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In Web 2.0 users not only make heavy use of Collaborative Information Services in order to create, publish and share digital information resources - what is more, they index and represent these re-sources via own keywords, so-called tags. The sum of this user-generated metadata of a Collaborative Information Service is also called Folksonomy. In contrast to professionally created and highly structured metadata, e.g. subject headings, thesauri, classification systems or ontologies, which are applied in libraries, corporate information architectures or commercial databases and which were

Web 2.0 --- Web sites --- Information retrieval --- User-generated content. --- User-created content --- Electronic information resources --- Social media --- Data retrieval --- Data storage --- Discovery, Information --- Information discovery --- Information storage and retrieval --- Retrieval of information --- Documentation --- Information science --- Information storage and retrieval systems --- Pages, Web --- Sites, Web --- Web pages --- Websites --- World Wide Web pages --- World Wide Web sites --- WWW pages --- WWW sites --- Computer network resources --- World Wide Web --- Social aspects. --- Abstracting and indexing

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Information retrieval

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Do psychologists in Germany now search for relevant research publications on the Internet in the same way they did at the end of the 1990s? Does the use of social media in teaching really produce better learning outcomes because of the informal learning potential inherent in social media? Do university students participate more actively as text contributors in bottom-up wikis initiated by their fellow students than they do in top-down wikis initiated by their instructors? What can we do about ethical beliefs pertaining to the use of the Internet in academia that are not in accordance with the law (e.g., a belief that forwarding a digital copy of an article to a colleague is a good thing even if the publishing contract explicitly grants this right to the publisher only)? What are the main motives behind scholarly blogging? Which groups of scientists are more likely to self-cite their peer-reviewed publications in their blog posts? Can citations in Web 2.0 such as, for example, retweeting on Twitter and social bookmarking on Delicious serve as indicators of the academic impact of a particular scholar? Which bibliometric tools can a scholar rely on in order to keep track of all citations of his or her publications? Will scientifi c texts be soon written by computers instead of human beings? These are some of the most important issues addressed in 21 papers of the present interdisciplinary volume, which is concerned with the infl uence of the Internet on various scholarly practices in Germany and worldwide.

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