The first use I found for social bookmarking is article called Integrating “Web 2.0 in Health Education.” The article identified the need for people in the health field to find articles that are related to the research they are doing. They need updated information that can only be provided through the Internet and other digital media. Devices like podcasts, (RSS) feeds, and audio/video files can be bookmarked by people in the health field and distributed to thousands of others via the Internet (Hanson, Thackeray, Barnes, Neiger & Mcintyre, 2008). These feeds automatically notify the subscriber when any new content is available. This helps them by sorting through thousands of material for them. Social bookmarking allows the device to use tagging to bookmark with. “Tagging is the process used by site developers and users to categorize digital content such as photos, blog posts, and videos” (Hanson, Thackeray, Barnes, Neiger & Mcintyre, 2008).
The next article is “Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging.” This article is about using social bookmarking in math and science to help students in the classroom. Mr. K. a math teacher used social bookmarking to help his students learn math. He introduced his students to Delicious by having them sign up for accounts. The students were able to co-construct and share collections of Internet-based resources. He also linked Delicious to his classroom blog. The blogs the students found helped them do the following: increase collaborative learning, nurture community, develop student centered learning, to provide a place for reflection, to provide enrichment to the class (Macbride & Luehmann, 2008). What Mr. K. found out was that the students increased their productivity through increased motivation. What the students got was increased information through and sharing and collaboration.
The last article is about using Delicious along with iGoogle, and Google Reader as web feed aggregators in a language class. These Web 2.0 products collect news feeds, blogs, podcasts, and videos all together into one interface (Chinnery, 2008). It explains how it benefits student’s critical thinking skills. The article, “You've Got Some GALL: Google-Assisted Language Learning” explained how teachers used social bookmarking to teach a language. Students could use Google Docs to hold information that students gather while rambling through search engines and blogs preprogrammed through gadgets found in iGoogle. Students can continue projects by researching Google Maps as a mash-up tool which allows learners to tailor-make maps, with descriptive text, and digital images and drawings (Chinnery, 2008). Bookmarking of blogs and other (RSS) feeds can be organized through various gadgets. “Social bookmarking sites (e.g., del.icio.us) similarly utilize user-generated tags” (Chinnery, 2008). In conclusion social bookmarking can be very helpful in getting students motivated, and engaged with the learning process.
References
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