A social network is a structure of individuals and organizations, which are connected by one or more types of interdependency, such as friendship, affinity, common interests or knowledge. Social networks use Web 2.0 technology, which is mostly based on a service-oriented architecture. We are studying patterns for social networks in this environment. A pattern is an encapsulated solution to a software problem in a given context, secure threats are possible in this context. We present a collection of patterns associated with the most important aspects of social networks, with emphasis on controlling the actions of the users of these networks. / by Carolina Marina. / Thesis (M.S.C.S.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

En la actualidad, el mundo digital obliga al docente tutor a mediar en la formación de la ciudadanía digital de sus estudiantes, expresada en las habilidades de conocimiento, comprensión, participación y convivencia ciudadana y democrática; a través de los recursos web 2.0 en las áreas de tutoría, como son: Personal social; Cultura y actualidad; y, Convivencia y disciplina escolar. En esa perspectiva, los autores de la investigación denominada Uso de los recursos web 2.0 para desarrollar la ciudadanía digital en los docentes tutores del VII ciclo del nivel secundario de una Institución Educativa de Chiclayo en el 2015, han dado respuesta al problema de investigación: ¿Cuál es el grado de ciudadanía digital que se logra a través de la integración de los recursos web 2.0 en los docentes tutores del VII ciclo, nivel secundario, de una Institución Educativa de Chiclayo en el 2015? En virtud al objetivo de investigación, determinar el grado de ciudadanía digital logrado a través de la integración de los recursos web 2.0 en los docentes tutores de dicha institución, se aplicó el test de ciudadanía digital validado por el método de juicio de expertos y prueba piloto, antes y después del desarrollo del programa “Los recursos web 2.0 y el desarrollo de la ciudadanía digital”. Metodológicamente, el trabajo de investigación responde al enfoque cuantitativo, nivel experimental, diseño preexperimental con pre y post prueba aplicado al grupo experimental, el cual dio como resultado significativo lograr que los docentes pasen de una competencia ciudadana digital en proceso en el pre test a un grado de desarrollo logrado en el post test, dicho resultado de carácter significativo responde a la eficacia del programa de intervención. / Nowadays, the digital world requires to mediate the formation of digital citizenship of his students in the tutor teacher. This citizenship is expressed in the skills of knowledge, understanding, citizen participation and democratic coexistence by the means of the web 2.0 resources in the domain of tutoring, such as: “Personal Social”, “Cultura y Actualidad”, and “Convivencia y Disciplina Escolar”. 1 From that perspective, our research called Usage of web 2.0 resources to develop the digital citizenship in the tutor teachers from the 7th cycle of Secondary Level of an Educational Institution from Chiclayo during 2015, have given a response to this problematic: What is the level of digital citizenship that tutor teachers from the 7th cycle of Secondary Level of an Educational Institution in Chiclayo achieved using web 2.0 resources during 2015? According to our aim of research, determining the degree of digital citizenship achieved through the integration of the web 2.0 resources in the tutor teachers of an educational institution, we applied the test of digital citizenship validated through the judgement of experts the pilot test before and after the development of the program “Web 2.0 Resources and the development of the digital citizenship”. Methodologically, this research uses the quantitative approach, pre experimental level with a design of pre and post test applied to the sample. Teachers went over through a digital citizenship competence in progress in the pre-test to an achieved digital citizenship competence in the post-test. In this way, the relevant result of our intervention program shows its efficacy. / Tesis

Este trabajo titulado “Ejercicio de la función docente utilizando recursos web 2.0 en tres distritos de las regiones Lima, Cusco y Puno”, asumió como objetivo comparar el uso de estos recursos web 2.0 por los docentes del nivel secundario de los referidos distritos para el ejercicio de sus funciones, tanto en la planificación curricular, la ejecución de sus sesiones de aprendizaje y la acción tutorial. El paradigma en el cual se sustentó el presente trabajo es el positivista, bajo un enfoque metodológico cuantitativo y con un nivel descriptivo. Dentro de este nivel, nuestro trabajo se enmarca en el diseño no experimental transeccional. La información se recabó por medio de la técnica de la encuesta, utilizando para ello como instrumento un cuestionario, el cual fue aplicado a los docentes en mención. Se determinó las frecuencias por casos obtenidas a nivel de distritos y dimensiones, en base a las respuestas brindadas por los 86 docentes de Anta, 71 del distrito de San Isidro y 67 del distrito de Sandia. El tratamiento estadístico empleado fue la estadística descriptiva, utilizando para ello el software Statistical Package for the Social S ciences (SPSS). Como consecuencia de lo anterior, se encontró que para la planificación curricular los docentes utilizan recursos como Google, SIAGIE y PerúEduca. En cuanto a la ejecución de sesiones de aprendizaje utilizan los videos de YouTube, Google Form, PerúEduca, animaciones online; y para la acción tutorial PerúEduca, YouTube educación, Hotmail y SIAGIE. Sin embargo, también se encontró que los docentes desconocen o no utilizan un buen número de recursos que ofrece la web 2.0 para el ejercicio de su función. / This work entitled "Practice of the teaching function using web 2.0 resources in three districts of Lima, Cusco and Puno regions", assumed as a goal to compare the use of these Web 2.0 resources for teachers at the secondary level of the districts mentioned to practice its functions, in the three dimensions: curriculum planning, executing their class sessions and tutorial action. The paradigm on which this work was based is the positivist under a quantitative methodological approach and a descriptive level. Within this level, our work is part of the non experimental design. The information was collected through the survey technique, using a questionnaire as an instrument, which was applied to the mentioned teachers. As a result of the above, it was found that curriculum planning for teachers use resources such as Google, SIAGIE and PerúEduca. Regarding the implementation of classroom sessions using YouTube videos, Google Form, PerúEduca, online animations; and the tutorial PerúEduca, YouTube Education, Hotmail and SIAGIE. However, it was also found that teachers are unaware of or do not use a number of resources offered by Web 2.0 for the exercise of its function. This was determined after buying cases frequencies obtained at the district level and size, based on the answers provided by the 86 teachers of Anta, 71 district and 67 San Isidro district of Sandia. The statistical analysis was used descriptive statistics, using the Statistical Package for Social Sciences (SPSS) software. / Tesis

ABSTRACT This study endeavors to elucidate how students are using the social media tool, Piazza, in their study of biology and which aspects do they find most valuable. Student perceptions of factors contributing to a community of practice through the use of Piazza were also explored. Students used Piazza primarily to communicate online with their classmates on both conceptual and administrative issues. Student use of Piazza varied according to the needs of the student with the majority of students accessing the site at least once a week. Students highly valued the ability to read posts left by other students to clarify questions. They especially appreciated the 24/7 online access of the site. Another dimension of accessibility that the students cited was that they often found explanations provided by peers easier to understand and therefore more accessible than from content experts. Students tended to post questions anonymously, however reported a strong sense of community although not a true sense of collaboration. Students took from the interactions what they individually needed even if it was a different way of looking at content, or finding out how a lab report needed to be formatted while still maintaining a sense of "being in this together". Social media allows for interactivity and content creation although most students in this study participated primarily as observers. Recommendations and suggestions for further study were provided.

The aim of this thesis is to examine collaborative tagging as a potential asset to libraries by a review of 10 social bookmarking sites and their features, and a discussion of these features’ possible use when the environment changes from the web to a library. Previous research on collaborative tagging is presented, as well as overviews of social bookmarking, folksonomies and the concept of Web 2.0 and Library 2.0. The study itself is presented as a walkthrough of common features and how they work, followed by a schematic overview of which sites have which features. Finally each site is presented in a more detailed manner. An example of social bookmarking within a library, PennTags, is then also described. The results show that there are great differences to be found among the social bookmarking sites, in both features and in which tools they offer. As some features have become more common since previous similar studies, there are also one or two unique features for almost every site. Many of the younger sites have adopted the more social approach instead of being mainly an organizational tool, with an emphasis on features like groups and lists of friends. The analysis uses previous research and the results combined to answer which features could be suitable for a library environment, and how to use them. The conclusion is that many features can be considered useful in a library portal, although not all, and that the motives and preferences of each library affect which features are suitable. / Uppsatsnivå: D

The purpose of this Master’s thesis is to describe how Swedish public libraries use Web 2.0-tools and their experiences of using the tools. Focus of the study lies in the contact between public libraries and their patrons on the Web 2.0-tools. For the purposes of the study, the use of weblogs and MySpace were chosen for examination. The methodology used for this study was qualitative interviews. Eight qualitative interviews were conducted with public librarians in seven public libraries in Sweden. The theoretical frame for this thesis consists primarily of theories on social networks and virtual communities. Results of this study indicate that using weblogs and MySpace in public libraries are resourceful means to connect with patrons in new ways. It is concluded that, weblogs are mainly used for mediating fiction and MySpace for marketing library services. Weblogs are not seen as places for networking while MySpace is. The contacts created on the Web 2.0-tools are weak since the communication is scarce. The study also shows that in order to increase patrons’ low use of the Web 2.0-tools, the libraries need to regard them as online communities and broaden their target group. This information can be of significance for other public libraries who intend to start using weblogs and MySpace. / Uppsatsnivå: D

The objective of this bachelor thesis is to examine how some larger Swedish public libraries reason about the use of social media as part of their activities and outreach. To attain the purpose three research-questions were established; why does the public library use social media? How does the public library utilize social media? What extra value do librarians believe that use of social media can add to the libraries’ function? The methodology used in the thesis is qualitative interviews. Six interviews were conducted with librarians in charge of social media at their respective libraries. Five of the interviews were conducted by telephone and one by email. The theoretical framework for the thesis is the model developed by the three Danish researchers Jochumsen, Hvenegaard Rasmussen and Skot-Hansen, which describes the public libraries’ functions, goals and opportunities in the knowledge and experience society. It is concluded in this thesis that public libraries are using social media to connect with people, to communicate and interact with them. There is a wish for social media to serve as a meeting place where librarians can interact with users. Our results show, however, that these hopes are not fully realized, because the desired response from the users does not occur. Through social media, libraries can make their activities more visible and their resources more readily available for users. It is important for the libraries’ credibility to be available and active on social media. The librarians we interviewed emphasized the importance of updating social media to keep them current and attractive to users. They also surmised that, for the future, the use of social media in libraries will increase and develop. / Program: Bibliotekarie

ARQUIVO 2.0 – des_memórias fotográficas é uma pesquisa na linha de Poéticas Visuais que trata do conceito de latência a partir de arquivos fotográficos disponíveis on-line. Abordando processos de criação que investigam a imagem e seus desdobramentos em meios, procedimentos e tecnologias, explorase relações entre palavras e fotos, a partir de duas séries: DELETE.use e RASTER. Em DELETE.use (2013-2015), a latência é investigada através da supressão da figura humana em clássicos da fotografia, procurando ressignificações para imagens de vários gêneros. Já em RASTER (2012-2016), a latência é analisada através de interferências sobre os códigos estruturais de arquivos fotográficos digitais. Nas duas séries, procurou-se criar estratégias para manipular, expor e compartilhar fotografias notórias, observando questões relacionadas com apropriação e coautorias, processos artísticos colaborativos, tradução e deslocamento de sentidos para arquivos fotográficos digitais, que culminaram na formulação do conceito de des_memória, como um estado poético e transitório, que influi nos modos de ver e falar sobre fotografia como um bem cultural. / ARCHIVE 2.0 - photographic des_memórias is a research in Visual Poetics line dealing with the concept of latency, from photographic archives available online. Addressing creation processes that investigate the image and its developments in media, procedures and technologies, explores relationships between words and photos, from two series: DELETE.use and RASTER In DELETE.use (2013-2015), the concept of latency is investigated by eliminating the human figure in photography classics, looking reinterpretation of images of various genres. Already RASTER (2012-2016), latency is analyzed by interference on the structural codes of digital photo files. In both series, we tried to create strategies to manipulate, display and share notorious photographs, observing issues related to ownership and coauthorships, collaborative artistic processes, translation and displacement directions for digital photo archives, which culminated in the formulation of the concept of des_memory as a poetic and transient state, that influence the ways of seeing and talking about photograph as a cultural asset.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem por objetivos compilar e analisar percepções sobre o uso de ferramentas web 2.0 no ensino de inglês como língua estrangeira e aliar a análise de atitudes à teoria da Andragogia, que trata do aprendizado de adultos, proposta por Knowles (1973, 1975, 1984, 1990). O assunto parece não contar com estudos coordenados, visto que Thomas (2010) apenas muito recentemente editou um compêndio com trabalhos envolvendo as possíveis aplicações de recursos da web 2.0 no estudo de uma língua estrangeira e as percepções de alunos, embora outros estudos, como os de Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) e Jarvis e Szymczyk (2010) tenham discutido o assunto isoladamente. Neste trabalho é realizada a compilação das opiniões de alunos adultos e de professores de inglês como língua estrangeira. Como instrumento de coleta de dados optou-se pela utilização de questionários fechados. Tal abordagem possivelmente dá a esta pesquisa um caráter inédito, ao menos no que se refere à coleta de atitudes de alunos adultos e professores brasileiros de um curso de idiomas quanto ao uso de ferramentas web 2.0 no ensino de uma língua estrangeira. A análise dos dados mostrou que aprendizes adultos e professores têm atitudes positivas e estão preparados para a utilização de recursos web 2.0 em sala de aula. Conclui-se, entretanto, que embora a maioria dos participantes desta pesquisa concorde que o uso de tais ferramentas contribui para o ensino de inglês como língua estrangeira, alguns ajustes e procedimentos ainda devem ser implementados para que as ferramentas web 2.0 se tornem não apenas um acessório, mas parte integrante do processo de aquisição do idioma / This study aims to compile and analyse the perceptions of the use of web 2.0 tools in English Language Teaching and associate the analysis of attitude to the Andragogy theory, which deals with how adults learn, advanced by Knowles (1973, 1975, 1984, 1990). This topic does not appear to have a coordination of studies, since Thomas (2010) has only recently edited a handbook with works involving the possible applications of web 2.0 resources in the process of foreign language acquisition and students perceptions, although other works, as those by Rosell-Aguilar (2004), Conole (2008), Kárpáti (2009) and Jarvis & Szymczyk (2010) have discussed the topic isolatedly. This work compiles the opinions of adult learners and teachers of English as a foreign language. Data was collected through closed questionnaires. This approach may provide this research with novelty, at least with as regards the collection of Brazilian adult learners and teachers attitudes towards using web 2.0 in foreign language acquisition in a language school. Data analysis showed adult learners and teachers have positive attitude and are ready to use web 2.0 resources in the language classroom. Nonetheless, albeit most of the participants of this research agree the use of such tools contribute to teaching English as a foreign language, some adjustments and procedures should be implemented so that web 2.0 tools do not become mere accessories, but rather an integral part of the of the language acquisition process

The thesis Web 2.0 and its impact on business introduces the Web 2.0 concept and its characteristics in the first chapter. Owing to the fact that Web 2.0 is still a controversial theme to a certain extent, the following chapter is focused on the question, whether Web 2.0 is only a marketing label (buzzword) or a conception with a real content. In the third chapter there are examples of concrete web applications and services, which illustrates the areas, where the new Web is successfully established. These representatives are Web 2.0 flagships to a certain degree and for many people synonymous with this term too. The thesis is also concerned with the possibilities of commercial Web 2.0 usage. Web 2.0 has been discussed for several years and since relevant services have been in existence, there have been visible impacts of those new Webs on business. The last but one chapter deals with its possible impacts on selected areas of business. The content of the last chapter is a contemplation on how the Web is going to develop in the next years. There are also discussed social questions connected with quick development of the Internet and Web 2.0.