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The purpose of this paper is to explore two identified knowledge gaps: first, the identification and analysis of online searching trends for Financial Technology (FinTech)-related jobs and education information in UK, and second to assess the current strength of the FinTech-related job distribution in terms of job titles and locations in UK, job market in UK and what is required to help it to grow.

Two sets of data were used in this study in order to fill the two identified knowledge gaps. First, six years’ worth of data, for the period from September 2012 to August 2018 was collected from Google Trends. This was in the form of search term keyword text. The hypothesis was designed correspondingly, and the results were reviewed and evaluated using a relevant statistical tool. Second, relevant data were extracted from the “Indeed” website (www.indeed.co.uk) by means of a simple VBA programme written in Excel. In total, the textual data for 500 job advertisements, including the keyword “FinTech”, were downloaded from that website.

The authors found that there was a continuously increasing trend in the use of the keyword “fintech” under the category “Jobs and Education” in online searching from September 2012 to August 2018. The authors demonstrated that this trend was statistically significant. In contrast, the trends for searches using both “finance” and “accounting” were slightly decreased over the same period. Furthermore, the authors identified the geographic distribution of the fintech-related jobs in the UK. In regard to job titles, the authors discovered that “manager” was the most frequently searched term, followed by “developer” and “engineer”.

Educators could use this research as a reference in the development of the portfolio of their courses. In addition, the findings from this study could also enable potential participators to reflect on their career development. It is worth noting that the motivations for carrying out an internet search are complex, and each of these needs to be understood. There are many factors that would affect how an information seeker would behave with the obtained information. More work is still needed in order to encourage more people to enter to the FinTech sector.

In the planning stage prior to launching a new course educators often need to justify the market need: this analysis could provide a supporting rationale and enable a new course to launch more quickly. Consequently, the pipeline of talent supply to the sector would also be benefitted. The authors believe this is the first time that a study like this had been conducted to explore specifically the availability and opportunities for FinTech education and retraining in UK. The authors anticipate that this study will become the primary reference for researchers, educators and policy makers engaged in future research or practical applications on related topics.

This study aims to explore the extent of Web 2.0 adoption by libraries of top universities in Africa. It focuses on identifying the extent of utilization, types of Web 2.0 technologies adopted and how these technologies are used.

The content analysis method was used. Data was collected by analyzing library websites of 82 top universities in Sub-Saharan Africa. Also, a combination of literature review and document analysis was applied.

About half of the libraries in the study adopted one or more Web 2.0 applications. Social networks were the most widely adopted while social bookmarking and tagging were the least used applications. Web 2.0 utilization in African academic libraries was still in early stages.

This study is mainly based on analysis of library websites. Web 2.0 platforms that were password protected and accessible through intranet were not studied. Therefore, studies that are based on feedback of librarians and patrons are warranted to further investigate Web 2.0 utilization in African libraries.

Web 2.0 plays a key role in facilitating information sharing, collaboration, and communication between librarians and patrons, and among librarians. It is essential for African libraries to integrate these technologies into library services to enhance the quality of services.

This is likely the first study about Web 2.0 applications in African academic libraries. It is a useful source for implementing web-based technologies in libraries.

This paper aims to provide an overview of the published literature and current use of social software by libraries primarily in the UK and USA.

The paper's approach is a literature review and desk research.

Libraries are experimenting considerably in this area and many Web 2.0 applications have been developed by libraries and librarians over the past few years. These tools offer the potential to enhance library services.

The area is one of rapid change, so the findings will date quickly.

An overview of which technologies are being used most widely and might offer the most potential for library staff considering experimenting in this area.

Web 2.0 is an area with which many library staff need to become familiar quickly. This paper provides a useful overview of the topic.

This paper seeks to re‐conceptualize Web 2.0 tools within the intellectual and theoretical frameworks currently driving changes in academic learning communities and to explore the effect of this paradigm shift on academic libraries.

The paper explores an intellectually rather than technologically driven definition of Web 2.0 and its potential effect on teaching and learning in libraries. Reflections are based on paradigm shifts in learning theories implicit in the adoption and implementation of Web 2.0 technologies. The paper also discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process.

The paper encourages librarians to think beyond the technology and to consider how Web 2.0 can support intellectual teaching and learning objectives in an academic library.

The paper discusses applications of Web 2.0 designed to improve student and faculty engagement in the research process.

The paper offers insights into rethinking current conceptions of Web 2.0 based on participation in and collaboration with faculty during a summer institute session. It provides a common conceptual framework of teaching and learning theory for librarians to use when implementing Web 2.0 tools and applications.

New and radically different forms of temporary organisations often have to attract audiences in organisational fields that are dominated by temporary organisations that conform to ‘taken-for-granted’ organising template. The authors argue that adopters of new temporary organisations must contend with the tensions that arise when audiences compare the new temporary organisational form to the temporary organisations that conform to the institutionalised organising template. The authors therefore argue that as new temporary organisations are introduced into new contexts, organisers often use legitimacy claims based on novelty in the context where the new temporary organisation emerged to counter the threat of illegitimacy. However, because the strength of legitimacy claims based on novelty declines in contexts that are further removed, organisers will modify the template of a new temporary organisation in these contexts. The authors examine this using the case of the so called ‘unconferences’: an alternative conference form that emerged within the software development community at the start of the millennium in conjunction with the Web 2.0 movement. The authors’ data comprise 228 distinct unconferences between 2004 – when the unconference was first launched, and 2015. The authors examine the influence of sector distance of unconferences from the original sector where it was first held, on the extent to which the pure unconference format is retained. The authors show that as adopters of the new form move away from the original sector, they are more likely to modify the unconference template. The authors conclude by identifying promising areas of research in new forms of temporary organising.

This paper addresses a gap in the analysis of the dynamic and challenging relationship between libraries, Web 2.0 and young adults, suggesting the relevance of a critical approach.

This paper represents an exploratory literature review with the objective of identifying a possible gap in the way the library and information science (LIS) community is addressing the concept of Web 2.0.

Findings indicate that the research produced in other fields, such as communication or computer science; the way young adults interrelate with new technologies; and the need for collaboration between practitioners and researchers justify and support the use of a critical perspective to analyze the suggested topic.

The call for a critical approach to technology is certainly not a novel suggestion in the LIS scholarship; however, its resurgence is extremely relevant for the LIS field because of the significant role that technology is playing in the daily life of the library and its users.

The purpose of this paper is to provide an understanding of the WEB 2.0 phenomenon and its implications on knowledge management; thus, in order to learn whether using WEB 2.0 concepts and tools can yield better assimilation of knowledge management in organizations.

A range of recently published articles regarding WEB 2.0, Enterprise 2.0 and KM 2.0 are examined and critiqued (2005‐2007). These are analyzed and compared to knowledge management principles and attributes as known and learned from works defining the sharing of knowledge in organizations (1995‐2005). The sources are divided into three basic elements: The Internet (WEB 2.0), the organizational implementation (Enterprise 2.0) and the organizational implementation of knowledge sharing (KM2.0).

WEB 2.0 is very close in its principles and attributes to knowledge management. WEB 2.0 should affect knowledge management in organizations; yet, it cannot be copied, as differences between the two will not enable organizations to benefit from such. In the first stage, tools can be adopted, and in further stages, deeper aspects such as active users' participation will be followed.

Organizations are encouraged to start using WIKI's and in some cases also blogs. Knowledge Managers should examine if younger employees can serve as knowledge catalysts. WEB 2.0 concepts should be tested as to organization's maturity, to decide if they can be adopted as part of the organizational knowledge sharing.

This paper analyzes an important issue whether better assimilation of knowledge management can exist triggered by the WEB 2.0 phenomenon. It is unique in its broad analysis of the three related terms – WEB 2.0, Enterprise 2.0 and KM2.0.

The purpose of this paper is to illustrate issues surrounding Web 2.0 technologies and their relevance to libraries by general discussion and examples from library practice.

A broad narrative account of Web 2.0 developments combined with illustrations of how one library in particular reacted to these developments.

It was found that all libraries need to evolve a Web 2.0 strategy to promote this aspect of their services, but that they will need to devise solutions to specific problems as part of this strategy. These include the range of Web 2.0 platforms that are on offer and the authentication and workload issues associated with this diversity. A single, unified library system‐based approach to Web 2.0 is offered as a viable alternative to using disparate external services.

This paper does not resolve the difference between a multi‐platform Web 2.0 strategy and the single, unified library system‐based approach, although a preference for the systems‐based approach is suggested. The relative strengths and weaknesses of these two approaches is worthy of further research.

At the level of practice, this viewpoint article offers two alternative Web 2.0 strategies which can be applied quite readily in everyday library work.

This paper tries to offer a clear range of options for librarians interested in pursuing Web 2.0 services, facilitating successful service enhancement in the working library.

The purpose of this paper is to provide an insight into the use of Web 2.0 and Library 2.0 technologies so that librarians can combine open source software with user‐generated content to create a richer discovery experience for their users.

Following a description of the current state of integrated library systems (ILS) and the developments with Web 2.0 and Library 2.0 technologies, examples are given of library suppliers and libraries which are making use of these technologies.

Libraries are moving away from the traditional, vendor‐sourced library catalogue software in favour of open source software that can be tailored to meet the community's needs by the people who are most familiar with those needs: library staff. Open source products and some vendor products outside the traditional ILS market allow libraries to pool data created by users: tags, reviews, comments. This allows the smallest libraries to harvest richer data than those of their own communities.

The paper provides a “snapshot” of current developments in this fast‐moving area.