The learning ecology of Web 2.0 tool use by teacher librarian candidates

The learning ecology captured by this survey of Web 2.0 tool usage among teacher librarian candidates at Western Kentucky University paints a narrow landscape of Social networking and communication tools used for personal activities, which are used to a lesser degree in the professional and academic spheres. Results indicate that the Top five Web 2.0 tools (Social Networking, Communication, Photo/Video Sharing, Blogs, and Productivity Tools) are being used more often in professional settings than previously reported in other national and state studies. Age does not appear to be significant in the learning ecology of teacher librarian candidates' Web 2.0 tool use, indicating that an overall enthusiasm for technology among teacher librarian candidates putthem in a special category of user. Suggestions for further study include exploring how ―gateway‖ Web 2.0 tools such as collaboration and networking tools used by teacher librarian candidates in their personal lives could transfer to the professional and academic spheres, and spur motivation to use other less commonly used Web 2.0 tools such as social gaming, pod-casting or virtual environments. This study confirms that the potential for educators to integrate Web 2.0 tools into all aspects of their lives are currently hampered by limited bandwidth at home, and the use of restrictive acceptable use policies and filters in schools.

‘To be understood as to understand’: A readability analysis of public library acceptable use policies

Acceptable Use Policies (AUPs) are documents stating the limitations users must agree to when first accessing information and communications technologies (ICTs) in organisations, such as employers, educational institutions and public libraries. AUPs lay out the parameters of acceptable use expected of someone accessing the ICT services provided, and should state in clear and understandable terms what behaviours will attract sanctions, both legal and in terms of restricting future access. Utilising a range of standard readability tests used to measure how understandable documents are, the paper investigates how readable the AUPs presented to public library patrons in the UK are in practice. Of the 206 AUPs in use across the local government departments who manage public library services 200 were obtained and subjected to a range of readability testing procedures. Four readability tests were used for analysis: the Flesch Reading Ease, the Coleman-Liau Index, the Gunning Fog Index and the SMOG Grade. Results for all four readability tests administered on all AUPs raise significant questions. For the Flesch Reading Ease score only 5.5% of AUPs scored at the standard readability level or higher (60+), and 8% scored at a very high level of difficulty akin to a piece of scientific writing. Similarly, for SMOG, only 7.5% of the 200 AUPs scored at the recommended level of 10. Likewise, very few AUPs scored at levels recommended for a general audience with either the Gunning Fog Index (11.5%) or the Coleman-Liau Index (2%). With such variability in readability, the fitness for purpose of the average AUP as a contract patrons must agree to can be called into question. This paper presents the first ever analysis of the readability of library AUPs in the literature. Recommendations are made as to how public library services may improve this aspect of practice.

Filtering wireless (Wi-Fi) Internet access in public places

This paper discusses selected results from the AHRC-funded ‘Managing Access to the Internet in Public Librarie s’ (MAIPLE) project and explores Wi-Fi Internet access in UK public libraries. It investigates how this compares to commercial provision of public Wi-Fi. It discusses security issues, filtering of Wi-Fi access and acceptable use policies. A mixed methods approach was used involving a review of the literature, a questionnaire survey of UK public library authorities and five case studies of selected authorities. A majority of UK public library authorities offer Wi-Fi access to the public at one or more of their libraries and they generally have an authentication system in place for their users. The majority of survey respondents that provide Wi-Fi use filtering software. There are similarities and differences in the ways that public libraries and commercial outlets provide and manage access to their wireless networks. Differences mainly relate to security and privacy: these differences reflect to an extent the underlying purposes of providing public Wi-Fi access as well as legal obligations. In some ways, public library Wi-Fi access is better managed than commercially provided public services. Evidence from the case studies suggests reluctant acceptance of filtering on the part of public library authorities, based on a perceived need to balance providing access to information with providing a safe and trusted public space for all.

Acceptable Use Policies

This chapter examines critical state and federal requirements for the development of acceptable use policies. It also reviews the role of acceptable use policies in shaping the approach of schools toward student off-campus speech. It highlights components that should be included in acceptable use policies. It also reveals that school districts are increasingly adopting responsible use policies in order to address the student use of personal electronic devices. Acceptable use policies and responsible use policies are viable avenues for school officials to minimize violations of students' First Amendment right to free speech since they are designed to inform and seek student as well as parent consent regarding use of technology-based devices at the school.