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    New Release February 2009
    Handbook of Research on Social Software and Developing Community Ontologies
    Edited by: Stylianos Hatzipanagos and Steven Warburton, King’s College London, UK
    
    *Paperback is not available. §Pre-pub price is good through one month after publication.
    
    13-digit ISBN: 978-1-60566-208-4 621 pages; 2009 Copyright Price: US $265.00 (hardcover*) Pre-pub price§: US $245.00 Perpetual Access: US $400.00 Print + Perpetual Access: US $530.00 Illustrations: figures, tables (8 1/2” x 11”) Translation Rights: World
    
    The rise of social software and the proliferation of social networking tools represents a relatively recent cultural phenomenon. The attitudes and behaviors of virtual communities and social groups goes beyond the distributed “This timely, well-written collection of articles technological platforms being deployed and requires new conceptualizations addresses the need for educators to understand and understandings of communities and their corresponding ontologies.
    today’s students and to work with them to harness the Internet for education, so that students develop information searching skills and, more importantly, the information literacy skills that will enable them to evaluate the information that they find.” - Jennifer Preece, University of Maryland, USA
    
    The Handbook of Research on Social Software and Developing Community Ontologies examines the impact of new technologies and explores how social software and developing community ontologies are challenging the way we operate in a connected, distributed, and increasingly performative space. Through authoritative contributions by a vast group of international experts in this subject area, this book provides important new insights into where new social technologies and emergent behaviors are leading us.
    
    Subject:
    
    Social Computing; Web Technologies; Software/Systems Design; Human Aspects of Technology; IT Education; Networking/Telecommunication
    
    Market:
    
    This essential publication is for all academic and research libraries, as well as anyone interested in how interaction with social software is challenging the way we manage ourselves in connected, distributed and increasingly performative spaces. Academicians, researchers, educators, software engineers, practitioners, and end-users alike, will benefit from this comprehensive, cutting-edge reference
    
    Excellent addition to your library! Recommend to your acquisitions librarian.
    
    www.info-sci-ref.com
    
    Handbook of Research on Social Software and Developing Community Ontologies
    Edited by: Stylianos Hatzipanagos and Steven Warburton, King’s College London, UK
    Chapter I: How the Crowd Can Teach Dron, Athabasca University, Canada Terry Anderson, Athabasca University, Canada Chapter II: Social Networking and Schools: Early Responses and Implications for Practice Chris Abbott, Reader in e-Inclusion, King’s College London, UK William Alder, Sixth Form Student, Trinity School, UK Chapter III: Cyber-Identities and Social Life in Cyberspace Eleni Berki, University of Tampere, Finland Mikko Jäkälä, University of Jyväskylä, Finland Chapter IV: Weblogs in Higher Education Werner Beuschel, Brandenburg University of Applied Sciences, Germany Chapter V: Social Navigation and Local Folksonomies: Technical and Design Considerations for a Mobile Information System Mark Bilandzic, Technishe Universität München, Germany Marcus Foth, Queensland University of Technology, Australia Chapter VI: Social Cognitive Ontology and User Driven Healthcare Rakesh Biswas, Manipal University, Malaysia Carmel M. Martin, Northern Ontario School of Medicine, Canada Joachim Sturmberg, Monash University, Australia Kamalika Mukherji, Hertfordshire Partnership NHS Foundation Trust, UK Edwin Wen Huo Lee, Intel Innovation Center, Malaysia Shashikiran Umakanth, Manipal University, Malaysia A.S. Kasthuri, AFMC, India Chapter VII: Social Identities, Group Formation, and the Analysis of Online Communities Jillianne R. Code, Simon Fraser University, Canada Nicholas E. Zaparyniuk, Simon Fraser University, Canada Chapter VIII: The Emergence of Agency in Online Social Networks Jillianne R. Code, Simon Fraser University, Canada Nicholas E. Zaparyniuk, Simon Fraser University, Canada Chapter IX: Exploiting Collaborative Tagging Systems to Unveil the User-Experience of Web Contents: An Operative Proposal A. Malizia, Universidad Carlos III de Madrid, Spain A. De Angeli, University of Manchester, UK S. Levialdi, Sapienza University of Rome, Italy I. Aedo Cuevas, Universidad Carlos III de Madrid, Spain Chapter X: The Roles of Social Networks and Communities in Open Education Programs Utpal M. Dholakia, Rice University, USA Richard Baraniuk, Connexions and Rice University, USA Chapter XI: Distributed Learning Environments and Social Software: In Search for a Framework of Design Sebastian Fiedler, Zentrum für Sozial Innovation – Centre for Social Innovation, Austria Chapter XII: Exploring the Role of Social Software in Higher Education Yoni Ryan, Australian Catholic University, Australia Robert Fitzgerald, University of Canberra, Australia Chapter XIII: Identifying New Virtual Competencies for the Digital Age: Essential Tools for Entry Level Workers Kathryn Gow, Queensland University of Technology, Australia Chapter XIV: Social Structures of Online Religious Communities Jerald Hughes, University of Texas – Pan American, USA Scott Robinson, Global Trading Group, USA Chapter XV: Living, Working, Teaching and Learning by Social Software Helen Keegan, University of Salford, UK Bernard Lisewski, University of Salford, UK Chapter XVI: Supporting Student Blogging in Higher Education Lucinda Kerawalla, The Open University, UK Shailey Minocha, The Open University, UK Gill Kirkup, The Open University, UK Gráinne Conole, The Open University, UK Chapter XVII: Blogs as a Social Networking Tool to Build Community Lisa Kervin, University of Wollongong, Australia Jessica Mantei, University of Wollongong, Australia Anthony Herrington, University of Wollongong, Australia Chapter XVIII: A Model for Knowledge and Innovation in Online Education Jennifer Ann Linder-VanBerschot, University of New Mexico, USA Deborah K. LaPointe, University of New Mexico Health Sciences Center, USA
    
    Table of Contents
    
    Chapter XIX: Using Social Software for Teaching and Learning in Higher Education Petros Lameras, South East European Research Centre, Research Centre of the University of Sheffield and CITY College, Greece Iraklis Paraskakis, SEERC-South East European Research Centre, Greece & Research Centre of the University of Sheffield and CITY College, Greece Philipa Levy, University of Sheffield, Greece Chapter XX: The Potential of Enterprise Social Software in Integrating Exploitative and Explorative Knowledge Strategies Dimitris Bibikas, SEERC-South East European Research Centre, Greece & Research Centre of the University of Sheffield and CITY College, Greece Iraklis Paraskakis, SEERC-South East European Research Centre, Greece & Research Centre of the University of Sheffield and CITY College, Greece Alexandros G. Psychogios, CITY College, Greece Ana C. Vasconcelos, The University of Sheffield, UK Chapter XXI: Personal Knowledge Management Skills for Lifelong-Learners 2.0 M. C. Pettenati, University of Florence, Italy M. E. Cigognini, University of Florence, Italy E. M. C. Guerin, University of Florence, Italy G. R. Mangione, University of Florence, Italy Chapter XXII: Reconceptualising Information Literacy for the Web 2.0 Environment? Sharon Markless, King’s College, London, UK David Streatfield, Information Management Associates, UK Chapter XXIII: Pedagogical Responses to Social Software in Universities Catherine McLoughlin, Australian Catholic University, Australia Mark J. W. Lee, Charles Sturt University, Australia Chapter XXIV: Knowledge Media Tools to Foster Social Learning Alexandra Okada, The Open University, UK Simon Buckingham Shum, The Open University, UK Michelle Bachler, The Open University, UK Eleftheria Tomadaki, The Open University, UK Peter Scott, The Open University, UK Alex Little, The Open University, UK Marc Eisenstadt, The Open University, UK Chapter XXV: A Critical Cultural Reading of “YouTube” Luc Pauwels, University of Antwerp, Belgium Patricia Hellriegel, Lessius University College, Belgium Chapter XXVI: The Personal Research Portal Ismael Peña-López, Universitat Oberta de Catalunya, Spain Chapter XXVII: Ambient Pedagogies, Meaningful Learning and Social Software Andrew Ravenscroft, London Metropolitan University, UK Musbah Sagar, London Metropolitan University, UK Enzian Baur, London Metropolitan University, UK Peter Oriogun, American University of Nigeria, Nigeria Chapter XXVIII: Interactivity Redefined for the Social Web V. Sachdev, Middle Tennessee State University, USA S. Nerur, University of Texas at Arlington, USA J. T. C. Teng, University of Texas at Arlington, USA Chapter XXIX: Transliteracy as a Unifying Perspective Sue Thomas, De Montfort University, UK Chris Joseph, De Montfort University, UK Jess Laccetti, De Montfort University, UK Bruce Mason, De Montfort University, UK Simon Perril, De Montfort University, UK Kate Pullinger, De Montfort University, UK Chapter XXX: Bridging the Gap Between Web 2.0 and Higher Education Martin Weller, The Open University, UK James Dalziel, Macquarie University, Australia Chapter XXXI: Destructive Creativity on the Social Web: Learning through Wikis in Higher Education Steve Wheeler, University of Plymouth, UK Chapter XXXII: Presence in Social Networks Scott Wilson, University of Bolton, UK
    
    About the Editors:
    
    Stylianos Hatzipanagos is an academic working at King’s College London. He contributes to the development and delivery of KLI’s (King’s Learning Institute) graduate and undergraduate programmes. As leader of the e-learning function in the institute, he contributes to the design and development of learning, teaching and research activities that focus on e-learning and the pedagogy of information and communication technologies. He has a first degree in physics and MScs in physics education and in information technology (artificial intelligence). His doctoral research was on the design and evaluation of interactive learning environments. His research portfolio includes: innovation in learning and teaching, formative assessment in higher education, e-assessment, usability and evaluation of e-learning environments and microworlds, computer mediated communication and computer supported collaborative work, social software and social networking in an educational context. Steven Warburton is an eLearning manager at King’s College London and a Fellow of the Centre for Distance Education at the University of London where he chairs the research strategy group. He moved from his initial research background in the area of neuroscience to one that now encompasses a range of research projects in technology enhanced learning. His fields of expertise include: the impact of digital identities on lifelong learning; the use of social software in distance education; pattern languages for Web2.0; design for learning with multi-user virtual environments; feedback loops in formative e-assessment; and support for communities of practice in user innovation and emerging technologies. His interests are varied but focus largely on the meaning of identity in online learning, the potential impact of virtual worlds on education, social presence and social networks, and the changing nature of change.
    
    Excellent addition to your library! Recommend to your acquisitions librarian. www.info-sci-ref.com

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