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Social Bookmarking Pedagogies in Higher Education: A Comparative Study

Author

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  • Nashrawan Taha

    (Department of Library and Information Science, School of Educational Science, The University of Jordan, Amman, Jordan)

  • Jamie Wood

    (School of Humanities, University of Lincoln, Lincoln, UK)

  • Andrew Cox

    (Information School, The University of Sheffield, Sheffield, UK)

Abstract

This paper compares two projects that adopted social bookmarking (SB) technology in different educational contexts at the same institution, a large, research-intensive university in the north of England. The first study used social bookmarking in a multicultural postgraduate class to increase interactivity within the whole class and to produce an archive of course-related online resources to engage potentially isolated students. The second study used social bookmarking to support first year undergraduate students' independent research activities, to facilitate collaboration and to aid the tutor's preparation for seminar classes. The paper provides an outline of the two studies, including a description of the pedagogic approaches adopted in them, developments in the pedagogy over time and evaluative and usage data that were collected. The discussion focuses on five main issues: SB literacy; SB benefits; SB costs and risks; SB pedagogy; and SB alternatives.

Suggested Citation

  • Nashrawan Taha & Jamie Wood & Andrew Cox, 2014. "Social Bookmarking Pedagogies in Higher Education: A Comparative Study," International Journal of Information Systems in the Service Sector (IJISSS), IGI Global, vol. 6(1), pages 24-36, January.
    • Handle: RePEc:igg:jisss0:v:6:y:2014:i:1:p:24-36
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