Module 3: Library 2.0 and Participatory Services

This post will be divided into the ‘OLJ Tasks’ and my responses.

OLJ Task 1 – View 5 one minute videos. Write a critical evaluation on ASU Libraries use of these platforms to achieve the 4C’s of social media.

The five videos I watched:

1. Mobile Security: Explains how personal information is linked to our mobile devices, such as: emails, contacts, photos, social networks, bank accounts details. It advises us of the 3Ps – be sure on your mobile to use PIN  PASSWORD or PATTERN in order to not have personal detail stolen.

2. Library Student Advisory Committee: Explains that students ideas, thoughts and suggestions can be voiced through the Library Student Advisory Committee that meets once per semester. Suggestions from the committee from the past include improvement on web design.

3. Fun Things To Do In The Library: Explains what’s on offer in the library – comfy furniture, WiFi, DVDs and video collection, board games, music, cafes and exhibitions.

4. The Good, The Bad and The Librarian: Explains who the different librarians are and how they can help you! Very cute video.

5. Ask a Librarian: Describes how a Reference Librarian can help students and how they can be contacted.

How Does ASU achieve the 4Cs of Social Media:

The 4Cs of social media are ‘collaboration, conversation, community and content creation’ (Charles Sturt University, 2013, module 3). These are important elements that contribute to the creation of a library 2.0. Stephens (as cited in Casey & Savastinuk, 2006, para. 5) suggests library 2.0 is a meeting place ‘online or in the physical world where library users will be fulfilled through entertainment, information’ and ability to create and share content.

Arizona State University (ASU) library utilises various Web 2.0 tools to connect with their users. Their collection of one minute videos titled ‘The Library Minute’ is an innovative method of using the Web 2.0 tool YouTube to inform their users of the library services available.

1. Collaboration: Miller (2005) states that businesses should work together sharing ‘code, content and ideas’. ASU library successfully shares ‘code, content and ideas’ (Miller, 2005) evidenced by collaboration on three levels;

a. The collaboration between the various libarians within the university library. It appears that librarians from all sectors of the library have contributed information to the making of the videos, such as the Reference Librarian and the Inter-Library Loans Librarian. This demonstrate excellent team and collegial efforts to educate its users on what the specific roles in the library can do for them! 

b. Collaboration between the three ASU libraries. Videos explain what is on offer at each the libraries that may be of use to students.

c. Collaboration between the librarians and the student body. Students are encouraged to contribute their opinions and ideas relating to library matters and suggestions on how to improve library services. This encourages the philosophy of the library as being a part of the learning process for the student, and not a seperate entity. Students are given opportunities to share with the librarians in the virtual and real world – moving this library one step further into the Library 2.0 world.


Schrier (2011) states that a digital librarian needs to listen to the conversations that are happening by following tweets, feeds, and interacting through discussions on blogs and Facebook. The ASU library has tweets, feeds, a blog and Facebook – ASU is creating, participating and listening to conversation.  

Furthermore, Schrier (2011) states developing trust is imperative by listening to existing and new library users and ways digital librarians ‘cultivate broader awareness of their collections through social networking’ (Schrier, 2011) and social media. ASU libraries is achieving conversation.


Casey and Savastinuk (2006) state, ‘library 2.0 model seeks to harness our customer’s knowledge to… improve library services’. To gain users knowledge it is important to provide a platform for the community to express their views, concerns or ask questions (Miller, 2005). However, most libraries provide only one method of contacting their librarian (Schrier, 2011).

ASU library presents four alternative methods of contacting the librarian as the following video demonstrates:

ASU undoubtly creates community for its users by sharing knowledge and skills using varied SN and SM tools.

Content Creation: The content created by the library for its users is broad and varied, for example information on the roles of different librarians and activities on offer at the three libraries. The content on the ‘The Library Minute’ is  appealing and cheerful.

Casey and Savastinuk (2006) state, ‘Blogs and wikis are other ways to engage customers and push fresh content to users’. The ASU library has a blog that provides notification of services and events. Included in the ASU site are links to tweets, Facebook and various social networking tools where users have the opportunity to create content.


Charles Sturt University (2013) Library 2.0 and participatory services [INF506, module 3]. Retrieved 9 May from Charles Sturt University website:

Casey, M. & Savastinuk, L. (2006). Library 2.0: Service for the next-generation library, Library Journal, 1 September. Retrieved from

Miller, P. (2005). Web 2.0: Building the new library, Ariadne, 45, 30 October. Retrieved from

Schrier, R.A. (2011). Digital librarianship & social media: The digital library as conversation facilitator, D-Lib Magazine, 17(7/8) July/August 2011. Retrieved from


OLJ Task 2 – Read the post A to Z of Social Networking for Libraries. Consider the advice in terms of a library and information agency that you know. Select advice from five letters of this A-Z list and consider how these may be applied to this library to help it embrace a Library 2.0 ethos.

Gordon West Public School Library serves 520 students, 40 teaching and support staff and the parent community. The collection has approximately 20,000 print and digital resources. Promotion of the library’s services and resources is primarily conducted during library lessons, research lessons, assemblies and newsletters. Currently there is no library website (the newly created website to be lauched June 2013), and the library offers little in the way of Web 2.0 technologies. Where to begin to help this library embrace a Library 2.0 ethos and to connect more with its learning community…

B- Blog. Keeping the learning community informed in various areas, for example new resources or tips on effective researching – can be achieved through blogging. This is an excellent method of communicating and sharing information with the learning community. Inviting users to comment on blogs starts conversation – an important element of Library 2.0.

D- Direction. Prior to the development or creation of any social networking (SN) platform, the TL (in partnership with the Executive Teachers) needs to clearly outline the aims and purpose of a SN platform for the library. As Casey and Savastinuk (2006) state that it is vital when embracing Library 2.0 that the focus is user-focussed. Therefore, it’s imperative to determine what the learning community needs, wants and expects from interactions with its library. Therefore, determining these factors appropriate SN tools may be selected to help satisfy the learning communities needs.

G – Good Read. We are a library! Providing students with good recommendations of what they can read is favourable. However, in a Library 2.0 suggestions of good reads can be by links to literature review websites, book trailers or e-books. 

Y- Youth. Research states that the use of SN and SM is on the rise across all age groups (De Rosa, Cantrell, Havens, Hawk, Jenkins, 2009, p.1-1). Therefore, it is feasible to consider (even in a primary school library) using SN to take the library to where the users are gathering. As Brookover (2007) states connecting and interacting with students by using tools with which they are very comfortable, demonstrates an awareness of and participation in trends that matter to them.

Z-Zeal. For Library 2.0 to succeed all of the library staff (or a library committee) would become involved in the creation and maintenance of the SN platform.

With just 5 letters GWPS library can take its first steps on the path to becoming a Library 2.0.


Brookover, S. (2007). Why we blog. Library Journal. Retrieved from

Casey, M. & Savastinuk, L. (2006). Library 2.0: Service for the next-generation library, Library Journal, 1 September. Retrieved from

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


OLJ Task 3 – View ‘Building Academic Library 2.0’ . Consider the advice provided in terms of a library you know. Select 5 key pieces of advice and consider how these may be applied to your library to help it embrace Library 2.0.

Advice 1 – Understanding What Your Consituents Need

Farkas (2007) states that when creating a Library 2.0 environment the library must know the users. To do this, GWPS library (or any library) could conduct surveys, interviews and open discussion forums with the learning community to ascertain what they:

  • value in the library
  • how they use the library
  • what experience they have with technology
  • what (if any) social networking sites they use
  • how they might like to receive information about library events and services.

Once this analysis is achieved the collection of digital material, Web 2.0 tools and the construction of a social networking project may commence with confidence. Conducting an analysis of the GWPS learning community highlights Kennedy’s (2006), statement, ‘collection activities must be conducted with a constant awareness that the primary reason for collecting is to serve the needs of the present and future library users’ (p 1).

Advice 2 – Planning the Project

At GWPS (or any library) once the needs of the learning community were established the planning of the following could be established –

  1. developing the project aims;
  2. selecting the appropriate social networking platform; and
  3. selecting appropriate information, digital resources and Web 2.0 tools for inclusion.

Advice 3 – Partnership

To move GWPS library (or any school library) into a Library 2.0 it is a partnership between the TL and all groups in the school including Principal, Executive Teachers, Classroom Teachers, students and parents. The TL can create the SN platform and provide the Web 2.0 resources but without the support of all of the schools groups it will not be successful. A Library 2.0 is a change in the mindset for the whole school!

Farkas (2007) points out, the introduction of technologies should be an interative process (partnership) of evaluating the service and making changes accordingly. Therefore, on the GWPS website a feedback option will be included for the learning community to give feedback and for the TL to make appropriate improvements.

Advice 4 – Privacy

In creating a SN platform for GWPS and moving it into a Library 2.0, it is a concern that any digital material included or linked may unknowingly not be part of ‘Creative Commons’. Therefore, potential copyright infringement may result. It is an issue that must be resolved with the Department of Education and Training (‘DET’) to gain an understanding of the Information and Technology protocols of the NSW DET.

Furthermore, it is the privacy of the students that is of most importance. Permission to use students images, videos and samples of work will require parental permission for use on the library’s website. Students will be taught cybersafety rules to educate them to not reveal their personal details online.

Advice 5 – If Clients Are Not Coming To The Library – Go To Where They Are Gathering!

Technology is not the only element of a Library 2.0 environment, but it is a driving force. According to a study conducted by OCLC (De Rosa et al., 2007) visits to library websites are down, while the use of social networking sites is up (Farkas, 2007). Therefore, Farkas (2007) suggests that libraries either put content on social networking sites or make the library website more like one. GWPS is a part of NSW DET and there may be difficulties of having Facebook and Twitter links, but we can become creative and make the librarys website look like a SN site as suggested by Farkas (2007). Fantastic idea! At GWPS I can create a virtual gathering place for our students and on a Blog we can gather to share upcoming events, items for research and bookclubs.

I feel if the library were to move closer to embracing a Library 2.0 ethos it would benefit all (not just myself as the TL). The resources and services would change, evolve and truly reflect users’ needs.


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

Farkas, M.G. (2007). Social Software in Libraries. Medford, New Jersey: Information Today, Inc.  

Kennedy, J. (2006). Collection management: A concise introduction (rev. ed.). Wagga Wagga, NSW: Cente for In formation Studies, Charles Sturt University.


OLJ Task 4 – Identify a website of a library or information agency you are familiar with that is using one or more Web 2.0 technologies to provide information services and/ or learning support.

  1. Develop your own set of criteria (up to 10 criterion) with regard to effective library website design.
  2. Evaluate the effectiveness of the selected library website based on your set of criteria, and identify aspects of this website that could be improved using Web2.0 technologies.

The ten developed website design criteria have been created specifically to evaluate primary school library websites.

The ten developed criteria (Matthews, 2009; Jasek, 2004; Hay, 2010) are highlighted in bold print, then the analysis of Auburn North Public School Library website ( follows each criteria.

1. Quality of  Home Page

  • Does the homepage contain a mission statement?
  • Does the homepage describe what the library has to offer for the learning community?
  • Does the homepage engage through photos/ banners/ videos?
  • Does the home page set the tone for the library?

The home page only presents icons as a representation of how the information is categorised. The homepage would benfit from a mission statement and photographs, banner or video that the learning community can immediately relate to. Personalising the homepage could be achieved by using;

2. How well is the information categorised?

The information is broadly categorised well. The tabs on left hand side state the categories of information. However, when a page is opened further categories of information are presented, for example the tab ‘kindergarten’ does not highlight any further categories of information. But when the user opens the page, information is presented in categories of alphabet, nursery rhymes, colours and sequencing. The user would benefit from knowing all of the categories of information presented on each page without the need to open each page.

3. Quality of visual icons

The icons are fresh, simple, age appropriate and appealing.

4. Quality of tagging information

The user would benefit from all of the icons being tagged. The tagged icons are concise and relevant to the user. 

5. Maintenance of webite

  • Are the links current and relevant to the curriculum?
  • Is the information relating to the school community current?

Three website links did not work. Last update of the website was June, 2012. All library websites require regular maintenance to ensure all information is current and relevant to users.

6. Does the website appeal and engage primary students through the use of:

  • colour
  • sound
  • visual cues to engage primary students? 

The ANPS blog is appealing as it includes videos and photos specific to the learning community such as author visits. However, the overall website is not personalised to ANPS. Personalising it could be achieved by imbedding photos, artwork, wordclouds and videos using the folowing Web 2.0 tools:

7. Does the website present digital resources that meet the educational,  social and recreational needs of the learning community?

A wide array of excellent digital resources are presented for students and teachers to engage with. The TL has effectively presented information using videos, avatars and images. A Web 2.0 technology that could improve this site is podcasts. As Eash (2006) states ‘podcasting supports efforts to differentiate instruction in the library’. Auditory learners benefit from receiving information in this form. Podcasts could be used to give the learning community information about:

  • navigating the library
  • steps on how to use library inquiry
  • new resources

8. Does the website promote the services and resources of the library?

Only the Blog presents events and activities hosted by the library. There is limited information relating to new resources or the roles and skills of the librarian.  

The ANPS website would benefit from wikis relating to research units that could outline outcomes, resources and assessment information for the students. On the wiki mediated print and digital resources could be presented. Wikis could promote dialogue between TL and the learning community.

9. Embraces the principles of Library 2.0: collaboration, conversation, community and content creation (or co-creation).

According to Casey & Savastinuk (2006), a Library 2.0 service is one which ‘successfully reaches users…and makes use of customer input’. Although new blog posts are added, there is little in the Blog of students, teachers or parents contributing comments. Therefore, the Blog may be  used for information giving rather than information sharing.

To incorporate content creation the library website could incorporate a section where students can post reviews of books and other resources (perhaps as blog posts or podcasts).

To address the principle of collaboration for the teachers, I suggest that a social bookmarking site such as Delicious or Diigo be used to collect digital teacher resources.  The TL and teachers may then add to the collection as they find new and relevant resources.

10. Feedback and contact option? 

Contact details are presented, but no feedback option. The TL would benefit from a feedback option to again an understanding of what the changing needs of the learning community are, and to then reflect on how best to make approved changes.


Casey, M. & Savastinuk, L. (2006). Library 2.0: Service for the next-generation library, Library Journal, 1 September. Retrieved from

Eash, E. K. (2006). Podcasting 101 for K-12 librarians. Computers in Libraries, 26(4). Retrieved from

Hay, L. (2010). Social networking for information professionals [INF506 201090 Module 3]. Retrieved 15 December, 2010, from Charles Sturt University website:

Jasek, C. (2004). How to design library websites to maximize usability. Retrieved from

Mathews, B. (2009). Web design matters: Ten essentials for any library site. Library Journal, (15 February). Retrieved from


OLJ Task 4 – Based on readings in Modules 1, 2 and 3, and examination of Abram’s and Harvey’s definitions of Librarian 2.0 and the views presented in the YouTube clips, define what you believe to be the essential knowledge, skills and attributes of an information professional in a Web 2.0 world.

1. Knowledge

Firstly, the informational professional in the Web 2.0 world must have a solid understanding of the needs of their client group. This is achieved by the librarian being a part of the client group (no segregation), and giving the client group ample opportunities to voice their current and future needs.

Secondly, the information professional in the Web 2.0 world must have current knowledge of the resources available in the digital world. The information professional can maintain current knowledge by networking with like minded professionals in the real and virtual worlds, and being current in the literature relating to Web 2.0.

It is only when the information professional understands the needs of the client group that they can best match Web 2.0 tools/resources to meet information needs.  

2. Skills

The skills of the information professional in the Web 2.0 world can be divided into the following skill groups;

1. Personal Skills: Communication in the written and oral form will continue to be most desirable in order to convey our visions and aspirations for the library in the real and virtual worlds.

2. Librarianship Skills: The skills of selecting and accessing resources remains pertinent to the profession, but we must balance these resources in our collection between print and digital resources to meet information needs of the client group in the 21st century.

3.Technology Skills: It is highly desirable that the information  professional of the Web 2.0 world not only be aware of the digital resources and tools but importantly how to use them in order to:

  • allow the community to share, discuss and create information
  • implement a resources or tool to meet internal library needs, for example a new internal communication tool to facilitate online communication.

3. Attributes

The main attribute of the information professional in the Web 2.0 world is a mindset that technology is a part of information – to either create or access the information.

The personal attributes of the information professional is that they be:

  • personable
  • approachable
  • reliable
  • knowledgable in their field

Information clients understand that they now have many sources to access their information from. If the information professional does not exhibit the described knowledge, skills and attributes – the information user will seek their information elsewhere!