Web 2.0 refers to the evolution of the World Wide Web from a read-only tool to a more interactive, social, and participatory platform. It has grown significantly over 15 years, becoming a global information space with over a billion users. The term 'Web 2.0' is often used to describe the new phase of the Web, but its validity as a distinct concept is debated. This report explores the technologies, ideas, and implications of Web 2.0 for the UK Higher and Further Education sector, with a focus on library collection and preservation activities. Web 2.0 is not just about new technologies but also about the underlying ideas that drive social software and services. These include collaboration, contribution, and community. The report argues that these ideas are not unique to Web 2.0 but are reflections of the power of the network. While some see Web 2.0 as a revolution, others argue it is an extension of the original Web ideals. The report also highlights the importance of distinguishing between Web technologies (developed by W3C) and the social software that emerges from them. The report discusses key Web 2.0 services such as blogs, wikis, multimedia sharing, content syndication, podcasting, and social bookmarking. These services are built on existing technologies and open standards, enabling users to create, share, and interact with content. The report also examines the implications of these services for education, particularly in terms of library collection and preservation. It raises questions about whether content produced by Web 2.0 services is fundamentally different from previous Web content and whether it is easier or harder to collect and preserve. The report also explores the concept of 'folksonomies' and the role of tagging in organizing and sharing information. It discusses the challenges and opportunities presented by these technologies, including the potential for crowdsourcing and the value of user-generated content. The report concludes that while Web 2.0 has significant implications for education, it is important to understand the underlying ideas and technologies that drive it. This understanding will help decision-makers in higher education to better navigate the changes brought about by Web 2.0.Web 2.0 refers to the evolution of the World Wide Web from a read-only tool to a more interactive, social, and participatory platform. It has grown significantly over 15 years, becoming a global information space with over a billion users. The term 'Web 2.0' is often used to describe the new phase of the Web, but its validity as a distinct concept is debated. This report explores the technologies, ideas, and implications of Web 2.0 for the UK Higher and Further Education sector, with a focus on library collection and preservation activities. Web 2.0 is not just about new technologies but also about the underlying ideas that drive social software and services. These include collaboration, contribution, and community. The report argues that these ideas are not unique to Web 2.0 but are reflections of the power of the network. While some see Web 2.0 as a revolution, others argue it is an extension of the original Web ideals. The report also highlights the importance of distinguishing between Web technologies (developed by W3C) and the social software that emerges from them. The report discusses key Web 2.0 services such as blogs, wikis, multimedia sharing, content syndication, podcasting, and social bookmarking. These services are built on existing technologies and open standards, enabling users to create, share, and interact with content. The report also examines the implications of these services for education, particularly in terms of library collection and preservation. It raises questions about whether content produced by Web 2.0 services is fundamentally different from previous Web content and whether it is easier or harder to collect and preserve. The report also explores the concept of 'folksonomies' and the role of tagging in organizing and sharing information. It discusses the challenges and opportunities presented by these technologies, including the potential for crowdsourcing and the value of user-generated content. The report concludes that while Web 2.0 has significant implications for education, it is important to understand the underlying ideas and technologies that drive it. This understanding will help decision-makers in higher education to better navigate the changes brought about by Web 2.0.