Reader's Response

In the article, Rethinking Collaboration: Transforming Web 2.0 Thinking into Real-Time Behavior, Sheila Cooper-Simon (2008) explores moving from a Web 1.0 to a Web 2.0 world, within the school library. She compares the use of Web 2.0 at the elementary level to the college level, as well as discussing various definitions of Web 2.0 and how they affect libraries and their relationship to knowledge. She also gives examples of how school librarians can transform existing problems into Web 2.0 solutions.Cooper-Simon begins by describing a project she developed with her fifth graders. In this project, there were elements of Web 1.0 (publishing), where the work should stand alone. There also needed to be areas to “construct knowledge through social networking processes.” In effect, a blend of Web 1.0 and Web 2.0. Cooper-Simon then goes on to describe the work of Dr. Michael Wesch, directing the readers to his YouTube videos. The author compares the projects of Wesch's students to her own, and finds them different only in the level of sophistication. She also feels a correlation of both her and Wesch's ideas of using Web 2.0 tools such as Wikis, discussion boards, and blogs in education. Cooper-Simon then confesses her surprise at the correlation between the disconnect of college students in a didactic, large university lecture and the fractured discontinuity of school librarians attempting to work with so many students. However different the problems, the surprise solution, according to the author, is using a Web 2.0 frame of mind.Next, Cooper-Simon explores the various definitions of Web 2.0 and the idea that although some of these definitions appear contradictory, they all have common basic elements: Web 2.0 is social and open, it is a releasing of your data, and a mixing of local and global data. The author then goes on to explore how the traditional role of libraries being the “keepers” of knowledge is changing and evolving into a more fluid accountability to “reflect” knowledge. She says that the core of this process of change is collaboration. The library/librarian must move outside it's physical boundaries. “The library should be a physically viable place that represents a learning commons among many in and beyond the building. This is the shift from Web 1.0 thinking to Web 2.0 thinking.”In the next section, the author begins to explore specific ways to utilize Web 2.0 thinking. She discusses the frustration many librarians feel at their lack of time and resources, and claims that while these are legitimate concerns, librarians need to focus on the positive. Cooper-Simon challenges the school librarian to look at their use of time in a different way and to think of eliminating outdated activities. She describes goals such as “thinking globally and acting locally,” “seeing the forest through the trees,” and focusing on the “big picture.” Using a “spiraling curriculum,” is one way of achieving these goals. This involves being able to place focus where it is needed at the time, and to always keep the over-all complete curriculum in mind. There needs to be strong communication and collaboration with staff to keep everyone focused on the same goals. There needs to be a strong underlying basic grid that guides the instruction and assessment. Cooper-Simon also gives two brief examples of Web 2.0 thinking solutions in the school library. One is addressing the complaint that the librarian is no longer reading to the students. Two Web 2.0 solutions suggested by the author are developing an on-line book club and/or collaborating with staff to have someone else read books to the children. The second issue is the upkeep of a traditional Web 1.0 website with lists referencing good websites. A Web 2.0 solution, according to the author, is creating a learning commons where a group of students ultimately maintain the site and the librarian acts as managing editor.Sheila Cooper-Simon really explores the many facets of developing a school library into a Web 2.0 way of thinking. She discusses Web 2.0 definitions, different projects, gives specific “problems” with Web 2.0 solutions, and explores the modern libraries relationship with knowledge. She concludes that it is the librarians “delight and responsibility to listen carefully to how it unfolds.” Cooper-Simon (and Wesch) feel that we are in a “creating” culture , and the use of Web 2.0 is an integral part of this culture. Cooper-Simon, S. (2008). Rethinking Collaboration: Transforming Web 2.0 Thinking into Real-time Behavior. Teacher Librarian 36(1), 34-8.