Wikis, Wikis, Wikis

What is the best Web 2.0 tool for a Community Collaborative Collection of Content?

A good example of a collaborative collection of content for libraries is in the Library Success: A Best Practices Wiki. I came across a wonderful idea in this wiki listed under Adult Programs that I’ve already shared with the Art teacher “Bold Great Idea for Adult Programs: Altered Book Workshop”. This huge wiki is jammed packed full of good ideas, and I’ll be recommending it to new Teacher-librarians.

I’ve had to endure some pretty severe teasing from my family this weekend about researching wikis. Four out of five were unfamiliar with wikis, other than Wikipedia, although all were quite familiar with blogs. They all think I should get myself a wookie from Star Wars instead.

Yet despite their lower public profile, wikis are prevalent on the web.

For instance author of Cool Cat Teacher Blog Vicki Davis: a teacher at Westwood Schools in Camilla Georgia has been showing us just how much of an impact simple technologies can have in classrooms. For example, the school wiki: Westwood School wiki has links to class projects and other school events. I like how Vicki has locked the main page and added a link to “Who Can join this Space?” which explains “If you’re not a student of Mrs. Davis, please do not ask to join, although this space is publicly viewable it is only editable by the teacher and students at Westwood Schools.”

David Warlick’s The Art & Technique of Wikis http://davidwarlick.com/wiki/pmwiki.php/Main/TheArtAndTechniqueOfWikis brought me to a locked wiki: http://monarchlibrary.wikispaces.com/ including pages on school Collaborative Projects.

Joyce Valenza invited school librarians to contribute to this wiki: http://informationfluency.wikispaces.com/You+know+you%27re+a+21st+century+librarian+if+.+.+. which resulted in the well known and inspirational Manifesto for the 21^st Century Librarian .

In 2004 David Warlick predicted that new technologies are going to be instrumental in Creating Textbooks of the Future “As information changes and new content is generated, the textbook is constantly updated right before our eyes.” http://www.techlearning.com/shared/printableArticle.php?articleID=20300250 .

I listed myself on the Twitter4teachers wiki under the Library Media Specialist heading – http://twitter4teachers.pbwiki.com/ . This particular wiki list has doubled since I listed myself and I’m now following and being followed by most of the other “library media specialists” listed on this wiki on Twitter now.

In his book, Blogs, Wikis & Podcasts, Will Richardson comments that having students contribute to wikis, including Wikipedia will “Teach concepts of open source software, community collaboration, respect for other people’s ideas, intellectual property and public domain and much more.” (2006, p. 67). I agree that the best way to teach these concepts is by having students create and contribute to wikis in guided learning opportunities.

Terry Freedman’s article on Wikis in Coming of Age: an introduction to the new worldwide web v1-2. (page 83 )lists some good classroom purposes for a wiki:

• Develop group ideas for a project
• Create a resource for others
• Capture ideas for a policy or strategy (for example students could use a wiki to develop a set of protocols about good conduct online)

This made me think that wikis would be a good way to allow students to contribute criteria for an assessment rubric – perhaps by beginning the rubric with a whole group and leave some cells in the rubric empty and ask students to add or edit content until it’s ready for review again by the whole group.

I also thought a good addition to The Winnipeg Adult Eduucation school virtual library would be a Favorite Books Wiki for students, so created a Wikispaces wiki @ http://mikisew.wikispaces.com and linked it to the existing WAEC library website.

As mentioned in the book, Web 2.0 New Tools, New Schools, “Wikispaces is free to educators and removes advertising. Teachers can lock pages and restrict who can receive a login.” (Solomon and Schrum 2007 p. 58)

I was alarmed to see advertisements on the right sidebar so I e-mailed to ask about how to get a Wikispace free and without ads for educators. This is the prompt reply I received: “You can upgrade your education wiki to our free, ad-free, K-12 plan by going to “Manage Space” and “Subscription.” The link is at the bottom of that page. If you want to create any more K-12 education wikis, you should use this link: http://www.wikispaces.com/site/for/teachers”

Whoops! I hadn’t scrolled down on the Create a New Account Screen to register for a free K-12 Account. Sometimes it doesn’t pay to rush.

Here’s how it looks now without ads:

After examining the Permissions options, I decided to try the option: “Protected-Everyone can view pages, only members of this space can edit pages”. I’m afraid if I require students to apply for permission to edit the site, they won’t bother, or lose interest by the time they are granted permission. I’m also considering changing to the option: “Public- Everyone – including anonymous visitors – can view and edit pages”. After all, if it works for Wikipedia then it can work for Winnipeg Adult Education Centre! I’ll watch carefully for vandalism or for suggestions that may not be posted from current students.

On the September 9th podcast of Women of the Web 2.0, it was mentioned that Wikispaces had originally only offered 100,000 advertisement-free Wikispaces to K-12 educators, but had offered another 250,000 so I knew it was a time-limited offer. I also knew from the WOW podcast that it was okay to sign up for more than one, so I’ve planned ahead and signed up for seven in total. In the Manifesto for the 21st Century Librarian podcast mentioned above, Joyce Valenza states “every pathfinder you do should be a wiki to support learning in all the learning arenas in your school” and she includes examples of Pathfinder wikis at her school library website. In preparation for my virtual school library renovation, I signed up for just enough Wikispaces to get started. (I didn’t want to take more than that because I want to be fair to others!) When I was at a Winnipeg School Division ICT mentor’s meeting Oct. 23, I learned about Google Custom Search for K-12. It is also free and advertisement free for K-12 educators and allows collaboration just like a wiki, so I may take advantage of that service as well in the future should I need more pathfinders.

A pet wookie would also be nice, but I’m feeling pretty cozy with my seven little Wikispaces for now.

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Virtual School Libraries

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Winnipeg Adult Education Centre Virtual School Library needs an update. This hard fact sunk in deeper and deeper as I looked through some of the exemplary virtual school libraries out there and gained a better understanding of which qualities make a good virtual school library.

I looked to a University library model of a virtual school library because the students at universities are adults. Some of the students at my school are also students at neighboring University of Winnipeg. However, I also needed to consider the high school model because the students at my school need a more personal touch and scaffolded support, and the Adult Ed. library supports a K-12 curriculum.

I decided to do a critical analysis of an exemplary University Virtual School Library and 2 exemplary Virtual High School Libraries to help me better understand what would work best for the students at the Winnipeg Adult Education Centre Library.

The international Library Website Hall of Fame includes the University of Saskatchewan Library so I decided to begin with it.

One of the high school virtual libraries I chose was the Springfield Township High School Virtual Library because that’s the school of distinguished educator Dr. Joyce Valenza.

I also wanted to examine an internationally-noted Canadian virtual school library so chose The Gladstone Library Resource Centre because it was listed as a Model of Effective Practice in Joyce’s list of High School Virtual School Libraries and is situated in beautiful BC.

In “A WebQuest About School Library Websites”, Dr. Joyce Valenza provides some very helpful criteria and questions to ask while exploring virtual school libraries.

I used Joyce’s framework to help me evaluate the characteristics of the three virtual school libraries I chose to explore.

University of Saskatchewan Library

1. School/curricular: Is there evidence that the site supports learning and school goals?

WOW – does it ever! I followed the link “find Resources” on the home page and found not only the online catalogue and online catalogues of other universities, but a list of Subject pages for each and every discipline taught at the University. https://library.usask.ca/subject Each subject has contact information for a specialized library staff member as well as numerous “Best bets” and other suggestions.

2. Navigation: Does the site facilitate access? Is it clear and logically organized? Intuitive?

WOW again. The home page fits on the screen and is extremely pleasant to view. Every link I tried worked beautifully. The Home button remained accessible in the same upper right hand corner throughout for easy navigation.

3. Aesthetics / Appeal for the Audience

The site reflects a green Saskatchewan-like personality and is suitable for a university or even high school level student. It has a Web 2.0 polished and professional-looking appeal. There are links and images for special research projects. Pictures of the specialized librarians are present, but I didn’t come across any pictures of students or student samples.

4. Level of Interactivity: Opportunities for collaboration, feedback, involvement

Triple WOW – When “Ask Us” is selected, an Instant Messaging screen pops up allowing an immediate call, or after hours an opportunity to leave a message. FAQ’s are also available as well as other traditional contact information. Students are even invited to book an in-depth appointment with a specialist librarian.

The appearance of the subject pages leads me to believe that Web 2.0 CMS allows each specialist librarian to update their content easily and independently.

Students can log in and make use of RefWorks or create an online list of bookmarks.

There are numerous e-books available for students with logins as well as music and archival materials.

5. Freshness

This virtual school library has a 2008/futuristic look and feel. Beautiful!

Rhonda’s Ramblings: This virtual library website gave me great aspirations and ideas, although my school could probably never afford the professional designer company who set it up. The photos of the specialist librarians with detailed contact information do give a personal touch. I noticed there are no opportunities for students to submit ideas, information or book suggestions through moderated wikis, blogs or forms pages. I’m not sure if it is a university policy issue because everything that goes online under most University banners has to be carefully vetted. In a high school virtual school library I think students could also benefit from interactive pathfinders, seeing photos of a physical space, students, and sample student work, as well as video or podcast tutorials.

Springfield Township High School Virtual Library

1. School/curricular: Is there evidence that the site supports learning and school goals?

The main portal is very inviting and age appropriate. Online lessons and curricular pathfinders show evidence of teacher collaboration. There is an invitation to students to suggest links for pathfinders as well as instructions for creating their own pathfinders. There are also several reading lists which suggests that reading is promoted.

2. Navigation: Does the site facilitate access? Is it clear and logically organized? Intuitive?

The site is student friendly and attractive, logically structured and organized. The opening landscape is very appealing – even to me as an adult. The links below the opening image were hard to find and it took me awhile to realize I needed to scroll down on that page. The image icons are illustrative of Pathfinders, catalogues and databases. The “Welcome from Dr. V.” link on the homepage didn’t work on the day I browsed and the link back to the virtual library from the fantastic list of open source applications didn’t work.

3. Aesthetics / Appeal for the Audience

The site is friendly and approachable. I like the way Wikispaces links and how there is a link back to the virtual library on almost each page. There is a great VideoThread video – “Why I Love Databases” by Dr. V. and a large selection of Instructional Videos and Podcasts . The virtual tour includes photos of the library, but I didn’t come across any photos of students or student work samples.

4. Level of Interactivity: Opportunities for collaboration, feedback, involvement

Each of the wikis have edit page buttons and RSS feed buttons. It is very inviting and interactive and incorporates elements of Web 1.0 with Web 2.0. I like that it gives one a sense that it is dynamic and ever-changing. There are suggestion forms for books and other feedback for the library – very inviting and positive.

5. Freshness

This is a relevant, rich and current virtual school library.

Rhonda’s Ramblings: This virtual library is a model I would love to use to follow for my high school. It’s a combination of Web 1.0 and Web 2.0 which is reasonable given that Teacher-librarians aren’t given a budget for professional website designers and upkeep. I saw a note from Dr. V. that wikis are going to be phased in for many of the book lists and pathfinders, which will only continue to increase opportunity for collaboration. It’s not surprising that the website got the “green light” in all the above-listed characteristics since the divine Dr. V. prepared both the characteristic criteria that I used, and the website!

The Gladstone Library Resource Centre

1. School/curricular: Is there evidence that the site supports learning and school goals?

There is a link for Departmental Sites which clearly shows evidence of collaboration with teachers and that the site supports learning and school goals. There is no evidence that the library supports reading, except perhaps through the books available in the online school library catalogue.

2. Navigation: Does the site facilitate access? Is it clear and logically organized? Intuitive?

This is a strength of this website. It is easy to navigate with a static left sidebar. However I found it a little difficult to find information on citing sources and finally found how to create a bibliography in MLA style under “Strategies”. The link to the APA guide didn’t work and there was no evidence given anywhere that students needed to cite their sources within their essays.

3. Aesthetics / Appeal for the Audience

The Webquest section is exceptionally well done with original artwork and good images. I don’t like two animations going at the same time on the homepage. I don’t think the question on the main page “ Can I Learn the Same Stuff from a Video Game?” honours students. There are very few images of the library or students, or examples of student work. One of the messages in the opening animation is not inviting and could have been left off the virtual library site – “While the Library is open at lunch time, students will not be admitted from 12:10 pm to 12:30 pm in order to provide a quiet study atmosphere.”

There are no multimedia elements.

4. Level of Interactivity: Opportunities for collaboration, feedback, involvement

I like the login to get userids and passwords for the online databases and would love to see exactly how this works. There is a link to the librarian’s e-mail address on the homepage as well, but no Web 2.0 collaborative tools.

5. Freshness

I wouldn’t say the site looks 1998, but it also certainly doesn’t look 2008.

Rhonda’s Ramblings: This virtual school library is strictly Web 1.0. Like my own library site, it needs major upgrading.

Personal Reflection: Web 2.0 versus Web 1.0 + Web 2.0

Throughout my exploration of virtual school libraries I’ve been struck with the need to update my own and will begin soon. I also found a handy reference by Dr. Valenza which lists the features and content that should be included in a virtual school library at http://schoollibrarywebsites.wikispaces.com/.

I keep pondering whether I should incorporate elements of Web 2.0 into my existing library Web 1.0 website, or if I should use a blog or wiki to start from scratch. The reasons I would start again with WordPress is I already know how to make static and comment pages, and I’m beginning to learn CSS (Cascading Style Sheets) so could further customize the website. To enjoy the full benefits of CSS and adding javascript and html code to WordPress I would have to pay for upgrades. However, the upgrades aren’t costly considering the cost of a web 1.0 editor upgrade. I think it would be easier for the next Teacher-librarian to maintain a virtual school library created as a blog or wiki than one created in Web 1.0 plus Web 2.0 platforms.

On the other hand, Joyce’s model has demonstrated how I could phase in things like VoiceThread (after I learn it!) wikis, Delicious bookmark lists, video, Surveymonkey surveys, podcasts and blogs into my existing Web 1.0 site gradually which may be more realistic for me given the myriad of responsibilities I’m constantly juggling. I could add these Web 2.0 elements at no extra cost to the school.

Podcasting

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My growing list of favorite podcasts:

I currently subscribe to the following podcasts in iTunes:

• Doug Johnson’s Breaking Bread and Tech Squawk
• The Library Channel
• School Library Journal
• Alan November
• 2¢ worth Podcasts with David Warlick
• Teaching with SMARTBoard
• Women of the Web 2.0
  

My latest new habit that really works for me is I use my daughter’s iPod hand-me-down to listen to podcasts (as well as music). I particularly enjoy podcasts by Joyce Valenza, Alan November and Joan Fry Williams for daily inspiration and ideas on my walk to work.

Why Podcast?

In Manitoba, podcasting is included in our Literacy with ICT Continuum as one way for students to communicate their learning:
C-2.1 discusses information, ideas, and/or electronic work using tools for electronic communication (examples: email, electronic whiteboards, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards…)
C-3.1 adjusts communication based on self-evaluation and feedback from a global audience

Many reasons for podcasting in schools are explained in the “Why Podcast” podcast made available at http://blogs.wsd1.org/podcasts/.

In this podcast teacher Jean Haldarson explains why she and her students podcast:

• podcasting requires students to read, write, speak and listen as well as develops a willingness to write draft after draft of scripts in preparation to podcast to the web
• higher level thinking skills – for example students may need to synthesize science learning
• most of the podcasting process is spent in the upper level of high level thinking
• it requires students to work together – podcasts with multiple authors require each student assigned one segment of the project
• rise in self-esteem & confidence / students learning along with adults to create the podcast

Robert Craven provides many reasons for administrators to podcast including communicating better with parents and community.

Reasons that I find compelling for using podcasts for professional development include:

- they’re easy to distribute
- podcasts can be uploaded to a personal listening device and busy teachers can listen at their leisure or while they’re exercising or doing mundane household chores.

Tony Vincent also made a great suggestion for a classroom application of podcasting in his manual Podcasting for Teachers and students. He suggested interviewing important people. He also provides the information for the software needed to record an interview through Skype to later import into Audacity. This way students can interview an expert from far away.

Making My First Podcast

Here’s the link to my school blog where I posted my first podcast. I took the opportunity to podcast how I created an .mp3 file using Audacity (instead of explaining myself in writing for a change).

Podcasting for Teachers and students by Tony Vincent guided me to Levelator software which made my first attempt at podcasting sound so much easier to listen to and smoother. I remember having different students narrate into Photostory 3 software. Quite often the variation in the volume of speech from child to child was quite distracting, so I really appreciate the value of the free little Levelator download. I also followed the steps in Vincent’s handy manual to add information, details and artwork in iTunes so that it would be labeled properly for anyone who decided to download it into iTunes.

I posted this improved podcast through SolidCasts which is one of the online hosting services suggested in Tony Vincent’s manual. It can be heard here. This podcast also appears on a very plain looking webpage, but it’s free and it comes with some handy buttons. For example it has the html code and RSS feed buttons and iTunes buttons for subscribing to the podcast series. Unfortunately Bloglines and Microsoft feeds registered an error each time I tried to subscribe using their html code or URLs so I need to seek some advice about this. The site does provide good hints for registering your podcasts in iTunes and other hints for promoting the podcast.

WordPress has a $20.00/year upgrade for uploading 5 GB of video and audio directly into this blog. I was tempted to try it out because I think it looks so much cooler when it’s played right on a blog post, but decided to learn how to use a free service because that way I can better faciliate our adult students to post their podcasts for free.

I posted my first example above on my school blog which is administrated by my school division educational technology consultants. I eventually want to be able to embed my podcasts using the free hosting service “Podango” as in the “Why Podcast” podcast mentioned above. Each time I went to the Podango website and Podango blog I got a “503 Service Unavailable” message. I was able to get in and register on Monday, and am now beginning to learn the process of embedding podcasts into my school’s WordPress blog.

I wish I had come across Ann Bell’s excellent podcast rubric @ http://www.uwstout.edu/soe/profdev/podcastrubric.html before I produced my podcast. After going through the rubric I realize I could have done a much better job by paying attention to a few details such as:

- providing my name at the beginning of the podcast instead of at the end

- providing the date of the podcast

- paying better attention to smooth transitions and pacing

- concluding by summarizing the key points

The biggest drawback for podcasting at my school at this point may be the excessive amount of time it takes to produce them. For example it took me 8 hours to research podcasting, then 8 more hours for me to produce my 2:18 minute podcast. I don’t know of any students at Adult Education Centre that could act as mentors to teachers or other students. So for busy teachers at my school, it may require an educational leave to prepare podcasts for use in their classes or as professional development aids. It may also be a hard-sell to convince senior high teachers to readjust their course outlines to allow several hours to facilitate the process for their students.

All in all however there couldn’t have been a better time for me to learn how to podcast. An EAL teacher asked me this week if I could walk her through the steps to do a series of podcasts that she will burn to CDs for her students. We have set aside time next week to go through the process together. One of the technology leaders in the school has asked to sit in too, and we’ve already talked about working together to do podcasting with her students. The World Issues teacher and I have decided to prepare a multimedia presentation for the library on Remembrance Day that will loop throughout the day on November 10. The plan is that students will produce a podcast that will play as part of the presentation. Change is in the air(waves)!

David Loertscher spoke at the Manitoba Special Area Group Teacher Librarian Conference in November, 2007 and concluded his keynote speech with the message: “There is no new technology that you cannot learn”. I feel my foray into learning podcasting proves his point beautifully.

The Winnipeg Folksonomy Festival

In his blog post Taming the Beast: Social Bookmarking Will Richardson describes how Winnipeg calculus teacher Darren Kuropatwa has his students use a specific unconventional tag in Delicious – apcalc06 – so that each student can find each other’s bookmarks easily.

This reminded me of an unconventional use of tagging that I’ve started at our Adolescent Parent Centre School in their . I’m working with students who want to earn a volunteer credit to inventory all the books in their classrooms and mini-library in librarything and tagging them by the location so that they can be easily located within the school. As of today 803 items are added. (I wanted to put the widget here but unfortunately WordPress does not accept java script – Librarything is working on a compatable widget so please click the image above or here to visit the Adolescent Parent Centre librarything.) One thing I learned is that in order to sort them by location, the location had to be the first tag listed, and that it had to be added consistently – e.g. rm 18 OR rm18, but not some of each. Searchable fields include author, title and subjects that are often imported in via the ISBN # so I didn’t think it was that important to add other tags – but may decide to go back and have students add them in later. I really like the book suggester and the book unsuggester for the APC students and am anxious to have them use librarything in a lab setting to see whether they enjoy exploring librarything including looking at other’s tags others’ libraries.

Implications for Teaching and Learning

In Terry Freedman’s article on Social Bookmarking in Coming of Age v1-2. (page 90) he makes the point that social bookmarking could actually increase the amount of web pages that students will look at. One thing social bookmarking does is indicate how many others have also bookmarked that site, but that couldn’t possibly always be an indicator of a site’s usefulness or reliability. It simply underscores the importance of raising awareness of the importance to critically evaluate each web page for reliability. He also mentions that searching by tags may require a pre-teaching. For example if students wanted to look for “shark videos” they should also search for “shark video”. On a similar note, it may be wise to teach students to tag their own bookmarks carefully so that they and others can find them later.

In her blog post “All Together Now” Donna DesRoches describes how useful social bookmarking can be for classes of students researching similar topics. For instance one class researching endangered species tagged their best websites as “species at risk” so everyone else in the class could easily find others’ bookmarks. I believe Donna when she states students are more careful to critically evaluate websites if they know others are going to look at them.

What Donna has done in her school division that impresses me the most is “written social bookmarking into our ninth-grade information literacy skills continuum”. I agree this is a research tool that all senior students should have in their virtual toolkit.

Delicious or Diigo?

I’m content with my Delicious account and am even more now that I’ve realized what else it can do for me. Nevertheless I thought it was important to check out some of the other social bookmarking sites. I like the look and feel of Furl, and that it was recommended for educators. But it was Steve Hargadon’s personal endorsement in “Cool Tools: Best of Social Bookmarking” School Library Journal 12/1/2007 that peaked my interest in Diigo.

Check out my Diigo here or click on the Diigo Widget in the left sidebar of this blog. The first thing I noticed is that the widget automatically included a RSS feed button and some of my more frequent tags which is much more visually attractive.

Once logged into Diigo I was able to import all my bookmarks from Delicious. I was also able to install their toolbar for my browser easily. Diigo allows you to filter your bookmarks by your tags just as easily as Delicious, but one advantage is that it allows you to create lists based on tag searches. So I created a list of my bookmarks that I would share with just the English Team at my school.

The tools I appreciate the most  are the highlighting and sticky note tools. You can highlight text on a webpage and add a sticky note if you want that will persist in your bookmarks.

I like the slide show Diigo will create for those that want to have a visual scan of theirs or others’ bookmarks.

I also like the way Diigo will allow users to make actual bookmarks private, allowing one to keep private/personal and professional bookmarks in one account.

I can explore others bookmarks based on their tags just as easily as in Delicious. I’m still shy for a social bookmarker, and haven’t added any friends or groups yet. I think the best time to do this would be for a real collaborative purpose like lesson, unit or curriculum planning, but if for any reason someone else invites me as a friend, I’ll probably jump on the chance to experience how it works.

Now getting back to the original question; Delicious or Diigo? Sorry if it appears to be a cop-out, but I can’t make up my mind yet and I’m going to stick with both for awhile.

Delicious Lessons Learned

I’ve been using Delicious for 18 months now to collect bookmarks. Check out my delicious/mikisew. I’ve also added a link to it on the left column of this blog. I was happy with Delicious because I can access it from any computer with internet access at work or at home and can see the benefits for my students who travel between home, work and school(s). It took the Joanne’s trailfire and Will Richardson’s chapter 6 for me to realize what I was missing!

The Social Part of Social Bookmarking

I always noticed how many others had also bookmarked the same URLs, and I always took this as a sign of the sites’ reliability. It never once dawned on me to actually click on that number to see who else had bookmarked it. When I did I realized I could look at their bookmarks. There was one member named bookwyrmish whose bookmarks I looked at and for a minute I thought I was back at my own bookmarks. The entries were so freakishly alike that I got a chill. The next day I checked out bookwyrmish’s links again and he/she had added a whole bunch more that weren’t at all like mine but included many that I was interested in – so I decided we simply had similar interests and subscribed to his/her delicious bookmarks through my RSS feeds. I learned I could add this person to my network of people, but decided to stick with the RSS for now. I think it would be good to use the network feature when I’m working with a group of teachers collaborating on unit development or a lesson plan.

I used to think that you had to create a separate account in order to share some of my bookmarks with teaching teams at work. For example, I created a whole separate Delicious account to share some rubric and assessment tools with the English teachers last year. I just discovered that I could have just searched for those sites with a tag which creates a subset of my bookmarks, then shared that URL. For example here is the list when I search my bookmarks for those bookmarks tagged with web2.0 http://delicious.com/mikisew/web2.0.  I can even narrow down further what I want to share with others by adding another tag to the search string – For instance if I added web2.0 and video tags : http://delicious.com/mikisew/web2.0+video .

I’m still not using Delicious to its fullest potential, but I’m more likely to now when the need arises.