Global Information Literacy Moves Toward Web 3.0 by Valerie Hill, PhD TWU School of Library & Information Studies,

1. Global Information Literacy Moves Toward Web 3.0 by Valerie Hill, PhD TWU School of Library & Information Studies, LISD School Librarian American Library Association Conference June 30, 2013 Chicago Contact information Valerie Hill, PhD @valibrarian vhilledu@gmail.com How is Web 3.0 changing IIL? EVOLVING LABELS INTERNATIONAL INFORMATION LITERACY Kenton and Blummer explored definitions of digital literacy through research on consumer health information provided virtually in Second Life through collaboration with information professionals, physicians and a pharmacist [Boulos et al, 2007]. Kenton and Blummer concurred with the information literacy needs emphasized by Jones and Bronack (2008) underscoring the need for individuals to acquire new skills and new competencies in virtual environments. The study concluded that "librarians could leverage their experience in creating information literacy learning objects by developing similar tools for digital literacy competencies to support learning in course management systems or for class instruction in virtual worlds" (Kenton & Blummer2010, p. 96). When Web 2.0 allowed users to create and share content, global collaboration revolutionized culture and as the web becomes more customizable and interactive, Web 3.0 offers enhanced personalization of information. Through innovative emerging technology tools, colleagues are experimenting, researching and assessing IIL (International Information Literacy). The Association of College and Research Libraries Virtual Worlds Interest Group is exploring global collaboration with colleagues in many countries to share current research and practice on issues of digital literacy, 3D models for ILI, professional development and networking through online tools, evolving into the semantic web. The ALA Association of College and Research Libraries VWIG and the UK Centre for Information Literacy Research sponsored a panel on information literacy around the globe In October 2012. Panelists from the UK, Poland, Chile, Greece, and the US met in Second Life to discuss digital information literacy needs, 21st century learning skills, such as digital citizenship, and the changing information seeking behavior of users (Livestream video: http://livestre.am/4bIEl). 3D virtual worlds also offer the ability to express IL needs and standards using creative visual models on an international level across time and space through immersive learning. INFORMATION LITERACY MODELS IN 3D . Global Information Literacy Panel in Second Life, Nov. 2012 CONCLUSIONS ACRL VWIG meeting in Feb. 2013 Future studies which include best practices for 3D virtual learning environments are needed to address IL on a global scale. As learners develop skills for global collaboration, ILI must evolve to include 21st century learning skills that move toward Web 3.0 BACKGROUND Big 6 Model for Research (Eisenberg), a 3D Model by Valerie Hill, PhD (USA) Webber and Nahl, library science educators, reported benefits of cost effectiveness, opportunities for global collaboration, and numerous possibilities for sustainable learning through the use of virtual worlds after teaching both undergraduate and graduate students. Their study illustrates, "expanded connectivity facilitates greater interaction at all levels of the profession, enabling faculty, students and practitioners to collaborate virtually and learn from each other in unprecedented ways" (Webber & Nahl 2011, p.9). Librarians understand that access to tools (computers and devices) does not assure acquiring, evaluating and understanding information and resources. Teaching information literacy is integral to education on a global scale (Horton et al. 2008). 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