Using virtual space to compensate for lack of physical space?

columbia_university.jpgBelow you will find a paper I wrote based on some work I did back at Teachers College. I hope you enjoy it.

Cocciolo, A. (in press). Alleviating physical space constraints using virtual space? A study from an urban academic library. Library Hi Tech, 28(4).

Purpose – The purpose of this paper is to investigate if virtual space can be used to alleviate physical space constraints for group collaboration in an urban academic library environment. Specifically, this paper looks to uncover if library users will turn to library-provided virtual space when there is a scarcity of physical space.
Design/methodology/approach – This project discusses the design of the physical and virtual environment, and then measures the use of this environment quantitatively over a 47-month period (2005-2009).
Findings – Results indicate that physical spaces for group collaboration are in very high demand, whereas virtual ones are not. A scarcity of physical collaboration spaces does not lead users to library-provided virtual space, but rather to work around the scarcity in the physical world.
Originality/value – Highlights the value of library as a gathering place and the ways in which virtual collaboration space cannot easily take the place of physical collaboration space.

My Dissertation

Although it has been done for a few months now, I realized I never posted my dissertation here. So here it is, enjoy!


Advances in information and communications technologies (ICTs) have empowered individuals to share their intellectual, cultural, and creative expressions with wider and more diverse audiences than ever before. This has been made possible by a variety of factors, but most saliently by what has been termed Web 2.0, which is a set of design patterns for structuring websites so that they can be actively shaped and influenced by the interactions and contributions of users (e.g., YouTube, Facebook, and MySpace). These changes have been described as creating the conditions necessary for shifting society from a consumer culture to a participatory culture. This emerging cultural formation has been hypothesized to have a great deal of potential for advancing education and learning by moving the locus of activity from existing power relationships (consumer/producer, expert/novice, and teacher/student) to one that focuses on the individual’s empowerment and willingness to construct and contribute to one’s cultural and physical reality. Despite this potential, there is little research that looks to understand how such ICTs deployed into specific communities do (or do not) make possible these goals.

This study aims to understand the relationship between ICTs and their potential for creating and sustaining a participatory culture, particularly by pointing to a set of factors that highlight the existence of and mediate involvement in a participatory culture. To understand this relationship, this study analyzes an Web 2.0 technology that was used electively by a graduate school community for a two-year period of time (September 6, 2006 to September 6, 2008) by N=2,580 students, faculty and staff. The factors that mediate involvement include: communication across organizational structures, spaces for alternative discourses to develop and integrating interpersonal networks. The study concludes that Web 2.0 technologies promote the formation of participatory cultures by making the cultural, intellectual, and creative work of a community visible, and that visibility in turn encourages individuals to participate.

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