Academic libraries are attempting to manage growing collections of diverse electronic resources in a chaotic environment of evolving standards and systems. The transition from a print-dominated resource environment to an electronic one has complicated the decision-making process. Current discourse primarily focuses on meeting patron needs and has distracted researchers from looking at librarian needs. The authors discovered that librarians want a better understanding of the nature, extent, and diversity of electronic resources for decision making, assessment, and accountability. Drawing from the collaborative methods and design philosophies of other disciplines, this paper outlines an approach to leveraging Web 2.0 philosophy and Business Intelligence techniques to address these needs. This approach will serve as a guide for academic librarians to transcend their current practices in order to develop innovative, collaborative, and holistic approaches to the joint stewardship of library electronic resource collections.
Office hours have been an important facet of student learning in higher education for decades. High school teachers attempt to incorporate the same individualized instruction opportunity for their students, but the constraints of the high school system make this a difficult reality. Furthermore, the explosion of online social media has redefined the student social landscape over the last decade. As a result, new research has started to explore these digital Web 2.0 resources as an alternative educational opportunity to foster student-teacher communication beyond the classroom. This study provides a review of the pertinent literature based on college Facebook studies, and survey data assessing the student based want and usefulness of digital office hours at a large diverse public high school in the United States. Results indicated that direct interaction with a teacher is the preferred method of receiving academic assistance thus highlighting the potential for Facebook and other Web 2.0 utilities to foster individualized learning in the digital world. This concludes with recommendations for implementing public (Facebook, Myspace etc.) or private (segregated social networks) social networking systems to facilitate new Web 2.0 communication avenues. Future research should consider these recommendations when employing digital office hours at the high school level to ensure learning can occur in a safe and secure digital distance environment.