What Library 2.0 has taught libraries in Taiwan about e-learning

Abstract

Purpose – This paper aims to review the four elements of Library 2.0, which represents a major innovation, and adopts several pedagogical concepts to investigate other innovations libraries in Taiwan could implement to become ideal libraries. Design/methodology/approach – This paper presents an overview of the essential principles of Library 2.0 and examines the current state of libraries in Taiwan. The authors then present a reciprocal feedback model of Library 2.0+. Findings – A Library 2.0+ model and a concept map of the mutualism between e-learning education and Library 2.0+ were proposed to diminish the gap between the status quo and Library 2.0. Two recommendations are provided: to develop a library learning platform to maximize the education value of the library, and to regard library development as part of the overall community’s development. Users can access library resources anytime/anywhere by visiting the library learning platform without visiting the library. Allowing an individual approach is necessary to realize the social educational value of the library. Moreover, a Library 2.0 library engages more in community development and invites participation with participation in community first. Universities in the community would be good technology partners when developing a Library 2.0 library. Originality/value – Although there has been extensive research of library development in view of Library 2.0, such a topic has never been explored with an educational perspective, especially an e-learning perspective. Given that the definition of Library 2.0 is abstract and fairly broad, the authors take the view of an e-learning platform to make Library 2.0 more figurative. Moreover, through interdisciplinary exploration, concrete suggestions regarding library development are provided to librarians, especially those with similar conditions as those in Taiwan.