The Impact and Effect of Learning 2.0 Programs in Australian Public Libraries

  • Michael Stephens San Jose State University School of Library and Information Science
  • Warren Cheetham City Libraries Townsville, Queensland, Australia
Keywords: learning 2.0, public libraries, professional development programs, australian libraries

Abstract

Abstract Objective – With adoption of the program world-wide, the Learning 2.0 model has been lauded by library professionals as a mechanism to educate library staff and transform libraries. This study, part of the 2009 CAVAL Visiting Scholar project, seeks to measure the impact and legacy of the model within Australian public libraries to understand what benefits, changes and effects occur. Methods – A national Web-based survey for those who had participated in a learning 2.0 program. Results – The national survey had 384 respondents, and a total of 64 respondents were identified as the public library staff data set for this article. Public library staff reported success in the program and described feelings of increased confidence, inclusivity, and a move to use emerging technologies as part of library service. Conclusion – The analysis yields the following thematic areas of impact and effect: personal practice is enhanced with knowledge and confidence; impact is mainly personal, but organisational changes may follow; the library is using the tools to varying degrees of success, and organizational blocks prevent use of tools. These finding offer evidence that Learning 2.0 programs can have a positive effect on library staff and subsequently on the organization itself.

Author Biographies

Michael Stephens, San Jose State University School of Library and Information Science
Assistant Professor
Warren Cheetham, City Libraries Townsville, Queensland, Australia
Coordinator of Information and Digital Library Services
Published
2012-03-09
How to Cite
Stephens, M., & Cheetham, W. (2012). The Impact and Effect of Learning 2.0 Programs in Australian Public Libraries. Evidence Based Library and Information Practice, 7(1), 53-64. https://doi.org/10.18438/B8QS4Q
Section
Features