INF506 Social networking for Information professionals

Today information organisations, including libraries, cannot sit back and wait for users of information to come to them, they must instead branch out to users. Search engines, blogging, and emails have grown dramatically in usage over the past few years however the reverse has occurred within library realms where library website usage has fallen. I am not surprised that usage has dwindle on library websites and that usage has exploded on servers such as Google or Yahoo! Users in today’s learning environments want fast answers and have blinding faith in the information that they find at first glance on the internet. Many are unaware of just how inaccurate, outdated or biased this information can be.

Social media is also a larger part of user’s everyday lives than first imagined. Social media allows people to network with others similarly to how they would have used to done face-to-face. It can be done anywhere, even from the privacy of your own home. When it comes to social media privacy, security and trust are three issues that I constantly think about. I have never, nor will I ever fill out my personal details on my chosen social media sites. I feel that those close to me know where I live and what I do and for me it is important to keep some anonymity. Facebook for example now allows my friends to ‘like’ information I put online which can then be seen by their friends who are not on my friends list. Basically I don’t put anything on the web I don’t want the whole world to know.

After Reading Sharing privacy and trust on our networked world: A report to the OCLC membership I came to realise that all information organisations need to take action and branch out to their users if they are to stay connected. Unfortunately  many people’s perceptions about a  library revolve around ‘books’. De Rosa et al.  (2007) highlight that library users whilst comfortable with the occasional trip to the library to find a book of interest were more than comfortable substituting a visit to Yahoo! or MSN or Google for a visit to the library to get quick access to digital information. Library users need to know that the modern library is so much more than books.

Social networking is one way that libraries can branch out to their users. “Today, the term social networking is being used in new ways, but the concepts behind it – sharing content, collaborating with others and creating community are not new” (De Rosa et al.,  2007,p. 8). The library must also keep up-to-date with new web 2.0 technology’s. The days of simple search boxes are over. Librarians must also change their attitudes towards social media as for some social networking sites seem on the surface to have little to no educational merit. They must become information producers not just information users.

The following definitions have been gathered from the OCLC report, Sharing, Privacy and Trust in Our Networked World: A Report to the OCLC Membership (2007), in order to provide consistency across content within the INF506 course.

INF506 – Introduction to the subject

 DEFINITIONS:
Social networks in a Web 2.0 world are “designed to allow multiple users to publish content themselves… The published information may be on any subject and may be for consumption by a select number of friends, employers, employees, etc., or for general consumption by anyone on the Web…. Social networks include commercially published content or editorial content, or may be entirely user driven. Content is text, images, video or any other media. (p.2-1) Social networking sites are websites “primarily designed to facilitate interaction between users who share interests, attitudes and activities, such as Facebook and MySpace”, and “typically allow users to create … ‘profile[s]’ describing themselves and to exchange public or private messages and list users or groups they are connected to in some way.” (p.2-2) Social media sites refer to websites “that allow individuals to share content they have created, such as YouTube (video sharing) and Flickr (photo sharing). While interaction occurs on social media sites, the primary purpose of the site is to publish and share content.” (p.2-2) Social software refers to “software that supports the ability to collaborate online” (also known as collaborative software) (p.B-12) Social computing refers to “The use of social software.” (p.B-12)

References:

De Rosa, C., Cantrell, J., Havens, A., Hawk, J. & Jenkins, L. (2007). Sharing privacy and trust in our networked world: A report to the OCLC membership. Dublin, Ohio: OCLC.  [ebook] Available http://www.oclc.org/reports/pdfs/sharing.pdf
Definitions. (2014). Introduction to the Subject. [INF506 Module Introduction]. Retrieved 29/11/2013 from Charles Sturt University Website: http://interact.csu.edu.au/portal/site/INF506_201390_W_D/page/7a1da37e-c46f-48e5-8015-bab41aae4b0a

INF506 MODULE 1

Web 2.0, Social networking and the social life of information

web 2.0

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What is web 2.0?

I think that Web 2.0 has moved beyond a static webpage to be more interactive and collaborative. Web 2.0 has brought about change in the way we use the internet and socially connect.

The web as social space

In todays information environment there is an abundance of information. There is also an abundance of information and communication technology. These technologies are changing the way we communicate and interact with others. Ease of access and the emergence of free online social networking spaces have made this all possible.

The Social Media Revolution 2014

Check it out on YouTube at the following link:

So is social media a fad or a revolution? Decades ago communication occurred through the radio, then along came the television. Today social communication  occurs from your desktop, your laptop, your iPad and it can happen without you even leaving your living room. I personally think that social media is a revolution.  I don’t see it being something that will ‘die off’ anytime soon. I think that social media will certainly move through different fads in terms of the type of web 2.0 technology that is used. Take for example’ My Space’, which was once very popular, it has now been superseded by the development of Facebook. ‘My Space’ could now be called a fad that died away but social media itself is not a fad.  Whilst different social media outlets will come and go I don’t believe social media will ever fall into total extinction. It will instead just  ‘move with the times’ and be ever evolving.

The way humans create and use technology is extremely interesting. Kevin Kelly, one of the founders of Wired magazine, has some interesting ideas about how humans create and use technology. After reading a few articles from The Technium archives I was a little surprised to learn that cell phones, while made from the same products, work better in Japan than they do in the USA. It’s crazy really when you consider that your actual location can interfere with how well a technological device works even though it is made from the exact same parts. Technologies however also possess a social dimension that goes beyond purely their mechanical performance. It was also interesting to learn that in the less modern world your ethnicity can play apart in why you choose to use or choose not to use certain technological devices.  Wealth is certainly a factor, however the environment you live in as well as wither or not your friends/family use the same devices as you is another factor.  We announce our identity by what we choose to use and what we also choose to refuse to use.

References:

Ethnic Technology. (2009, March 10). The Technium. [Web page]. Retrieved from http://www.kk.org/thetechnium/archives/2009/03/ethnic_technolo.php

Penny Toughts on the Technium. (2009, December 1). The Technium. [Web page]. Retrieved from http://www.kk.org/thetechnium/archives/2009/12/penny_thoughts_2.php

Next I listened toSelling Social Media Strategy to Leadership’ with Charlene Li Interview by Eric Schwartzman: Tuesday, September 14, 2010  which can be found at the following URL; http://ontherecordpodcast.com/pr/otro/selling-social-media-boss.aspx

This podcast discussed the impact of social media on commercial organizations and different service sectors within society, from government to education. Organisations understand that when they run a business they need to engage with their consumers or workers via technology. Transparency, being open allows this to happen, however some company’s do not wish to be open and share all their information. The question that must be answered is just how open does your company want to be? The answer is always dependant upon the goals that the organisation is trying to accomplish. Some companies will wish to be fully transparent others will not.

Reference:

Podcast (2014). The Social Life of Information. [INF506 Module 2.3]. Retrieved 29/11/2013 from Charles Sturt University Website: http://interact.csu.edu.au/portal/site/INF506_201390_W_D/page/7a1da37e-c46f-48e5-8015-bab41aae4b0a

INF506 MODULE 2

Web 2.0 technologies and social software

Blogs: A blog short for ‘web log’ is an online publishing tool that helps a user to connect with an online audience. Posts made up of generally small chunks of writing and/or audio visual content. It is an platform for organisations groups and individuals to connect, communicate and collaborate. There a many blogging platforms online and most are free to users. Word press, Blogger, TypePad, Live journal, and Xanga are just a few I am aware of and have previously explored.

blogs

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For INF506 we have been asked to develop an Online learning Journal. With so many blogs to choose from I looked to Russell’s (2013) article ‘The 15 best blogging and publishing platforms on the Internet today’ for advice. This article considered WordPress blogs to be the daddy of blogging with a platform that powers almost 19 percent of the Web. WordPress blogs have also been downloaded more than 45 million times. Adding to these stats WordPress.com (n.d.) has also revealed that WordPress bloggers produce about 33.7 million new posts and about 48.0 million new comments each month. 381 million people also view more than 12.9 billion pages each month. These massive numbers clearly indicate how dominant and popular WordPress is in the social media realm. These numbers are also most certainly linked to the fact that a completely free version of WordPress exists. This free version allows users to host WordPress on their own internal server giving them more control over editing themes, more control of content and allows users to add as many WordPress plugins as they wish. Russell (2013) also believes that WordPress’s major pro is its customisation however warns inexperienced users can become overwhelmed by the vast array of options available. After considering the many blogging platforms a WordPress blog was my final selection.

References:

Russell, J. (2013, Aug 16). The 15 best blogging and published platforms on the internet today. Which one is for you? TNW. [Blog post]. Retrieved from http://thenextweb.com/apps/2013/08/16/best-blogging-services/#!rcGHS

WordPress. (n.d). WordPress Stats. WordPress.com. Retrieved 03/01/2014 from http://en.wordpress.com/stat

microblogging

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Microblogging: is similar to traditional blogging, with shorter posts, it offers an immediacy of expression that blends the format of the mobile phone text message with that of the blog posting. Twitter is an example of this.

The most popular  Microblogging service in 2014 would have to be Twitter. Whilst I am not on Twitter I will endeavour to try it. This course is certainly getting me to step outside of my comfort zone and try out a variety of social media tools I would have never normally even attempted.

I have also found it interesting to learn during this module that Microblogging can be utilised quite effectively inside numerous organisations.  Beyond its social connections Microblogging can be used by staff to post short messages to everyone, or a select group of people within the organisation. Its certainly much easier than trying to have all staff in the same place and at the same time for a meeting. Before implementing a microblogging tool some organisational factors that should be considered are; is the site paid for or free, private or public? What types of questions should be asked? Formal or informal? Housekeeping, who keeps track of emails, replies to questions etc.

QR CODES

Something else that I have learnt so far in INF506 is just what a QR Code is. In case you don’t know either take a look at one now:

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I have a confession to make. I have noticed these intricately worked little square boxes in magazines, on the internet as well as on the food I buy but I have never actually known what these boxes were called. QR codes emerged in 2010 as a new way of encoding and sharing information. I also always assumed that these codes required the internet to work however this is not the case. The information is encoded in the graphic itself.

In the day to day running of school libraries QR codes can be used to provide links to reading lists or to the library catalogue. It could also be used for in-depth information on research topics, services, what’s on in the library and much more.

Check the following slideshow out for more QR Code facts; The History, Use & Abuse of QR Codes

Tagging and Social Bookmarking Folksonomy

Another interesting thing that I learned about  the social tagging/bookmarking movement is the development of a Folksonomy.

A Folksonomy is defined as “the result of personal free tagging of information and objects (anything with a URL) for one’s own retrieval. The tagging is done in a social environment (usually shared and open to others). Folksonomy is created from the act of tagging by the person consuming the information” (Vander Wal, 2007, para. 8).

In regards to social bookmarking this would be the actual tag and the site that this tag represents. Most social media sites today allow users to tag information. A positive of this is that the user is able to give their own opinion about a site, if it is good or bad, if the information is reliable, if the site is even worth reading or looking at, and what words they would use to identify the information. A negative to this is that the person tagging the information may know next to nothing about the information. They may tag incorrectly or state that a site is unreliable when it isn’t. Also the language used by the individual could be an issue. Whilst I might tag a particular fruit as a Rock Melon others may tag it as a cantaloupe. A lack of regulation means that tagging is certainly not always reliable.

Reference:

Vander Wal. T. (2007). Folksonomy. Retrieved from http://www.vanderwal.net/folksonomy.html

Part of the tagging and social bookmarking module asked me to set up a Diigo account and below I have written an Online Learning Journal response in regards to my experience.

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INF506 OLJ Entry – diigo

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Whilst I do utilise social media I am always concise of how much time I spend on it. This subject is certainly going to force me to break down my technological barriers, ignore my time constraints and try something new. Signing up was easy enough and whilst searching through a few sites I noticed that the service has mainly been developed to streamline information.

Diigo allows a user to bookmark web documents that are of interest to them. Users can also add, annotate, edit and highlight content from documents that they have found on the internet. Two features I especially liked were Highlighting and Taking Notes. Through Highlighting you are able to mark important passages of information on various web documents just as you would when marking a passage of text with a highlighter. Through Taking Notes I was able to jot down information that I found important, or useful, just like when adding a post-it note to a piece of paper. Once you have highlighted what you want you can also bookmark the page, or even add tags. This helps to keep things organised and also allows the document to be easily retrieved when required. The bookmarks you create can also be private or public depending on your preference. When I bookmarked I thought it was useful that the webpages URL was also automatically saved. I also found bookmark annotations to be useful as you do not need to access the entire document before knowing if the information is relevant for you.

This service would especially be useful in the field of education as information can be gathered and filtered by the teacher before students are exposed to it. It certainly saves time filtering through the mounds of information available on the internet which is often time consuming or full of information that is incorrect, or irrelevant. Any information organisation could benefit from using diigo to streamline the information they wish to provide to their employers or the public. It also seems to be a great collaborative tool for developing company projects, training or just pooling ideas.

Open access to public sector information:

Read how the Australian Government thinks that open access to public sector information has the potential to maximize its social and economic potentialhttp://mashupaustralia.org/open-access-to-psi/

After reading the above article I find it interesting that this article states that governments are recognising an importance and social benefit to releasing public materials in a variety of technological formats yet the Abbott Government has continued to lock down a majority of its communication connections with the Australian media, i.e. The asylum seeker issue.

Read: The Phantom: menace or maverick? The psychology of enterprise social media participation

Dillingham makes some very interesting points about social media platforms that are beginning to emerge within organisations. Many companies now recognising the value of internal communication and collaboration and are jumping on board the social networking train. A major benefit of social networking is being able to contact others immediately and to receive a prompt response to any questions answered. Sharing professional information among peers to catch others up, or benefit the masses. Dillingham (2012) believes participation is the key to social media success and that in any online community only about 10% of users will be actively participating and producing content. This means that 90% of users simply observe or ignore the social networks content. Some of these 90% are fearful, they are scared to write things that may be inappropriate and are afraid they will do something wrong. Others see social media as a waste of time, as being unproductive. This is where a ‘phantom’ or what is known as an avatar can help. They can help to alleviate fear.  Later In my blog I will discuss Second Life, an educational 3D virtual world, that uses an avatar to move around the site.

Reference:

Dillingham, S. (2012) The Phantom: menace or maverick? The psychology of enterprise social media participation. FUMSI. Retrieved from http://web.fumsi.com/go/article/share/68693

Some benefits to social media connections as highlighted by Steckerl (2007) are you can;

  • Rekindle old connections
  • Maximise value in your weak connections
  • Build business relationships with clients or hiring managers
  • Find and meet prospective jobseekers
  • Grow a referral network
  • Heighten your corporate and personal brand
  • Make new connections and grow your sphere of influence
  • Open doors to future career opportunities, increased pay or promotions
  • Increase visibility, which improves influence and effectiveness internally with your organisation as  well as externally.

Reference:

Steckerl, S. (2007). Survival guide: Online social networking. FUMSI, (September). Retrieved from http://web.fumsi.com/go/article/use/2346

Some concerns about social networking sites that I have come across over my years of using social media are;

  • Privacy
  • Maintenance
  • Barriers to entry
  • Free now pay later
  • Losing touch with reality/real life

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INF506 OLJ Entry: RSS

RSS

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Before reading up on RSS in INF506 I must admit that I knew little about it. I had heard of RSS feeds but hadn’t taken much notice of them. I did not even know what RSS meant. Now I have learnt that RSS is short for Really Simple Syndication and that it is a live feed of news that highlights any updates that have been made recently on a webpage.

Two examples of RSS Feeds that I have come across are;

Trove RSS Feeds – which can be found at http://trove.nla.gov.au/forum/

These RSS Feeds have been divided into separate categories such as research questions, trove news and pictures. Anyone can view the RSS Feeds however if you wish to contribute to them you are required to register.

Murdoch University Library RSS Feed – which can be found at http://library.murdoch.edu.au/Find-information/Books-and-ebooks/New-book-RSS-feeds/

This site contained RSS Feeds that were divided into interest categories that started at accounting and ended at web communication. Most were publically available but you needed to subscribe if you wanted to view certain RSS Feeds like the RSS Feed for newly acquired books.  

RSS can certainly enhance a library or information service’s ability to meet the information needs of its users. This can be done by using RSS Feeds to promote programs or events that have been published on the organisations website, by developing RSS Feeds that link to the library’s electronic newsletter, or by highlighting new additions on the library catalogue. Even websites that the library subscribes to could be promoted via RSS Feed such as newspapers or journals. This would ensure that library users are fully aware of all the information an organisation has to offer and as well as being informed the user can select to only follow the RSS Feeds that interest them.

Another great way that RSS Feeds could help to keep customers informed would be to link a user’s library account to an RSS Feed. The library user could check for any notifications, such as items on hold, or even be notified of any overdue material. I would imagine this RSS feed would be a little more trouble to set up but it does show that there is an endless possibility to RSS Feeds.

References:

The Moxie Librarian. (2008). 10 ways libraries can use RSS. [blog post] Retrieved from http://moxielibrarian.wordpress.com/2008/02/27/10-ways-libraries-can-use-rss/

State Library of South Australia. (2012). RSS Feeds. Retrieved from http://www.slsa.sa.gov.au/site/page.cfm?u=744

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INF506 OLJ Entry: Second Life

Write a short evaluation (no more than 400 words) of your use of Second Life as a 3D virtual world throughout this session. Include a critical evaluation of the effectiveness of different features/functions and learning experiences encountered, as well as a brief statement on the different ways an information organisation may be able to utilise Second Life to support information services,learning and/or collaboration of users and/or employees.   

  Second life

INF506 is not the first subject to introduce me to the concept of educational learning in online virtual worlds. From World of Warcraft to Whyville, from Quest Atlantis to Cobalt Edusim both students and educators use these sites as learning tools and/or pastime activities. Whilst many students seem to be utilising their virtual worlds for fun many educators are incorporating games, programs and consoles into their teaching curriculum to fuel self-initiated student learning experiences.

O’Connell and Groom (2010) suggest many programs that were once designed to be used in the computer gaming sphere have now expanded into immersive interfaces and 3D worlds in the quest to engage learners. Second Life is one such virtual world where an avatar is created in order for the user to explore the world and interact with others. My personal avatar CSUHannah can be seen reading the book below.

Second Life 2

The pictures seen throughout this blog post are snapshots from my participation in an hour long session with my lecturer and fellow master’s student’s. As a novice to the site I found navigation with both the avatar and transporting to different sites within Second Life quite a challenge. If running Second Life in a classroom environment simple navigation such as walking, running and jumping would first need to be practiced. Transporting avatars to different site locations would also need to be learned.

Second Life 3

On one occasion during my Second Life experience the link that I needed to transport my avatar to a new location did not come through from my lecturer so I needed to Instant Message her to re-send the link and eventually re-join the group. Luckily if required in a classroom situation the teacher would be able to teleport any left behind avatars (student’s) as required. My lecturer could also have done this if required.

Second Life 5

I can certainly see how educators could easily incorporate Second Life into their curriculum to support student’s educational learning and/or collaborative activities. IN Second Life alone their already exists math and science labs, lifelike university and community campuses. This virtual world seems to have no limits except a creator’s imagination. Personally I have never really been a fan of computer games and whilst I can see how these programs could effectively engage student’s my Second Life experience has not inspired me to explore these worlds further. I am still one who believes real world experiences count more than those online.

Second Life 6

Reference:

O’Connell, J., & Groom, D. (2010). Virtual Worlds. Learning in a changing world. ACER Press. Victoria, Australia.

INF506 Module 3

Library 2.0 and participatory library services

The library 2.0  movement began in 2005. This movement is paving the way for new ways to incorporate web 2.0 technologies into a library setting. Technological advances in web 2.0 technologies have allowed libraries to develop things that in the past were not possible. These advances according to Casey & Savastinuk (2006) have enabled libraries to create new services that in the past were not possible. Virtual reference, personalised OPAC interfaces and even downloadable media that users can use from home. These advances in technology have given libraries the ability to offer improved customer driven service opportunities.

Reference:

Casey, M. & Savastinuk, L. (2006). Library 2.0: Service for the next-generation library, Library Journal, 1 September. Retrieved from http://www.libraryjournal.com/article/CA6365200.html

What is Library 2.0?

Library 2.0

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Many Libraries are now aware that a majority of their services are under used by patrons. Schrier (2011) has therefore devised a list of Principles that digital librarians need to adhere to in order to re-engage library users. These principals are as follows

Principle #1: Listening

Principle #2: Participation

Principle #3: Transparency

Principle #4: Policy

Principle #5: Planning

In order to create a positive social networking presence institutions must ‘follow through’ with the implementation and up keep of their services. Create social media accounts is quite simple however having to attend to the account is much more time consuming. I am certainly realising this through the development of my own personal blog. Finding the time with three young kids under seven to sit and blog is unfortunately few and far between. I stick to a study plan and organisations need to stick to a plan too if they want a successful, engaging social media site. Librarian s must also think ahead and clearly set out who will be responsible for developing content, marketing, checking emails etc.

I can see when done well how easily social media can engages others. I can also see its educational benefits in the way that it engages students and begins conversations. It is a way of developing a rapport with users. It is helpful to users and easily accessible. When done poorly I can see how social media can disconnect users, how it can stop conversations and collaborative efforts. If their is a lack of motivation in developing a social media site their will be a lack of effort by users as the site will have no impact on them. By drawing on the above principals and by creating strategies around them a successful social media program can be developed. One that is engaging and long-lasting.

Reference:

Schrier,?Robert A. (2011). Digital librarianship & social media: the digital library as conversation facilitator, D-Lib Magazine, 17(7/8) July/August 2011. Retrieved from http://dlib.org/dlib/july11/schrier/07schrier.html

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INF506 OLJ Entry: Web 2.0 Technologies, Arizona State University

ASU_Sign

Watch

Arizona State University try’s to reach their patrons via a wide range of web 2.0 technologies from Facebook to RSS Feeds, Twitter to YouTube. ASU Librarians have even taken the time to develop short one minute videos that highlight what the library has to offer library patrons. These videos discuss where academic articles are made available, how to access scholarly information, fun things that the library offers such as audio-visual materials and board games, as well as, what free exhibits the library is currently running. By incorporating web 2.0 technologies the four C’s of social media; Collaboration, Conversation, Community and Content Creation are also achieved, especially through the Ask a Librarian 24 hour service.

Collaboration and Conversation between the library and its patrons is achieved through the libraries Facebook and Twitter services. Here library patrons can read up on the latest happenings in the library or even be directed to essential links in the library catalogue. The community can ask questions, express ideas or even air concerns by posting to these services via comments. I asked a question about the libraries opening hours on their Facebook page and was responded to in less than ten minutes. Now that’s a pretty impressive response time.

Whilst exploring the libraries web 2.0 services it was great to see that the posts and feeds had recently been added in the past two days of when I had visited the site which indicates that the services are monitored regularly. All of the libraries web 2.0 sites were easy to read and well organised. My only criticism would be about the libraries RSS Feeds webpage. The feeds were updated a month before I entered the site, there was only ten RSS Feeds available compared to countless Facebook posts and Twitter feeds and the page was bland and unloved. It seemed as though a lot of effort/man power goes into some of their web 2.0 services like their Facebook page and very little goes into their RSS webpage. Maybe by having so many web 2.0 services means that workers in the library are unable to keep up efficiently with every web 2.0 service. As a user of their service I would rather use two web 2.0 services that run well and are regularly updated than ten services that are mediocre.

References:

Arizona State University. (2010, April 19). The Library Minute: Academic Articles. [Video file]. Retrieved from http://www.youtube.com/watch?v=0FKRo32cPBs&list=PLCA6A813AA9C9A574

Arizona State University. (2011, Aug 16). The Library Minute: Exhibits. [Video file]. Retrieved from http://www.youtube.com/watch?v=yJAPIimv6MY&list=PLCA6A813AA9C9A574

Arizona State University. (2011, June 20). The Library Minute: Fun Things at the Libraries. [Video file]. Retrieved from http://www.youtube.com/watch?v=HOsiYx9orK8&list=PLCA6A813AA9C9A574

 Arizona State University. (2012, Oct 12). Important Library Minute: Mobile Security. [Video file]. Retrieved from http://www.youtube.com/watch?v=dKDeVTo2w0k&feature=c4-overview-vl&list=PLCA6A813AA9C9A574

Arizona State University. (2010, Oct 22). The library Minute: Open Access. [Video file]. Retrieved from http://www.youtube.com/watch?v=pO38zHPhNQI&list=PLCA6A813AA9C9A574

Arizona State University. (2013). The Library Channel. [webpage]. Retrieved from https://lib.asu.edu/librarychannel/

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INF506 OLJ Entry: Effective Library Website Design

Hannah Gleeson’s Effective Library Website Design Criteria

1. User Friendly

2. The homepage should be a gateway to all resources

3. Search boxes for easy navigation

4. Depth in design and relevant content

5. Age appropriate

6. User interaction

7. Provide links to Social media

8.  Vibrant pages

9. Cascading style webpages that are filled with dynamic content

10. User feedback, questions asked and answered.

Wollongong library

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I am a frequent user of the Wollongong City Library and connect to its webpage regularly at the following link http://www.wollongong.nsw.gov.au/library/Pages/default.aspx. Overall the websites design is user friendly and user focused which meets my first set of criteria. The websites homepage acts as a gateway to other resources and contains tabs that direct users to library services, collections, online resources, as well as library contact information. This certainly matches the second step in my essential criteria. The homepage also includes a catalogue search box to help users locate items of interest to them in the current library collection ticking the box of my step three criteria. The websites content is set out in small paragraphs that are easy to read and whilst its pages are interactive they do not seem to be specifically age appropriate. The pages have instead been developed for the masses. This goes against my step five criteria as I believe websites should be developed according to a user’s age and development level. However this particular library caters to all ages and therefore couldnot possibly develop an age specific site. The library’s website provides a link to its Facebook page meeting step seven of my criteria however at first glance the Facebook icon is extremely easy to miss. It has been placed under the heading “Enjoy” at the bottom of the site and has been hidden amongst other web 2.0 icons like Borrow Box and Zinio. If redeveloping the webpage I would reconsider changing the title of the tab and placing the Facebook link elsewhere. A positive about the library’s Facebook page would be that it is Purposeful. McBurnie (2007) suggests that all social media outlets should have a purpose, a reason why they have been created. The Wollongong Libraries Facebook page has clearly been developed to provide a space where the libraries community of users can freely interact with each other and share their common interests. It certainly fulfils that purpose. In terms of colours on the website, green, white and blue dominate the sites pages. Whilst these colours look nice they are certainly not bright and vibrant as Lazaris (2009) suggests. Selecting brighter colours would have met my eighth essential criteria step and would help to enhance the websites call to action areas. It would also allow essential information to standout to library users and have helped to lift the mood of the site. Matthews (2009) highlights that you can tell a lot about an organisation by the way they represent themselves online. Wollongong Libraries website reveals that they are respectable and place at the heart of their organisation the community’s needs at the centre of their internal development. Overall a well organised, professional site.

References:

Mathews, B. (2009). Web design matters: Ten essentials for any library site. Library Journal, Retrieved from http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=ed74a4c4-0e8e-455e-8684-cd96b5fe0390%40sessionmgr4004&vid=3&hid=4212

Lazaris, L. (2009). Designing websites for kids: Trends and best practices, Smashing Magazine, (27 November). Retrieved from http://www.smashingmagazine.com/2009/11/27/designing-websites-for-kids-trends-and-best-practices/

McBurnie, J. (2007). Your online identity: Key to marketing and being found. FUMSI, (October). Retrieved from http://web.fumsi.com/go/article/share/2510

OLJ ICON

INF506 OLJ Entry: Essential knowledge, skills and attributes of an information professional in a web 2.0 world.  Watch

Based on your reading in Modules 1, 2 and 3 so far, and your examination of the definitions of Librarian 2.0 and the views presented in the above YouTube clips, define what you believe to be the essential knowledge, skills and attributes of an information professional in a Web 2.0 world. Write up your definition as a post (of no more than 350 words) in your OLJ.

Throughout the course of this subject I have come to learn that library 2.0 encourages library professionals to find new ways to connect with library users. These users may already exist and utilise current library services or may not yet use library services but may in the future. I have also come to define Librarian 2.0 as a librarian who uses current and up-to-date web 2.0 technologies to connect with users and support collaboration and socialisation in a controlled web environment. I have learnt throughout the modules that Librarian 2.0 is about engaging library patrons through the use of web 2.0 technologies and to provide a web environment where users are able to share ideas about future projects, ask questions, and seek advice.

A successful way to achieve a well-constructed and collaborative web 2.0 environment would be for librarians to reach their clientele through the social media sites that they already use to share information and ideas. This means that librarians need to be tech savvy and not shy away from new or unknown web 2.0 technologies. Being tech savvy is an essential attribute that I believe information professionals in a web 2.0 world must acquire because library professionals should constantly evaluate services that their clientele utilise and if appropriate incorporate those services into the library’s webpages.  Information professionals in a web 2.0 world should also understand their user’s needs, plan ahead to accommodate those needs, and research what other libraries already do to fill those needs. They should remember to incorporate the underlying principles of web 2.0; collaboration, conversation, community and content creation. They should also be mindful when selecting any new type of web 2.0 technology. They should first ask themselves what it is they are trying to achieve and then figure out if the particular web 2.0 technology they are looking at would fulfil their purpose.  The final selection should always suit the purpose or outcome that the library is ultimately trying to achieve it should not merely be selected because the majority of patrons use the technology.

References:

ALIA New Librarians Symposium. (2008, December 5th and 6th). Librarian 2.0.  Highlight the ‘fuzziness’ of this concept. . Retrieved from http://www.youtube.com/watch?v=QGiew3lrybs

Casey, M. & Savastinuk, L. (2006). Library 2.0: Service for the next-generation library, Library Journal, 1 September. Retrieved from http://www.libraryjournal.com/article/CA6365200.html

Farkas, M. (2007). Building Academic Library 2.0. University of California, Berkeley. Retrieved Dec 29, 2013 from http://www.youtube.com/watch?v=q_uOKFhoznI

Schrier, Robert A. (2011). Digital librarianship & social media: the digital library as conversation facilitator, D-Lib Magazine, 17(7/8) July/August 2011. Retrieved from http://dlib.org/dlib/july11/schrier/07schrier.html

INF506 Module 4

Making Web 2.0 work for your organisation

Explore

Explore the social networking ideas in Anna Laura Brown’s four blog entries about top tools and trends for libraries on her Social Networking in Libraries [blog]:

Questions and Answers:

Which of these tools and trends has already impacted on your library or organisation?

We have a Facebook page, a Web Log, Zinio which are eMagazines as well as RSS feeds.

Which of these tools and trends have been discussed by people within your library or organisation as having potential in supporting its goals?

All of them really we are trying to really make an impact on our users and aiming to make their access much easier from home.

Which of these tools and trends have not yet hit your library or organisation’s radar?

Microblogging is still up for discussion. Twitter, this is something that has been argued over time and again. Time is the biggest issue here as well as what information would actually be placed on twitter. Most staff see it as a waste of time and think it is not suitable in our library environment.

EBook readers is also up for discussion. I believe that in today’s technological environment these devices are sorely needed. Others don’t agree. Funding is certainly the major issue at play here.

INF506 OLJ Entry: Making Web 2.0 work for your organisation

OLJ ICON

Select three (3) libraries of your choice that use social networking to meet their goals. Develop a comparative table which documents how each of the libraries use social networking tools to support information service provision, educational programs, conduct business etc. Based on this comparison (and in no more than 350 words) develop your own list of “Reasons why libraries should be on social media”, and draw upon aspects of these three libraries to illustrate each point. 

 Use   of Social Networking Tools

 

National Library of Australia

 

State Library of NSW

 

Wollongong City Library

 

 Information   Service Provision and  what’s on   information

 

TroveFacebookTwitter

RSS Feed

FacebookTwitterA variety of blogs

RSS Feed

Facebook – Events pageBook Club BlogTwitter

RSS Feed

 

 Educational   programs

 

Website

Website WebsiteFacebook 
 User   feedback and questions

 

Ask a Librarian – Live chat widgetTwitterEmail

Facebook

Ask a Librarian – Live chat widgetTwitterEmail

Facebook

Ask a Librarian – Live chat widgetTwitterEmail

Facebook

 Space/ facility/ event reservation Online booking Online booking Online booking

So why should school libraries bother with Social media and social networking? Well the answer is quite simple, you can’t afford not to. With the rapid pace of technology and the information expansion it brings libraries cannot afford to sit back and dismiss new technologies as a fad, or a waste of time. There are no excuses. Cost is not even an issue either because besides paying for an internet connection most social media websites are free. This excuse can be thrown out the window. The age old of argument of not having enough time to maintain a webpage should also be thrown out the window. Quite simply you have no choice these days but to make time for technology. Casey & Stephens (2009) agree that time is the only factor to improving customer service, boosting staff morale, fostering change, and building a management and communication style that is win-win for both staff and administration. So stop the excuses.

Libraries should remember to be creative, to try new things and not be afraid to explore unknown sites. Libraries should also connect, communicate and collaborate with other libraries. Check out what they are doing, how they are connecting with others and see how and if this could work for their own organisation. This is also an opportunity to market themselves to future users.

A list of reasons why libraries should be on social media;

  • Communication
  • Connection
  • Collaboration
  • To respond to both positive and negative feedback
  • To better understand their users
  • Education

References:

Casey, M. & Stephens, M. (2009). You can’t afford not to do these things. National Library of Australia. (2014). Homepage. Retrieved 30/11/2013 from http://www.nla.gov.au/

NSW State Library. (2014). Homepage. Retrieved 30/11/2013 from http://www.sl.nsw.gov.au/

Wollongong City Library. (2014). Homepage. Retrieved 30/11/2013 from http://www.wollongong.nsw.gov.au/Pages/default.aspx

INF506 Module 5 Social networking and information policy

OLJ ICON

INF506 OLJ Entry – ‘Shift Happens’ Watch this video carefully and identify five (5) examples of ‘shifts’ or trends that can have an impact on how individuals behave as digital citizens. This task can be address in general terms.

After watching the above video it is clear that ‘Shift Happens’. It’s inevitable and when it occurs, especially in the education realm teacher’s need to be ready. Technological advances and how we use technology is also affecting people’s behaviour. “A surge of new technologies and social media innovations is altering the media landscape… These changes are affecting the way people behave” (Xplane Visual Thinking. 2009.) Below I will provide five example of ‘shifts’ or ‘trends’ that were highlighted in the above video and discuss how these changes impact upon digital citizens.

Print circulation decrease: When was the last time you read a newspaper on the loo? Well I never have, but if I am going to read print material I use my laptop, iPad or Kindle. Vary rarely will I buy a magazine, especially when the ones I like are $7 for one, and I can’t remember the last time I purchased a newspaper, especially because I have a subscription online. Gone are the days of physical print for me. However I must confess there is nothing like holding a real novel in your hands and delving into a good read. I have a few friends who are anti e-readers, and electronic print. But for the most part most of my friends and family have embraced the digital age.

Pirated music: To all of ,y blog readers out there I am sure that many, if not all of you, have music on your phone, IPad or ITunes list that you have not paid for. How would you feel if you were the one missing out on all the royalties? Would you walk into your local shops and steal an item from the shelf, not giving it a second thought? Well that is what you are doing when you download ‘free’ music. Most seem to not even question their behaviour. Why is it ok to steel off the internet yet you class someone who stole from a shop as a criminal?

Social media etiquette: Have you ever written something on social media that you would never dare say to some ones face in real life? We have all heard the stories reported in the media of people who have said awful things about their work places or boss and end up being disciplined, or even losing their jobs. People seem to forget that what they are writing in the social media sphere has repercussions for them in real life. My Mum always told me never put anything in black and white. If you have an issue with someone talk directly to them. What you write may come back to haunt you.

Spam emails: We all hate them and can’t believe how many miss our junk mail and head straight to our inbox. Did you know that of the 200 billion emails that are sent to email accounts every day in America that 90 percent of them is spam? Totally annoying right! So who is actually producing them and why? Don’t they know it’s rude? This behaviour is not acceptable. I have a private home number to avoid pesky phone calls. I place a sticker on my mail box to indicate no junk mail and for the most part my request is acknowledged. So who thought up the idea that it is ok to send random people annoying junk mail? Yes I would love to receive 200 million from a lotto that I never even bought a ticket for in Europe but seriously enough is enough!

Mobile devices: It is predicted in this video that our mobiles are set to become the world’s primary connection tool to the internet by 2020. If this is the case then I won’t be connecting. I don’t even own a phone that can hold apps. Yes dear reader, I know you are in shock but it will be ok. I own a phone I can be contacted and can SMS from but that’s it. It won’t even accept MMS’s and I am ok with that. I’ll admit I have an ipad and a laptop so my internet connection is mobile but not from a mobile. My phone device behaviour is certainly in the minority.

In terms of bad behaviour information policies are essential. They are a guideline to social networking etiquette. They protect privacy, confidentiality, they regulate comments, highlight acceptable use and outline adequate online behaviour.

References: Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Available http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Xplane Visual Thinking. (2009). Did you know? [Video]. Retrieved 06/01/2014 from http://www.youtube.com/watch?v=6ILQrUrEWe8

OLJ ICON

INF506 OLJ ENTRY: Identity, Privacy, Security and Trust

Online_privacy

Image retrieved from

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Over the years many discussions have occurred and many articles have been written about just how secure our details are on the World Wide Web. Privacy and security should be high on everyone’s agenda, especially when first signing up to a new social media site. But just how high on a young person’s agenda is security and privacy? A generational gap exists and shows many young internet users willingly provide their private details like addresses and phone numbers online without a second thought. Many young people’s networking pages are also public, not private, and open to numerous networks. This is quite concerning to say the least. It also raises the question, are our youth simply too trusting?

internet-security

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According to De Rosa et al. (2007) many internet users acknowledge that online trust increases through use. This means that many online users tend to lessen their concerns about privacy and security simply because they become more at ease with the technology that they are using. Of course what people choose to share, or not to share, at the end of the day it is up to the individual but trust plays a big part in their decisions. Take my Facebook page as an example. It is private and I have never filled out any of my personal details i.e. my employment history or my university studies. I also choose to only occasionally add a photo that I wouldn’t mind if the entire world saw. I never tag myself in pictures or events that I’ve attended and I am grateful that my friends don’t tag me either. The reason that I do this is because I am conscience of my digital footprint. I also acknowledge that those closest to me are already aware of where I live and what I do for a living so they don’t need to see it in black and white.

Whilst I do understand that a young person’s social identity to them is as important, if not more important than their real-life identity I believe that oversharing their personal details needs to cease. It is essential that young people know the risks of oversharing. Online aliases or avatars would certainly help here because some anonymity would exist.

References:

De Rosa, C., Cantrell, J., Havens, A., Hawk, J. & Jenkins, L. (2007). Section 3: Privacy, Security and Trust. In Sharing privacy and trust in our networked world: A report to the OCLC membership. Dublin, Ohio: OCLC. [ebook] Available http://www.oclc.org/reports/pdfs/sharing_part3.pdf

Raynes-Goldie, K. (2010). Aliases, creeping, and wall cleaning: Understanding privacy in the age of Facebook, First Monday, 15(1), 4 January. Available http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2775/2432

Pearson, J. (2009). Life as a dog: Personal identity and the internet. Meanjin, 68(2), 67-77. Retrieved from http://search.informit.com.au/fullText;dn=200906244;res=APAFT

Social Media Policies in schools

Educators and student’s are using social media more and more these days. Developing a social media policy is a must. Essential components of any social media policy are;

  • To provide guidance
  • To discuss how to approach confidential information: i.e. what can and cannot be written online
  • To highlight what happens if a policy is ever violated

Lauby (2009) also states social media policies should  considered the audience they are intended for, be authentic and bring value to the organisation.

References:

Lauby, S. (2009) 10 Must-Haves for Your Social Media Policy, Mashable,  6 February [blog] http://mashable.com/2009/06/02/social-media-policy-musts/

Lauby, S. (2009) Should Your Company Have a Social Media Policy? Mashable, 27 April [blog] http://mashable.com/2009/04/27/social-media-policy/

Where to next? What is on the horizon that you need to be aware of?

Millions of people are connected to the internet in 2014 and many of them are now not only users but creators of online content. From the beginnings of the internet and beyond we have constantly trying to improve upon our web 2.0 communication techniques. This will certainly continue on into the future. So just what does the future internet have in store for users? The internet of the future will have to change in order for it to be usable across the entire globe. These changes will allow a variety of machines to communicate with each other and ensure that users a more easily globally connected. This is sometimes referred to as connective intelligence.

Battelle & O’Reilly (2009) describe collective intelligence as applications that depend on managing, understanding, and responding to massive amounts of user-generated data in real time. The web is no longer a collection of static pages and many different types of machinery are now being controlled online. Imagine being able to control a machine in Italy from a London headquarters. Everything is possible in this new information age.

References:

Battelle, J & O’Reilly, T. (2009). Web Squared: Web 2.0 Five Years On.

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. Retrieved from http://www.web2summit.com/web2009/public/schedule/detail/10194

 

INF506 Assignment 3: OLJ/Evaluative statement

Part 1: Online Learning Journal

My Online Learning Journal (OLJ) has been created and can be found on the left hand side of this Hannah Gleeson Blog under the INF506 Social Networking for Information Professionals tab. Module readings and learning activities that have been completed throughout the session have been documented here. OLJ Tasks for INF506 have been placed on the blogs homepage for your reading convenience.

Part 2: Evaluative report

  1. Evaluative Statement

At the beginning of the subject I felt I knew a lot about social networking because I am a child of the information age and because I am a regular user of social media for personal and professional use. However as I began to read through the modules I found that there were many ways to integrate social media into classrooms, libraries and other organisations that I had never considered before.

Three Online Learning Journal (OLJ) Entries that have been documented as evidence of meeting the learning outcomes of the subject are; diigo, Essential knowledge, skills and attributes of an information professional in a web 2.0 world and Second Life.

INF506 OLJ Entry: diigo

INF506 Social Networking for Information Professionals gave me the opportunity to explore the world of social bookmarking. I learnt that social bookmarking allows users to track and annotate websites, to add tags, highlight important passages and create keywords. I also learnt that social bookmarking is a collaborative web 2.0 tool that allows users to mark web pages that they will use later and share with others. Fichter (2006) helped me to see the many benefits to social bookmarking, especially when people are willing to add tags voluntarily. The tagging process however is still in its infancy because site features are continually improving. As these changes are constantly occurring social bookmarking is not without drawbacks. This is when I learnt about folksonomies. Vander Wal (2007) defines folksonomies as the result of personal tagging that is done in a social environment to information or objects for later retrieval. These tags can be disordered and can often lack precision because there is no ability to control synonyms or related terms. Fichter (2006) explains that this is because folksonomies are unstructured and are not taxonomies. Combining folksonomies and structured taxonomies together may be the answer to improving bookmarking tags. INF506 gave me the opportunity to explore diigo and set up an account. Keiser (2012) believes diigo is a bookmarking tool that sees the future and seizes it, especially with its development of diigo for iPad and Power Note for Android. I accessed diigo using my iPad and can see why Keiser liked it so much. It was user friendly with ‘highlighting’ and ‘taking notes’ features that quickly became my favourites. Redden (2010) believes bookmarking tools have the potential to be utilised in organisations to benefit their users and enhance their services, I have now seen these benefits firsthand. My OLJ Entry discusses tagging and sharing bookmarked information, my experience with diigo and my favourite features. After my diigo experience I will certainly be using it for professional purposes in the near future.

INF506 OLJ Entry: Essential knowledge, skills and attributes of an information professional in a web 2.0 world.

Throughout the module readings INF506 Social Networking for Information Professionals discussed the concepts of librarian 2.0 and the essential knowledge, skills and attributes required by an information professional in a Web 2.0 world. I learned that social media should not be incorporated into the library just because it is the latest fad. Farkas (2008) believes that it is valuable for librarians to know how to use social media and to incorporate it into their libraries to boost their profile. However libraries should never focus solely on the social media tool they have selected. They should focus on patrons needs and unless a real need exists for a blog or a Facebook page then the library shouldn’t use one. I will always keep in mind that poorly updated, unused or unneeded social media pages are damaging to the public profile of any library. It was also interesting to learn that some critical issues facing librarians today are; how to bring their library services to the attention of their online users, how to build online communities and how to raise a libraries profile. Berube (2008) believes that the above critical issues can be solved through perseverance and by selecting the most appropriate web 2.0 tools. Farkas (2007) also suggests making informal observations of library users, studying population demographics and surveying current library users. In my OLJ entry I discuss what I believe Librarian 2.0 is and how to establish a sound web 2.0 environment. As a teacher I confess I have often used excuses not to incorporate social media approaches into my teaching content, mainly because of time constraints. I now know that web 2.0 technologies actually allow me to work more efficiently and share information more easily among colleagues and will certainly incorporate them more into my teaching.

INF506 OLJ ENTRY: Second Life

Whilst I had previously heard of the concept of using virtual 3D worlds in education I had never taken the opportunity to explore just how engaging or educationally beneficial these worlds could be. INF506 Social Networking for Information Professionals introduced me to Second Life. Second Life is a computer based program that was once developed for gaming purposes but is now emerging as a way to engage students in meaningful learning experiences. O’Connell and Groom (2010) acknowledge that 3D environments are valuable learning platforms that allow educators and students to communicate, connect, share and learn together. Hutchinson (2007) agrees and urges educators to embrace the pedagogical benefits of virtual worlds. Unfortunately many educators are currently hostile towards ‘video-games’, seeing them as time wasters or tools with no educational merit. But just how many of these educators have actually explored the pedagogical potential of virtual worlds? Like many educational cynics I am not a fan of computer games and did not believe that these games possessed the potential to support the informational and collaborative needs of my students. After experiencing Second Life I can say that I am still not a fan of computer games but can concede that Second Life does hold pedagogical value. I can now see why Hutchinson (2007) urges educators to reconsider and further explore virtual worlds for their educational benefits. After all, there is no better way for teachers to engage with their learners than to utilise a learning platform that their students already use and place value in. This subject has re-opened my eyes to a generational gap that exists between the way adults and youths view the value of online activity. Adults tend to view online activity as unproductive entertainment whilst youths view online activity as socially beneficial and fun. Virtual worlds can certainly support students in their literacy and writing activities, in experiencing historical settings, in mapping and geographical navigation and much more. My OLJ Entry discusses the learning experience I encountered as well as different ways information organisations can utilise Second Life to support learning and collaboration amongst users.

  1. Reflective Statement

At the beginning of the subject I saw myself as a competent user of social media. I used a Facebook account for personal interaction with friends and family and a WordPress account for work purposes. Now that I am at the end of INF506 I can’t believe that I thought this made me competent. As an educator I have seriously underestimated the value that social media holds as an engaging educational tool. Its benefits, whilst preached to me in various academic readings, have not really registered with me until this subject. I am also ashamed to say that I have never really taken the time to explore the variety of web 2.0 tools that are available online, always just sticking to what I know. This subject has given me the opportunity to explore diigo and Second Life, to join a Facebook group, to attempt twitter and observe Flickr. One of the most interesting parts of the course would have to have been my social networking project assessment. I worked with a local village playgroup to construct a playgroup WordPress blog. An online community was successfully developed where village playgroup members could log online to communicate, contribute, comment and share. I am happy to say that even after the assessment was completed the Village Playgroup Blog lives on. I have certainly enjoyed the practicality of this subject and can now consider myself competent in a range of social media tools.

Huvila, Holmberg, Krongvist-Berg, Nivakoski & Widen (2013) believe that the successful implementation of social media in library environments is directly associated with how proficient librarians are in social media use themselves. As an information professional and almost a fully qualified teacher librarian I feel my newly found competence has given me the skills I require to actively and effectively participate in a web 2.0 world. At the completion of the course I have a clearer idea of the definitions and terminology of library 2.0, web 2.0, QR Codes, RSS Feeds and more. I can more clearly evaluate the use of several different social networking platforms and identify which would work best in different types of community settings. I also feel confident that the learning objectives I detailed in my first OLJ Entry have been met. I expected to discover and explore a wide range of social media networking tools for both educational and personal purposes. I have certainly done that. I also expected to be less afraid of embracing new kinds of technology by being given the chance to tinker with them. I’m glad to say I’ve accomplished this too. The skills that I have learnt throughout the course of this subject will remain with me on my lifelong learning adventure and I know that I will carry the most interesting aspects of the course with me throughout my professional life.

REFERENCES:

Berube, L. (2008). Do you Web 2.0? Social networking and library services. Oxford. Chandos Publishing. Retrieved 01/02/2014, from http://chandos.metapress.com.ezproxy.csu.edu.au/content/hjw473/fulltext.pdf

Casey, M., & Stephens, M. (2009). You can’t afford not to do these things. Library Journal. Retrieved 04/02/2014, from http://tametheweb.com/2009/03/15/you-cant-afford-not-to-do-these-things/

Farkas, M. G. (2008). The essence of Library 2.0? Retrieved Jan 20, 2014 from http://meredith.wolfwater.com/wordpress/2008/01/24/the-essence-of-library-20/

 

Farkas, M. G. (2007). What will work @ your library. In Social software in libraries: building collaboration, communication, and community online (pp. 233-255). Medford, N.J.: Information Today, Inc. Retrieved 30/01/2014, from https://www.csu.edu.au/division/library/ereserve/pdf/farkas-m.pdf

 Fichter, D. (2006). Internet applications for tagging and folksonomies. Online. 30(3), 43-45. Retrieved 01/02/2014, from http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?action=interpret&id=GALE%7CA148931596&v=2.1&u=csu_au&it=r&p=EAIM&sw=w&authCount=1

Hutchison, D. (2007). Video games and the pedagogy of place. Social Studies. 98(1), 35-40. Retrieved 03/02/2014 from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=a0e3b011-6d91-4ffe-8107-6baa50513c72%40sessionmgr115&vid=2&hid=120

Huvila, I., Holmberg, K., Krongvist-Berg, M., Nivakoski, O., & Widen, G. (2013). What is librarian 2.0 – New competencies or interactive relations? A library professional viewpoint. Journal of librarianship and information science. doi: 10.1177/0961000613477122

Keiser, B. E. (2012). Social bookmarks for the 21st century. Online. (36)4, p.19. Retrieved 03/01/2014, from http://go.galegroup.com.ezproxy.csu.edu.au/ps/retrieve.do?sgHitCountType=None&sort=RELEVANCE&inPS=true&prodId=EAIM&userGroupName=csu_au&tabID=T002&searchId=R3&resultListType=RESULT_LIST&contentSegment=&searchType=AdvancedSearchForm&currentPosition=1&contentSet=GALE%7CA296045478&&docId=GALE|A296045478&docType=GALE&role=

O’Connell, J., & Groom, D (2010). Connect, communicate, collaborate. Learning in a changing world. ACER Press. Victoria, Australia.

O’Connell, J., & Groom, D. (2010). Virtual worlds. Learning in a changing world. ACER Press. Victoria, Australia.

Redden, C. (2010). Social bookmarking in academic libraries: Trends and applications. The Journal of Academic Librarianship. 36(3), 219-227. http://dx.doi.org/10.1016/j.acalib.2010.03.004

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