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Implementing Web 2.0 Design Patterns in an Institutional Repository May Increase Community Participation

Hultman Özek, Yvonne LU (2011) In Evidence Based Library and Information Practice 6(3). p.74-76
Abstract (Swedish)
Abstract in Undetermined

Objective – To investigate whether Web 2.0 can enhance participation in institutional repositories (IRs) and whether its widespread use can lead to success in this context. Another purpose was to emphasize how an IR with a Web 2.0 approach can connect individuals in their creative and intellectual outputs, no matter what form of shared material is contributed.

Design – Comparative study.

Setting –Two IRs at Teachers College, Columbia University, which is a graduate and professional school of education in New York City.

Subjects – Students, faculty, and staff using the PocketKnowledge and CPC IRs.

Methods – Cocciolo compared two different IRs called PocketKnowledge... (More)
Abstract in Undetermined

Objective – To investigate whether Web 2.0 can enhance participation in institutional repositories (IRs) and whether its widespread use can lead to success in this context. Another purpose was to emphasize how an IR with a Web 2.0 approach can connect individuals in their creative and intellectual outputs, no matter what form of shared material is contributed.

Design – Comparative study.

Setting –Two IRs at Teachers College, Columbia University, which is a graduate and professional school of education in New York City.

Subjects – Students, faculty, and staff using the PocketKnowledge and CPC IRs.

Methods – Cocciolo compared two different IRs called PocketKnowledge and Community Program Collections (CPC). PocketKnowledge had the following Web 2.0 design patterns: users control their own data; users should be trusted; flexible tags are preferred over hierarchical taxonomies; the attitude should be playful; (Less)
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author
organization
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type
Contribution to journal
publication status
published
subject
in
Evidence Based Library and Information Practice
volume
6
issue
3
pages
74 - 76
publisher
University of Alberta Learning Services
external identifiers
  • scopus:84859715665
ISSN
1715-720X
language
English
LU publication?
yes
id
f192dec2-8b9e-4b2a-9b0d-aebd6b457e82 (old id 2338138)
alternative location
http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/9932
date added to LUP
2012-02-02 16:48:44
date last changed
2017-08-13 03:53:12
@article{f192dec2-8b9e-4b2a-9b0d-aebd6b457e82,
  abstract     = {<b>Abstract in Undetermined</b><br/><br>
Objective – To investigate whether Web 2.0 can enhance participation in institutional repositories (IRs) and whether its widespread use can lead to success in this context. Another purpose was to emphasize how an IR with a Web 2.0 approach can connect individuals in their creative and intellectual outputs, no matter what form of shared material is contributed.<br/><br>
Design – Comparative study.<br/><br>
Setting –Two IRs at Teachers College, Columbia University, which is a graduate and professional school of education in New York City.<br/><br>
Subjects – Students, faculty, and staff using the PocketKnowledge and CPC IRs.<br/><br>
Methods – Cocciolo compared two different IRs called PocketKnowledge and Community Program Collections (CPC). PocketKnowledge had the following Web 2.0 design patterns: users control their own data; users should be trusted; flexible tags are preferred over hierarchical taxonomies; the attitude should be playful;},
  author       = {Hultman Özek, Yvonne},
  issn         = {1715-720X},
  language     = {eng},
  number       = {3},
  pages        = {74--76},
  publisher    = {University of Alberta Learning Services},
  series       = {Evidence Based Library and Information Practice},
  title        = {Implementing Web 2.0 Design Patterns in an Institutional Repository May Increase Community Participation},
  volume       = {6},
  year         = {2011},
}