grow with the use of blogging and other Web2.0 tools. Students can derive educational benefits from use of social networking, blogs, wikis, R, SS feeds, tagging, folksonomies, podcasts, instant messaging and mashups. Library staff can take the initiative in acquiring knowledge of these tools, assisting academic staff and working collaborativeiy to use the new tools with them in the curriculum, particularly with delivery of information literacy. However, the need for guidance on how to use keywords, and more crucially, the ethical use and evaluation of material remains.
出处
《数字图书馆论坛》
2007年第8期36-42,78,共8页
Digital Library Forum
