Evaluative Report

This evaluative report consists of two parts – part A and part B.

Part A is an evaluative statement using three experiences from my online learning journal (OLJ) to demonstrate fulfilling the five learning objectives for INF506 as published in the subject outline.

PART A

The three experiences chosen from my OLJ are:-

  • Delicious – a social bookmarking service
  • Building An Academic Library
  • ASU Libraries

Delicious – Social Bookmarking Service

I was aware of Delicious prior to commencing INF506, but I had no substantial knowledge of the purpose nor the functions of an online social bookmarking technology. This learning experience was invaluable in developing my skills as a social networker, and to gain a solid understanding of a social networking technology.

The functions of Delicious were relatively easy to understand. Close examination of, and experimenting with the varied functions led me to understand that Delicious allows for – the sharing, the following and networking with tagging/stacks for online resources. It has the ability to instantly search a subject and see which online resources are most popular (that is which are most frequently book marked). However, the disadvantage of this is that popularity does not always equal quality. I believe, that I (and others) would benefit from more visual cues as prompts when navigating Delicious.

Further research into Delicious gave me an understanding that this tool could be used by information professionals, for example it acts as a large database where information professionals can find web links required to many and varied subjects areas. Furthermore, a filter option can deliver only the most interesting links to you direct. Delicious, like all Web 2.0 technologies, must be evaluated based on the appropriateness and relevance to the information needs of the client group

In the time period between last using Delicious (prior to commencing INF506), and engaging in Delicious for INF506, I discovered that the interface had changed. Therefore, I had to relearn how to perform all of the functions. This was a reminder that Web 2.0 technologies are evolving and changing, and I as a user must be fluid in my technology transition. My mindset must be open to learning and change in the digital environment to fullfil my role as a TL.

Building An Academic Library

In order to demonstrate an understanding of the term Library 2.0 I have selected the OLJ (Module 3) – ‘Building an Academic Library 2.0′. This OLJ task involved recording and reflecting on five pieces of advice from the YouTube video ‘Building Academic Library 2.0’ (UC Berkeley, 2007). The advice I considered most appropriate to my workplace was:

  • Understand what your constituents need.
  • Plan projects carefully: do not be foolish and use technology   unnecessarily.
  • Library 2.0 is a partnership.
  • If clients are not coming to the library- go to where they are gathering.
  • Be aware of privacy issues.

The ideas and advice presented were valuable. I also found the video and the keynote speaker Meredith Farkas (UC Berkeley, 2007) knowledgable, sensible in her advice and inspiring. Importantly, Farkas (UC Berkeley, 2007) does not dismiss where libraries have come from, but rather believes that learning from the past to develop a better library future is important. I found the presentation by Farkas (UC Berkeley, 2007) extremely helpful in developing my understanding of the term Library 2.0.

However, Farkas (UC Berkeley, 2007) admits the exact definition of the term Library 2.0 is difficult, and that she herself struggles with it. However, Farkas (UC Berkeley, 2007), prefers to view Library 2.0 more as a state of mind. Whilst Library 2.0 is interconnected to Web 2.0 and its associated technologies, it is not solely about the technology. Farkas (2008) advises  libraries against implementing technology without assessing if the new technology is in the best interest of the library, or what constituents require.

Farkas (2008) further includes that Library 2.0 means ‘working to meet changing user needs’. Therefore, librarians must trust and listen to our users and ‘being aware of emerging technologies and opportunities’ (Farkas, 2008). It’s also about continually reevaluating our library services and seeing members as partners in developing the future of the library (UC Berkeley, 2007).

Library 2.0 is a difficult concept to clearly define, but to me it now means connecting and communicating with my learning community in different modes to meet their needs. Furthermore, it is educating my learning community in how to use the Web 2.0 technologies to become information creators, and not only information takers. 

ASU Libraries

This OLJ task (Module 3) involved an investigation and evaluation of the Arizona State University Libraries (ASU) use of social media to connect with library users and provide a participatory library service.

Social media’s principle foundations of conversation, collaboration, community and content creation form the basis of not only Web 2.0 but also Library 2.0. Therefore, applying the Web 2.0 technologies to libraries to fulfill the 4Cs allows ‘the end users to thrive and survive (and libraries along with them)’ (Abram, 2007).

The ASU libraries make a tremendous effort to connect with their community using a variety of tools and media. The use of these tools and media leads to conversation about what their users needs are, and then the ASU Libraries respond appropriately. For example, the students voiced through an online survey the need for longer library hours during examination periods, the response from the AUS Libraries was all night opening hours during exam periods. This demonstrates participatory library service in action.

Participatory library service is dependant on getting to know your community (both users and non users) and their needs through assessment, both formal such as surveys and informal such as conversation, or observations and then responding, allowing the community to shape future services (Farkas, 2007).

ASU’s librarian Anali Perry featured in ’The Library Minute’ videos. This added a human face to the library, and personalises the new Library 2.0.  Bennett (as cited in Brookover, 2007) suggests that ‘the more human we look, the more we personalize our services, the more connected we will be to our patrons’.

The ASU Library website has made me critically evaluate my role as a TL at Gordon West Primary, and how far I am prepared to go as an information professional to connect with and serve my learning community. I believe, I will endeavour to meet the learning communities needs to the best of my ability– the library, nor the role of a TL is static – we are continually evolving and redefining our position and purpose. ASU Library has given me ideas of how to get to know my learning community, and also how to connect and communicate with them in a Library 2.0 – many tools and ideas to experiment with!

 PART B

Part B is a reflective statement on how INF506 has effected my development as a social networker, and the implications for my development as an information professional.

In March 2011, at the commencement of this course, I had a very basic understanding of social networking sites and social media tools, such as Facebook, Twitter, YouTube and Flickr. Prior to the commencement of the course I did have an account to Facebook, which I occasionally tinkered with to see what friends and family were up to, but I never contributed any comments.

March 2013 began my mind set transformation, and revelation into the world of social networking and social media! I slowly began exploring, investigating and reflecting on the module readings, module tasks and additional research. The world of Web 2.0 technologies, social media and social networking were revealed to me – wow! It has been a journey of personal and professional digital discovery.

As directed, I created accounts to – Delicious, Flickr, LinkedIn, Twitter and Second Life. It is only Second Life that caused technical grief, so unfortunately I eventually had to stop trying to access Second Life due to time constraints. My blog was created with excitement, and each entry I was very proud of – I was finally a creator and contributor to the information world, and not just an information consumer!

I joined the INF506 group on Facebook and Flickr. I was surprised by the sense of community, the sharing of information and open dialogue that was encouraged and very present in this virtual world. And so began my exponential learning curve into blogs, microblogs, wikis, QR codes, tagging, mash ups, RSS feeds, podcasts, web conferencing, … and the list goes on. I was like a child in a sweet shop – I wanted a taste of all the sweet technology at once. I had to take it slowly and remind myself that I was a novice to the Web 2.0 world. My experimenting was slow and steady (very slow and steady at times), because technology does not come naturally to me. I had to experiment, ask questions and absorb what I was experiencing to build my knowledge and develop my skills.

I am now aware of Web 2.0, social media and social networking – the possibilities for my library are endless and will only be limited by my imagination, and possibly my technology skills (working hard on further developing my technology skills).

It was not always smooth sailing in INF506 for me! There were many struggles, challenges and moments of frustration in the social networking world, as I;

  • uploaded my library photos to Flickr,
  • contributed to Delicious
  • tweeted – random personalities, and I even tweeted to QA (ABC program)
  • posted comments to the INF506 group on Facebook
  • connected with friends on Linkedin

My new smart phone became my best friend this semester. My Facebook app alerted me of new posts – it added to the excitement – I was being a part of my peers social networking learning journey, I felt it a privilege. This method of communication and learning made it current, connective and immediate for me. The generosity of my INF506 peers and lecturers were evident as they continually shared links to interesting and relevant sites, and responded promptly to my queries and concerns. It all made my learning experience in INF506 less daunting and so much more rewarding. Facebook communication I found more worthwhile than the subject forums as the comments and posts are categorised under headings, much easier to track comments and information.

I feel limited by not having experienced the virtual world of Second Life. However, my module readings, independent research and reading the posts of peers on Facebook allowed me to gain an understanding of the endless wealth of experiences and opportunities for learning that are possible in virtual worlds (Bell, Lindbloom, Peters, Bell & Popel, 2008). Being able to take students to visit and experience such things as – cities set in different times or libraries in different settings will be a profitable tool in my library and research lessons.

My growth as an information professional in the world of social networking and the world of Web 2.0 is just beginning. As a student of INF506 I have not been the quickest learner, but on a personal and professional level I have gained an enormous amount of knowledge in a very short time period. That I am proud of! I now need to slow down to process and consolidate this knowledge and information and determine plans for its application into my library. I believe I am a better TL for having studied INF506.

Where To From Here…

As my career as an informational professional develops I will continue to use my Blog to record my experiences and developing knowledge, and critically reflect on my professional learning. It will be an avenue for me to record new resources encountered and emerging technologies that I want to experiment with. It will be the tool that allows me to evaluate my continuing growth and development as a TL.

I can see the benefits for students of all ages in having their own online journal- I can only lead through example and possibly share my Blog with my students to guide and inspire them. Students will be able to share their creative writing efforts and projects with their fellow students and gain a sense of pride and satisfaction in seeing their work published (Brookover, 2007)- just like me!

I will keep my Facebook and Twitter accounts. I am receiving regular updates and posts from libraries around Australia, this will keep me informed about the latest library and social networking trends. The difference is now that I know how to contribute information to them as well, and I understand the terminology being used! Being able to interact with people in the same profession has a two-way benefit as we can stay connected and communicate globally (De Rosa, Cantrell, Havens, Hawk & Jenkins, 2007).

As I work in primary education, there are age restrictions to the use of Facebook and Twitter, this may prevent the use of these social networking sites in the school environment. Therefore, I will need to be creative in how I use my new ‘Library Lovers Blog’ because I now understand the benefits and importance of connecting with my learning community through social media and social networking (Burkhardt, 2009). I will be mindful of my blog not becoming a substitute for a ‘Library Newsletter’, but rather it is platform for my learning community to engage and communicate together.

My Delicious account is a terrific source of information that I will inevitably use on a regular basis, and I will inform my colleagues of its worth. Flickr, I will use from Kindergarten to Year 6 as stimulus material to my library lessons and research lessons.

The endless learning opportunities for students to immerse them in virtual worlds is an exciting proposition. Even though Second Life was unsuccessful for me, there are other virtual worlds dedicated to primary age students, for example Club Penguin and Pora Ora. I will explore these options. I anticipate that in these virtual worlds students will be able to develop knowledge, skills and values in a safe virtual world. It is an engaging method of learning, a more active involvement for students than usually found in traditional classroom learning (Helmer, 2007; Dede, 2009).

My journey into the digital world has been exciting. There is no turning back! I know the benefit personally and professionally will be rewarding as I further develop knowledge, and importantly skills. Implementing my new knowledge and skills into my library is exciting as I aim to provide a richer information experience for my learning community.

In the past I would allow technology to drift by me, but now I am not intimidated or fearful of what Library 2.0, Web 2.0, social networking or social media means! I am ready to ride into Web 3.0 – bring it on!

References

Bell, L., Lindbloom, M., Peters, T., Pope, K. (2008). Virtual Libraries and Education in Virtual Worlds: Twenty-first century library services. Policy Futures in Education 6 (1) 49-58pages 49-58. Retrieved from http://dx.doi.org/10.2304/pfie.2008.6.1.49

UC Berkley. (2007). Building academic library 2.0 . Retrieved from http://www.youtube.com/watch?v=q_uOKFhoznl

Brookover, S. (2007). Why we blog. Library Journal. Retrieved from http://www.libraryjournal.com/article/CA6497263.html

Burkhardt, A. (2009). Four reasons libraries should be on social media. Information Tyrannosaur – Top of the Information Food Chain. Retrieved from http://andyburkhardt.com/2009/08/25/four-reasons-libraries-should-be-on-social-media/

Dede, C. (2009). Immersive interfaces for engagement and learning,
Science, 323(5910), 66-69. Retrieved from http://www.sciencemag.org.ezproxy.csu.edu.au/cgi/reprint/sci;323/5910/66.pdf

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

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

Farkas, M. (2008). The essence of library 2.0, Information wants to be free [web log post]. Retrieved from http://meredith.wolfwater.com/wordpress/2008/01/24/the-essence-of-library-20/

Helmer, J., & Learning Light (2007). Second Life and virtual worlds Available from http://www.norfolkelearningforum.co.uk/wp-content/uploads/2009/04/virtual-worlds_ll_oct_2007.pdf

Further Suggested Reading:

Dadwal, R. (2011). An ever-changing field: developments in mobile marketing. MarketingMag.com. Retrieved from http://www.marketingmag.com.au/blogs/an-ever-changing-field-developments-in-mobile-marketing-9419/

Digital World (2012). In Technology Explained (2012). Retrieved from http://www.abc.net.au/technology/techexplained/

Hricko, M. (2010). Using Microblogging Tools for Library Services. Journal of Library Administration, 50, 684-692. doi: 10.1080/01930826.2010.488951

Kroski, E. (2009).  Should Your Library Have a Social Media Policy? School Library Journal.  Retrieved from http://www.schoollibraryjournal.com/article/CA6699104.html

Nelson, M. R. (2009). Building an open cloud [Cloud computing as platform]. Science, 324(5935), 1656-1657. Retrieved from http://www.sciencemag.org.ezproxy.csu.edu.au/cgi/reprint/324/5935/1656.pdf

Reed, M., & Evely, A. ( 2011). Top Twitter Tips for Academics. Living With Environmental Change. Retrieved from http://www.lwec.org.uk/sites/default/files/TwitterTips.pdf

Module 5: Social Networking and Information Policy

Reasons Why Libraries Should be on Social Media

1. Reach and Attract a Wider Audience: School libraries can use social media to highlight resources, services, events and activities to students, teachers and parents. Tools that may be used include Facebook, YouTube, Flickr, Blogs, RSS and Twitter. These pathways allow busy teachers and parents to stay informed as to what is happening in the library. In NSW DET Schools there may be restrictions on using some SM tools.  

2. Increase Student Involvement: Social media can be used by the TL, teachers, students or parents to:

  • share book recommendations
  • share book review
  • engage in book clubs
  • post comments or queries on library services
  • post comments or queries on library activities or events.

Students enjoy seeing their work published, therefore social media can be used to highlight and praise the work and efforts of students (likewise the work and efforts of teachers). This communication will lead to conversation and guide the librarian in what the community want (Burkhardt, 2009).

3. Number of Students, Teachers and Parents Reached can be Increased: School Libraries of the future no longer only advertise on noticeboards and school newsletters, to then live in hope that the learning community will see the information and respond! School libraries of today and the future must position themselves in places where their students are gathering if the aim is to increase the number of students reached! One answer is the use of social media, for example Facebook, Twitter and blogs. Having a presence on social media may attract new users (Houghton-Jan, Etches-Johnson & Schmidt, 2009).

4. Sharing Knowledge: The TL is no longer the expert and the guardian of knowledge. TLs are encouraged to highlight to their learning community social media sites where selected information can be obtained, and then explain the benefits and procedures to contribute their created information to these sites. Social media tools that could achieve this are wiki pages or social bookmarking sites such as Delicious. The pooling of our knowledge is far more powerful than each of us working alone.

Social media will alter how in the future school libraries will teach and engage with their learning community. The aim of a school library using social media is to create a stronger community and a better informed learning community. School’s will require a Social Media Policy to educate and guide acceptable online behaviour and activity in order for social media to be a positive experience for all.

Creating a Social Media Policy

When developing a social media policy within a school, consider: 

1. Overall procedure:

  • All stakeholders.
  • Focus on desired behaviours.
  • Review existing policies.
  • Use available reference documents.
  • Draft the document.
  • Seek legal opinion.

2. Clearly State the Purpose of the Policy:

  • Clearly define what the policy is intended for.
  • Who is the policy aimed for.
  • Include information regarding legal requirements.
  • Use positive language.
  • Make the policy available to all in the learning community.

3. Define Terminology:

  • All terminology relating to the policy, and used within the policy, must be defined.

4. Simple and Concise:

  • Keep the policy simple and concise.
  • Be inclusive of all in its circulation, promotion and education of the policy.

5. Further Questions:

  • How will the policy be monitored and enforced?
  • Are different policies required for students, staff and administration?
  • How will social media tools be evaluated?

The impact of social media on society is outlined in the video – Did you know video. The five main points were;

  • Digital ads are growing rapidly.
  • In 2020 the mobile phone will be the primary connection tool to the Internet.
  • News channels in the traditional form are becoming less significant.
  • Ebooks are gaining in popularity.
  • Self publishing of content in a variety of media has increased and continues to increase, for example You Tube.

How might the outlined points highlighted in the video affect employer/employee relations:

  • The use of the internet by employees in the workplace- personal use may be questioned.
  • Loss of work time by employees.
  • Inappropriate use of the internet, or unlawful activities by employees.  
  • Reference made by employees on social network sites that relate to their workplace/ employer or fellow staff members may be questioned.
  • How will mobile phones, and other mobile internet devices, be used by the employee in the workplace.

Information Policy – Why Schools Need One?

According to Weingarten an Information Policy is, ‘the set of all public laws, regulations and policies that encourage, discourage or regulate the creation, use, storage and communication of information’ (as cited in Overman & Cahill, 1990, p.803). As the amount of information available to schools increases, an Information Policy within schools will be important as it will outline the rules that will guide how information can be accessed, used, stored and communicated within the school.

An Information Policy may be a statement of vision, or an outline of a strategic plan. An Information Policy may include:

  • goals and objectives
  • methods/ procedures of implementation
  • responsibility/ roles for implementation
  • time schedule, resources and other factors relating to implementation

Due to the use of social media being on the increase, the impact this will have on how society functions (ethical, social and educational implications), is being closely examined by policy makers. Information Policy issues (relating to social media) that are being examined are:

  • Intellectual property
  • Copyright 
  • Emergence of the Creative Commons
  • Privacy and disclosure of personal information 
  • Cyber safety 
  • Online information access 
  • Appropriate and adequate bandwidth to support increased online activity 
  • Equality for all – breaking down the digital difference
  • Information literacy
  • Digital literacy
  • Social Networking Policy – guiding online behaviour

Reference

Burkhardt, A. (2009). Four reasons libraries should be on social media. Retrieved from http://andyburkhardt.com/2009/08/25/four-reasons-libraries-should-be-on-social-media/

Houghton-Jan, S., Etches-Johnson, A., & Schmidt, A. (2009). The read/write web and the future of library research. Journal of Library Administration, 49(4), 365-382. doi: 10.1080/01930820902832496

Overman, E.S., & Cahill, A.G. (1990). Information policy: A study of values in the policy process. Policy Studies Review, 9 (4), 803-818.

XPLANE (2009, Sept, 14) Did you know 4.0 [Video file]. Retrieved from: http://www.youtube.com/watch?v=6ILQrUrEWe8

Further Recommended Reading

 

Burkhardt, A. (2010). Social media: A guide for college and university libraries. College & Research Libraries News, 71,(1), 10-24. Retrieved from http://crln.acrl.org/content/71/1/10.full.pdf+html 

Dempsey, L. (2009). Always on: Libraries in a world of permanent connectivity. First Monday, 14(1). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2291/2070

 
Rogers, C. R. (2009). Social media, libraries and web 2.0: How American libraries are using new tools for public relations and to attract new users – Second Survey November 2009. Retrieved from http://www.statelibrary.sc.gov/docs/social_media_survey2009.pdf

Valenza, J. (2009). 14 ways K-12 librarians can teach social media. Tech & Learning. September 27. Retrieved from: http://www.techlearning.com/article/14-ways-k%E2%80%9312-librarians-can-teach-social-media-by-joyce-valenza/46329

 

 

Module 4: Making Web 2.0 Work For Your Organisation

Thought For The Day…

For my Social Networking project for Assessment 3, I created for GWPS library a website that provides both curriculum support and community information. The website presents information by incorporating various Web 2.0 tools in the aim of sharing, collaborating and creating community. Completing this project was interesting and rewarding because I believe that I am shifting my library closer towards a Library 2.0.

Undoubtly, this newly created digital resource will be of great value to the library and the school. However, I am starting to feel a little annoyed as I engage in the readings of Module 4. I am reading statements such as:

  • ‘Blogging, on average, takes ten to thirty minutes – less than half a lunch break’ (Brookover, 2007).
  • ‘Almost everything we have discussed has, as its only cost, time-necessary to plan, implement and review. No expensive technologies to purchase, no cutting edge software, no $500 an hour consultations’ (Casey & Stephens, 2009).

My annoyance is based on projects such as mine being created on the goodwill of the TL. I am a full time TL with a full-time teaching load and little administration time during the school day. I am a TL that aims to achieve consistant quality teaching on a daily basis for my students. The creation of the GWPS library website took approximately one hundred hours of collecting digital resources and then creating the actual website! The one hundred hours were all outside of official work time- my evenings and my weekends over a number of months. The comments of Brookover (2007) and Casey and Stephens (2009) are not appreciated! Here are some of the reasons why the comments are not appreciated;

  • I am now aware of the many and varied Web 2.0 tools and resources, but it takes me time to understand how to use and implement them. Therefore it will take me a great deal of time to plan and implement digital tools into my library – technology does not come easily for some of us!
  • Paying a consultant $500 an hour may have been money well spent! I could have concentrated on what I do best- teaching and acquiring resources. Therefore, the technical building of the website could have been done in a fraction of the time that it actually took! If I’d left the website building to the professionals I could have concentrated on perfecting how to use the tools on the website for my library and library lessons.
  • I believe we as TLs already do so many tasks of our own goodwill! So Brookover (2007) I can not Blog during my lunchtime because I have Executive Meetings, Student Representative Council meetings, Debating coaching and any spare lunch time I have duties!

As all my posts demonstrate I am passionate about my TL position and engaging my learning community in a new GWPS Library 2.0, but I don’t appreciate the attitudes and comments of the authors mentioned because it is under valuing what we TLs already do during the work day and what we do in our own time to advance our libraries – these extra activities and roles should have a price tag too!

References

Brookover, S. (2007) Why we blog, Library Journal [web log post]. Retrieved from http://www.libraryjournal.com/article/CA6497263.html

Casey, M. & Stephens, M. (2009). You can’t afford not to do these things, Library Journal, 15 March. Retrieved from http://www.libraryjournal.com/article/CA6639942.html?industryid=47356 

_____________________________________________________________

OLJ Task: Select three libraries that use social networking to meet their goals. Compare how each of the libraries uses social networking tools to support information service provision, educational programs and conducts business.

The selected libraries are:

1. Auburn North (ANPS)    http://www.anpslibrary.com/index.html

2. Mrs.Williams  (Mrs.W)    http://www.mrswilliamslibrary.com/

3. Inter- Lace (I-L)  http://members.ozemail.com.au/~slacey/

A Comparative Table of How Each Library Uses SN to Meet the Needs –

 

ANPS

MRS.W

I-L

Facebook

 

 

 

Twitter

 

 

 

Flickr

 

 

 

Blog

*

*

 

RSS Feeds              *                           *  
You Tube              *                            *  
Linkedin      

The above table demonstrates the limited number of SN tools that NSW DET primary schools use on their library websites. Privacy and security issues are paramount to every library when implementing SN tools. It may be for privacy and security reasons that the three selected library websites have included limited SN tools on their websites. As public primary schools in NSW develop a better understanding of the elements that constitute a Social Networking Poloicies, Social Media Policies and Digital Citizenship Policies, it would be anticipated that only then more SN tools will be included in NSW public primary school library websites.

How the three selected schools library websites assists in information service provision, education programs and conducting business through blogging:

  • Reviews for books.
  • Notification of upcoming events.
  • Review of events.
  • Highlighting competitions.
  • Notification of new resources.
  • News and events in the library.
  • Contacting library staff.
  • Sharing podcasts and videos.

How the three selected schools library websites assists in information service provision, education programs and conducting business through RSS Feeds:

  • Notification of news and events in the library.
  • Sharing of podcasts and videos.
  • Contact library staff.

If the selected schools library websites included the social networking tools of Facebook, Twitter, Flickr, and Linkedin it could provide information service provision, education programs and conduct business by:

Facebook:

  • Notification of library events.
  • Sharing of images and videos.
  • Links to resources in the library.
  • Contact library staff.

Twitter:

  • Notification of library events.
  • Sharing of images and videos.
  • Links to resources in the library.
  • Contact library staff.

Flickr:

  • Sharing of photos and videos.

Linkedin:

  • Professional networking for the TLs and library assistants.

 

Apologies … the following lines I could not remove.

 

                                          
 

 

 

 

 

 

 

 

 

 

 
        

 

Reasons Why Libraries Should Be On Social Media…

1. Creates Community! It creates community at a micro-level (within the school) and a macro-level (all libraries across the globe). Brookover (2007) states that blogging allows the library to reach out and have ‘conversations with its users through a medium they already know’.

ANPS’s Blog Spot is an excellent example of creating community at a micro-level. ANPS uses the blog to promote the achievements of students and events within the school and the library. Photos, videos and voice threads are used to engage students in their learning activities and to share general information.

All three of the libraries websites create community at macro-level by actually displaying their libraries in the virtual world for others to be inspired and for resources to be used.

Brookover (2007) states blogs written for internal and external staff improves communication flow. It is an additional method in conjunction with e-mail, and phone to communicate and collaborate with other libraries. There appears to be no evidence of the blogs on the selected websites being used for this purpose.

2. Sharing of Resources in the Virtual World! Information users need not only visit the physical confines of a library, but should also be able to access information in the virtual world. Students at all three schools are fortunate to be able to access resources for academic, social and recreational purposes both in the physical and virtual worlds. For example, all of the libraries link websites associated to syllabus units of work. 

3. Opportunities to Create Content! Our students live in the information age – they can access copious amount of information and now they should also have the resources and be taught the skills of how to create their own content to share in the information age. All three schools provide a good range of Web 2.0 tools and resources, and all three schools demonstrate on their website the use and effective implementation of these tools by the TL.

4. To Connect with Users! The younger generation is using SN and SM tools. In order for libraries to communicate with their users they must be active on these sites, primary school is good place to begin where a safe virtual world can be created and cyber etiquette taught appropriately.

5. Feedback! Burkhardt (2009) states, ‘being responsive to users concerns or praise’ is an important feature of a Library 2.0. Therefore, indicating to the library users that their thoughts, ideas, suggestions and concerns are important. Consequently, ‘trusting them… giving them a role in helping define the library’ (Farkas, 2008).

6. Advertisement ! Wee (2010) suggests when searches are made on the net, people do not extend past the first page of the search results. For many large libraries it is essential to have the library’s website on the first page of a search result. However, for a primary school library website I do not think this is as important. The importance for a primary school library website is to be known and used by the immediate learning community. This can be achieved by advertising in school newsletters, library displays and links through the school’s intranet.

References

Brookover, S. (2007). Why we blog, Library Journal [web log post]. Retrieved from http://www.libraryjournal.com/article/CA6497263.html

Burkhardt, A. (2009). Four reasons libraries should be on social media [web log post]. Retrieved from http://andyburkhardt.com/2009/08/25/four-reasons-libraries-should-be-on-social-media/

Farkas, M. (2008). The essence of library 2.0, Information wants to be free [web log post]. Retrieved from http://meredith.wolfwater.com/wordpress/2008/01/24/the-essence-of-library-20/

Wee, W. (2010). INFOGRAPHIC: Guide to the social media marketing landscape. Retrieved from http://www.techinasia.com/infographic-guide-to-the-social-media-marketing-landscape/

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OLJ Task: Develop a draft marketing strategy for your organisation.

Following are steps and questions that may be considered when developing a draft social media marketing strategy.

  1. Develop a plan and write it down (Brown, 2009). 
  2. Consider what objectives are to be achieved.
  3. Decide on the areas of the library to be highlighted/ marketed. 
  4. Decide which services, products or programs that are to be highlighted/ marketed? 
  5. Which part of the user group is being targetted? 
  6. Research the type of online behaviour/activity that will reach your audience group.
  7. Could the implementation of a SM tool be used? 
  8. Will a cost be associated with the marketing strategy?
  9. What timeframe will be placed on the marketing strategy from creation to implementation stage.
  10. Balance the number of social media tools implemented – do not over commit. It is better to do less and do it well, rather than too many and not do it well!

Following the above outlined steps and questions, a marketing strategy could be developed to promote participation in the ‘NSW Premiers Reading Challenge’, as follows:

1. Develop a plan and write it down (Brown, 2009)

  • Promote participation in the NSW Premiers Reading Challenge for K-6.

2. Consider what objectives are to be achieved –

  • Increase the number of students completing the challenge across K-6.
  • Students to read a broad range of genres.

3. Decide on the areas of the library to be highlighted/ marketed –

  • Fiction and non-fiction books that are a part of the challenge.
  • How to find the books in the library that are a part of the challenge.
  • Hard-copy on ‘NSW premiers Reading Challenge’ lists/booklets at the circulation desk.  

4. Decide which services, products or programs that are to be highlighted/ marketed? 

  • TL conducts an introduction to the ‘NSW Premiers Reading Challenge’ on the first Wednesday of each term (3.30-4.00) for parents and students (Video of this introduction is on the library’s website).
  • ‘Library Lovers’ (monitors) are available Tuesday lunch times to help students record books read onto their online student record.
  • TL is available for students/ parents on Monday mornings (8.30-9.00) to guide/ answer questions regarding the challenge.

5. Which part of the user group is being targetted? 

  • All students K-6.

6. Research the type of online behaviour/activity that will reach your audience group.

  • Observation
  • Informal discussions with students during library lessons/ research lessons.
  • Survey years 3-6 to determine interest level in the challenge.

7. Could the implementation of a SM tool be used? 

  • Video – video the TL explaining the benefits of partaking in challenge -link to website . 
  • Voice threads/ Images – promoting and highlighting varied genres in the library- link to website.
  • The videos, voice threads and images to be placed on the library’s website.
  • On the Library Blog have ‘Challenge Book Club’.
  • On the Library Blog create a forum for students and parents to ask the TL questions.

8. Will a cost be associated with the marketing strategy?

  • Costs may be incurred if displays are created within the library for such items as paint, art materials or banners. 

9. What timeframe will be placed on the marketing strategy.

  • March-September each year

Balance the number of social media tools implemented – do not over commit. It is better to do less and do it well, rather than too many and not do it well!

References

Brown, A. (2009). Developing an effective social media marketing strategy. Salt Lake City Social Media Examiner (July 30).

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.

Conversation

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.

Community

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.

References

Charles Sturt University (2013) Library 2.0 and participatory services [INF506, module 3]. Retrieved 9 May from Charles Sturt University website: http://interact.csu.edu.au/portal/site/INF506_201330_W_D/page/ac87941b-5bcb-45fc-80ce-be53a4c930ea

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

Miller, P. (2005). Web 2.0: Building the new library, Ariadne, 45, 30 October. Retrieved from http://www.ariadne.ac.uk/issue45/miller

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 http://dlib.org/dlib/july11/schrier/07schrier.html

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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.

References

Brookover, S. (2007). Why we blog. Library Journal. Retrieved from http://www.libraryjournal.com/article/CA6497263.html

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

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

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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.

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

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.

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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 ( http://www.anpslibrary.com/) 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.

References

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

Eash, E. K. (2006). Podcasting 101 for K-12 librarians. Computers in Libraries, 26(4). Retrieved from http://www.infotoday.com/cilmag/apr06/Eash.shtml

Hay, L. (2010). Social networking for information professionals [INF506 201090 Module 3]. Retrieved 15 December, 2010, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/INF506_201090_W_D/page/d29ce2d2-a039-43b9-0060-1c1abd3b18f5

Jasek, C. (2004). How to design library websites to maximize usability. Retrieved from http://www.elsevier.com/framework_librarians/LibraryConnect/lcpamphlet5.pdf

Mathews, B. (2009). Web design matters: Ten essentials for any library site. Library Journal, (15 February). Retrieved from http://www.libraryjournal.com/articl/CA6634712.html?industryid=47126

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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!

Module 2: Web 2.0 Technologies and Social Software

This is prooving to be a large module with a great deal of SN and SM experimental activities. O’Connell states that ‘Web 2.0 is fundamentally participative, and is about sharing code, content and ideas. It is about communication and facilitating community’ (2006, p 46).  This week on the INF506 FB page there appeared to be little discussion on the thoughts, opinions or results by students relating to Module 2 activities. Therefore, the following is my critical reflection of my learning for each of the activities set for this weeks module- I am looking forward to seeing if my experiences support O’Connell’s (2006) statement!

My thoughts, opinions and results for Module 2 activities:

1. Blogs: A blog to me is a digital publishing tool that enables one or more authors to publish text, pictures or audio material. Blogs can document events, be entertaining or be educationally informative. 

Specific benefits of blogs for TLs may include-

  • lists of print and digital resources available in the library
  • highlighting new resources
  • links to authors websites or book trailers
  • links to appropriate information literacy websites or Dewy Decimal System activity websites
  • research modules for each stage that students and teachers will require
  • photographs to display students work
  • posting library newsletters
  • promoting and highlighting the work of the ‘Library Lovers’ (aka library monitors)
  • highlighting upcoming events in the library, for example: author visits, illustrator visits, Book Week events or congratulating achievements in the NSW Premiers Reading Chllenge
  • links to the local council library, State Library and National Library
  • discussion forum for book clubs
  • lesson plan sharing between teachers or TLs

Excellent blogs that I have visited that will benefit my teaching and professional development as a TL, include:

Overall, I think the creation of a blog would be an excellent tool for GWPS to meet academic outcomes, and importantly to engage the learning community in information matters relating to the library. It will be important to monitor the blog and ensure that it is a forum for all of the learning community to discuss and share, and not a platform for the TL to only be giving information (therefore a substitute for the library newsletter). It appears that blogging sites have the feature of the administrator screening comments prior to publshing them – an important feature when blogging in a primary school.

However, a blog may have limitations in engaging students in their own learning, therefore other SM tools are required to fulfill this requirement.

Appropriate blogging tools that I may introduce to GWPS  may include:

2. Microblogging: A microblog is a short message created by an individual or organisation. Individuals from the public may respond to the initial message. The message bank uses a social media platform that connects the messaging participants.

I like the concept of short, sharp messages for information professionals.  It could be an excellent tool to keep TLs connected with resources, teaching/ learning activities or professional development activity/learning. I visited and explored the Twitter channels of:

  • National Library of Australia
  • National Library of New Zealand
  • National Archives of Australia
  • Julia Gillard
  • … and for entertainment  purposes Rove McManus and David Koch

The advantage of microblogging for large organisations, or individuals in leading professional roles, is outstanding -it can keep the public (those that are interested) updated on the actions or opinions of those organisations or individuals. For example Julia Gillard’s twitter comments relating to education are important to me leading up to the election.

The use of twitter at GWPS may be excellent on a whole school level when immediate information needs to be conveyed to the school community, such as sporting events being changed due to wet weather or changes to school excursions. I cannot see a real purpose of microblogging for GWPS library. Microblogging for large libraries such as The National Library or a University Library would be of greater benefit.

The disadvantage of microblogging to the novice is that the language appears to be cryptic- I am sure it is only a matter of familiarisation of how language is used in this domain. My concern with using Twitter (or the likes) at a school level is the inappropriate messages/comments that could be posted that a large audience may witness and the identity of the author being concealed.

3. Wiki

A wiki is a web based space that allows for the participation of one or more individuals to ‘enter, submit, manage and update web pages’ (Lamb & Johnson, 2007).

I experimented with the following three wiki platforms:

Each of the wiki platforms above were simple to install and did not require special software. In an education setting a wiki provides an excellent platform for TLs and teachers to create units of work for students, that could include the following information:

  • outline learning outcomes
  • outline assessment requirements
  • provide mediated print and digital resources to be used in the unit of work
  • include text, audio, video or pictures- therefore catering to varied learning needs and styles
  • it is a living document that may be added to, altered and improved at later dates 
  • include features to allow for discussion with the TL/teacher or communication between students in order for questions to be answered or comments to be made

Each of the above points is highlighted in the following unit of work created in wikispaces

By using a wiki in the above format, TLs and teachers would be creating an arena to better involve and engage their students in their learning and to encourage self-directed learning. I explored the following wikispaces – each was well designed and provided excellent information specific to each learning community;

A wiki can be an excellent tool for TLs or teachers to pool ideas, knowledge and skills learnt. An example of this is a school in New Zealand creating a wiki to share technology information withing their school, and worldwide-

The only disadvantage of creating and using a wiki, for a novice like myself, is the time it will take me to acquire the technology skills to be able to create the wikipages to a reasonable standard within a reasonable amount of time. I am sure that with time and experience I will get better and quicker! 

4. Podcasting

Podcasting is the delivery of audio material/information that is delivered in a variety of ways via internet platforms.

I explored podcasts available through:

These are excellent online tools that can provide information for professionals in specific fields to supplement students learning or research. Students may access the podcasts from many devices, for example personal computers, ipods, mp3 or mobile telephones. Podcasts could certainly supplement teaching and learning in the library, for example podcasts explaining navigation of the library. It is amazing that such resources exist and that they are free!

Since exploring the above ‘abc’ podcasting service, I am now an avid podcast listener of Richard Fidler’s podcasts-loving it! I will in the future search relevant podcasts to supplement my teaching in research lessons. 

Additional primary school friendly Web 2.0 tools that I have discovered that are audio related, include:

5. Tagging

For my entire teaching profession I have been a big advocate for ‘not recreating the wheel’. I love to share my ideas and resources with fellow teachers and TL’s – if it is to better the teaching and learning outcomes for students and teachers.

I have joined Flickr and Delicious and I feel as though these sites have produced on a mega-scale what I have been asking teachers to do for many years- share resources, ideas and knowledge! These platforms are an amazing depository of all the things I love- resources, ideas and knowledge.

OLJ TASK: Delicious – evaluate the effectiveness of different features and/or functions, as well as a statement on the different ways an information organisation may be able to utilise Delicious to support services, learning and collaboration.

Delicious is a social bookmarking service providing a place in the ‘cloud’ to store bookmarks relating to online resources and tools. The data is then available from any computer with internet and account access (‘Cloud Computing’, 2009).

Delicious offers a range of excellent functions for the user:

  • Ability to save bookmarks, tag them and add comments to each saved resource. 
  • Allows for the organisation of resources using the tags and stack functions.
  • Like resources may be grouped together using the tag and stack function.
  • Links saved are public by default, but can be made private. 
  • Networks can be created within Delicious for the easy sharing of links (‘Collaboration tools, 2.0 style’, 2009), this is very useful for sharing resources within each Key Learning Area for teachers.
  • Users can be followed.
  • A search function allows for searching, editing or renaming of tags. 
  • A Delicious bookmarklet can be added to a web browser toolbar for convenient saving of resources. 
  • Bookmarks are available in different formats, including browser based mashups. 

However, difficulties were encountered using Delicious:

  • The interface of Delicious had changed since using Delicious last (approximately 12 months earlier). Therefore, the functions I had to relearn. This was a gentle reminder to keep my mind open to changes in the digital world.
  • I encountered technical problems over a few days and this affected my access to Delicious. Therefore, backing up bookmarks is highly recommended using the tools provided for exporting.

How can Delicious be utilised to support services, learning and collaboration:

  • Corrado (2008) suggests that by combining JavaScript and JavaScript Object Notation (JSON) this can feed Delicious bookmarks into the library website. This would then act as a large database for users. 
  • Green (2010) reminds us that social bookmarking is a collaborative method of using and finding information.
  • Through the function of ‘Networks’ on Delicious this allows easy sharing of links (‘Collaboration tools, 2.0 style’, 2009), teachers will be able to categorise their resources into Key Learning Area for fellow teachers to access and use with ease.

Social Media platforms, such as Delicious, have allowed the majority of the world’s population to have the opportunity to share information. To access relevant information the user depends upon the adequate tagging information that the information provider has given. The disadvantage of non-meta-data specialists creating the tagging information, is that it may mean that  the user may miss out on relevant information. However, the advantage is that because these social media platforms are available and so many people are publishing material there is so much information available. Therefore, if the user misses out on information that may have been relevant, it is ok because there is still plenty more information available in the digital sea of information that may satisfy the users needs!

If we only had information available to us that was published through traditional means, and the metadata was only produced by information professionals, I don’t think that the information world would be as rich and colourful as what we have today.  

Thought of the day…

A potential problem when I create a SN platform for GWPS will be the folksonomy issue! That is, will the folksonomy (meaning ‘user-defined labels or tags to organize and share information’ (Vanderwal, 2007)) created within the SN platform be adequate for the learning community to access the required information or SM tool?  This question can only be answered after the passage of time.  I will monitor and respond to feedback from the learning community as the platform is used and developed.  As required, the created folksonomy (labels/ tags) will be improved as required.

 6. QR Codes

During the summer holidays I noticed my husband reading his beloved motor bike magazine, it was nothing out of the ordinary until he placed his mobile against the page and took a photograph. He then sat back and watched what I thought was a YouTube video. My husband proceeded to give me an INF101 course on QR Codes! I am loving living in the age of digital information.

Since the summer holidays I have been scanning QR codes left, right and centre. I have found QR codes on advertisements, food packaging and news articles.

My amateur QR code investigations reveal;

  • information may be subjective
  • language used is often in a persuasive tone
  • information presented can be in text, picture, audio or video form

I believe that QR codes could be useful for teachers and TLs. However, I think that the information accessed through QR codes must be treated the same as evaluating websites for their reliability and trustworthiness of information.

I explored the website-

This library displays advanced technical skills of being able to create the QR codes for their learning community. Great ideas of how to engage learners with technology and inadvertently learning! I love the idea of ‘QR digital discovery hunt’. However, my technical skills are not up to creating QR codes. My short term efforts in regards to QR codes will be better spent collecting QR codes that relate to the curriculum and that will supplement teaching and learning. My long term goal will be to create QR codes specific to my library and my learning community.

7. RSS

An RSS feed will be an excellent solution for me! Because I like  recieving more detail than a microblog provides an RSS feed is for me! I can recieve updates from the organisations/ websites I like without actually visiting  the website. I call it ‘information on the run’- my style! I anticipate this will be an excellent method for professional development – updates on resoures, course and general news from the library worlds.

I explored the RSS feeds of;

On my phone I have downloaded the app ‘Feedly’. I will be following the RSS feeds of three websites:

  • For Media -The Sydney Morning Herald
  • For Professional Development- The State Library
  • For Entertainment- ABC News- Entertainment
  • Technology- Free technology for teacher updates

This will be an interesting experiment over the semester for me to determine if RSS feeds can enhance a library or information service’s ability to meet the information needs of its users….I will report back!

Now that I know what an RSS feed is, they are plentiful and easy to find, such as the following that I located and explored:

My RSS Report 20/5/2013

I have followed the RSS feeds for approximately eight weeks now. My verdict is that I am not very keen on them because the information sometimes just does not make sense, therefore I have to visit the actual website to understand the big picture. I will give it more time- maybe I just have to become more familiar with this style of information giving.

8. Web Conferencing

At GWPS web conferencing has been a regular feature of the library and research lessons. We have web-conferenced with authors, illustrators, scientists on the Barrier Reef and NASA. It is an excellent tool – it is like have having an excursion but we like to call it a ‘virtual incursion!’ 

9. Gaming and 3D Virtual Worlds

Accessing ‘second life’ was a nightmare! After many hours and may attempts of trying to access it, I unfortunately had to give up. I am unsure of the technical reason of why I was unsuccessful. I could not access it at my workplace either (a DET school)- a ‘blocked site’.

However, I was successful at locating other Web 2.0 Avatars that are more user friendly and appropriate for primary students, these are: 

Dede (2009) outlines concisely the benefits of using avatars for learning, these include:

  • students have a presence in what they are learning
  • students gain understanding of multiple perspectives
  • enhances learning through situated experiences
  • high levels of student engagement

Advantages of Introducing a SN platform and SM tools to GWPS:

It is through my INF506 readings, and additional research, that I am convinced and committed to creating for GWPS a social networking platform/ website that will include many of the SM tools outlined and discussed above.

Undoubtedly, a SN platform/website would be an invaluable resource that would complement the GWPS library and the services it provides, for the following reasons:

  1. the platform could be a guide for students learning. The platform could include mediated resources (therefore avoiding wasting time on locating resources), accessible to students away from the school therefore not limiting their learning to only the school environment. The platform could present an opportunity for students to have their questions and concerns answered by the TL outside of the confines of the school library;
  2. the platform could present a storage space for ‘living documents’. Within the subject category ‘research units’ wikis could be gradually added, based on the relevant research units. This would create time efficiencies for the TL because changes and updates can be made easily to the relevant units of work.  New features could be added to the platform such as podcasts and voice threads to assist in teaching and learning of the students;
  3. through regular maintenance of the platform the information would remain current and relevant; and
  4. the platform could provide a single source of information that is available to all students ensuring an equitable starting point for students, being one set of mediated resources.

Possible Disadvantages of Introducing a SN platform and SM tools to GWPS: 

  1. the time required to maintain the platform.  Maintenance would include adding to the blog, checking the referenced websites, adding websites and Web 2.0 tools to cater to the development of the learning community;
  2. by presenting all required information and resources on the platform, there may be a tendency for students to predominantly use digital and electronic forms of resources;
  3. not all classroom teachers have the knowledge or the skill to use social media tools.  The TL may be required to in-service staff on Web 2.0 tools to remedy this deficiency;
  4. the TL will also be required to train students to use the platform and Web 2.0 tools adequately.

O’Connell statement that ‘Web 2.0 is fundamentally participative, and is about sharing code, content and ideas. It is about communication and facilitating community’ (2006, p46). After this weeks mammoth effort in my readings and experimenting with Web 2.0 tools I have concluded that O’Connell’s (2006) statement is correct. Hence, I have decided on the direction for my social networking project because – the advantages far out way the disadvantages- the website for GWPS library will be created!

References

Cloud computing (2009). Library Technology Reports, 45(4), 10-12.

Collaboration tools, 2.0 style (2009). Library Technology Reports, 45(4), 19-27.

Corrado, E. M. (2008). Delicious subject guides: Maintaining subject guides using a social bookmarking site. Partnership: The Canadian Journal of Library & Information Practice & Research, 3(2), 1-19.

Green, C. (2010). Tag! You’re it! Experience delicious.com at your library: Introduction to social bookmarking. Kentucky Libraries, 74(1), 4-8.

Dede, C.  (2009) Immersive Interfaces for Engagement and Learning, Science, 323, 66-69. 

O’Connell, J. (2006) Engaging the Google Generation through Web 2.0, Scan, 25 (3), 46-50.

Lamb, A. and Johnson, B. (2007) An Information Skills Workout: wikis and collaborative writing, http://eduscapes.com/hightech/spaces/collaborative/wikiTL.pdf.

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

 

 

 

Module 1: Web 2.0, SN & the Social Life of Information

The reading for Module 1 has provided a historical perspective of the origins of Web 2.0, SN and SM. To me this is important because to have knowledge and skills in these platforms for the future, an understanding of their past is desirable.

Defining Web 2.0 is very much like ‘nailing jelly to a wall’ (Barnatt, 2008). I prefer the wikipedia definition, ‘a term to describe websites that use technology beyond the static pages of earlier websites. These sites allow users to interact, collaborate as creators of user generated content in a virtual community, for example blogs and wikis’ (Wikipedia, 2013).

What Web 2.0 means to me… a new generation of web technology that allows for easier use, is interactive and has the ability to publish and share resoures and information! Wow! This is revolutionary for the teaching world. We as teachers want to share and interact with like minded people- why not give our students the same opportunities? I have no doubt that the students of GWPS will be like ducks to water in the Web 2.0 technology pond! I can see my immediate challenge will be to become well versed in this technology to be able to use it in lessons and guide students in its use.

I imagine the benefits of introducing a SN platform and Web 2.0 tools for GWPS students will be:

  • rich user experience
  • harnessing collective knowledge
  • learning being disguised as play
  • cost-effective socialisation
  • decentralization of teaching- moving away from behaviourist teaching to true constructivism teaching
  • establishing an attitude that technology is a part of learning, rather than techology is a subject to learn
  • understanding that Web 2.0 tools can be broadly grouped, as Cavazza’s (2011) describes in his categories-
  1. publishing
  2. sharing
  3. discussing
  4. commerce
  5. location
  6. networking
  7. games  

or as Hayes (2011) categorise the Web 2.0 tools into-

  1. involve
  2. create
  3. discuss
  4. promote
  5. measure 

Either of the above categorising methods of Web 2.0 tools is valid. What will be important for teachers and students is defining the task at hand, or the experience required, and to then select an appropriate Web 2.0. That is – match outcome to Web 2.0 tool!

However, selecting an appropriate Web 2.0 tool to achieve an educational outcome may be tricky! Don’t despair Schrock (2013) has cleverly alligned the Web 2.0 tools into Bloom’s Taxonomy and completed all of the hard work for us! A fantastic link-

A terrific resource for teachers – the analysing and grouping of the Web 2.0 tools for the primary school population has been done for us. Thank you Kathy Schrock!

Web 2.0 has given us new platforms to share with others. As Asaro (2013) demonstrated in his YouTube video titled ‘Social Media Revolution 2012’ with statistics that SN and SM are happening and are here to stay! Statistics show a decrease in music sales, radio listening and reading of the newsapaper, magazines and books (Hayes, 2011). But what is on the increase is the continued use of SM and SN tools and sites.

It is an exciting era for education and primary school libraries. But as we move forward at GWPS to a Library 2.0 it must be with caution because educating in the virtual world brings with it user responsibilities. A Digital Citizenship Policy must accompany the introduction of any SN platform and SM tools.

What Will Web 2.0 Mean for GWPS Library- 

My intention is to provide for the GWPS learning community a wide and rich array of Web 2.0 tools to be based within a SN platform to compliment the wonderful teaching and learning currently happening at our school.

The question for me now is how do I choose which SN platform, and how do I choose the SM tools to educate, inform, entertain and engage my learning community, and for it to all occur in a safe cyber world for GWPS. How do I determine which SM tools will be of greatest benefit to students, teachers, parents and myself? I’m hoping the next few weeks readings will reveal more.

As Li (2010) states, ‘Leadership needs to be re-defined…it’s sharing the power when using SN and SM’. It is for this reason that if I am to successfully introduce a SN platform for GWPS the Principal and Executive Teachers must understand;

  • the benefit of such a project
  • in the long term be supportive of its use
  • understand that these tools give students a voice and an arena to be heard

It would be daunting for leaders in schools to comprehend and ultimatley allow for SN and SM tools to be introduced because it has the potential of the power of the user being stronger than the people in power – leadership or governement  Therefore, the introduction of these resources may need to be slow and steady.

Furthermore, the support of the Principal is needed in order to break down the ‘occupational invisibility’ (Oberg, 2006) issue for the TL.  A Principal can break down this issue for a TL if he/she sees the importance of the TL to a school (and the TLs projects), and is an advocate on behalf of the library and the TL.  Adequate Principal support is therefore imperative to fulfilling any proposed SN project.

                   ___________________________________________

One final thought… My family and I are planning to travel around Australia for a year in the near future, so I have been following a few blogs of families that are currently travelling around Australia to get ideas on travel routes, equipment required, etc. This has left me a little puzzled! Each of these blogs are also linked to other SN/ SM platforms such as FB, Twitter, Flickr. Why? It is the same information that is presented on their Blog just presented in different ways! Of course I have noticed the same set-up on different websites, such different information agencies, but I have never ventured into the linked platforms to see what was on offer. But I now have! To me it appears to be over-kill of the same information just presented differently…or am I still living in WEB 1.0, has Web 2.0 passed me by? Maybe I should just wait for Web 3.0 and then join the crowds? Hoping Module 2 will shed some light!

The very, very last final thought… how in the future will I keep up with what’s new in the Web 2.0 world, and how will I equip myself to be knowledgable and skilled in the vast array of Web 2.0 tools available for my teaching and professional development? Do we as educators only concentrate on a few of the Web 2.0 tools for our teaching and professional development? I do not doubt the value of these tools in the classroom, but I may doubt my current technology skill level to be able to integrate these tools into my teaching. Feeling a little daunted…one step at a time…  

References

Asaro, J. (2013). The social media revolution 2012-1013. Retrieved from http://www.youtube.com/watch?NR=1&v=UjixycgjDtk&feature=fvwp

Barnatt, C. (2008). Explaining web 2.0. Retrieved from http://www.youtube.com/watch?v=7BAXvFdMBWw&feature=related

Cavazza, F. (2010). Social media landscapes. Retrieved from http://www.fredcavazza.net/2010/12/14/social-media-landscape-2011/

Hayes, G. (2011). The future of social media entertainment. Retrieved from http://www.personalizemedia.com/the-future-of-social-media-entertainment-slides/

Li, C. (2010). Selling social media strategy to leadership. Retrieved from http://ontherecordpodcast.com/pr/otro/selling-social-media-boss.aspx

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18.

Schrock, K. (2013). Kathy Schrock’s guide to everything. Retrieved from http://www.schrockguide.net/bloomin-apps.html

Wikipedia. (2013). Retrieved from http://en.wikipedia.org/wiki/Web_2.0

Week 1 Reflections…

I will use this Blog at the end of each week (or module) to document and reflect on what I have learnt from my readings, tasks and what I have learnt from others via FB or other specified social media (SM) or social networking (SN) tools that students have been asked to part-take in for that week (or module).

I will have a strong focus in this blog on reflecting on my developing knowledge and skills in SM and SN tools, and to my role as Teacher Librarian (TL) at Gordon West Public School (GWPS).

What I have learnt from my reading:

As I engaged in my reading this week I projected forward to Assessment 3 (Social Networking Project/ Report), and began to collect knowledge and ideas from the academic literature of how my Project could be created and used in my library GWPS (Gordon West Public School) to best suit my learning community. My discoveries…

1. Information users are comfortable with accessing required information from the internet – possibly without questioning if the source is trustworthy and credible. Therefore, it becomes imperative to equip our students with the knowledge and skills to independently evaluate where their information is being sourced from. Students of the 21st century must be consistantly asking the questions-Who wrote this information? Is it a credible source? Is the information reliable? 

At GWPS during my research lessons I will teach the students website evaluation skills, and I will use the following site to compliment my teaching:

http://library.acadiau.ca/tutorials/webevaluation/

2.The internet is no longer only a place to access information, but rather create information and to contribute to existing information. It is important in my role as a TL to create a mediated digital collection to assist my learning community to become knowledgable in the use of the Web 2.0 tools.

At GWPS I will need to be the provider of the Web 2.0 tools, and the leader of implementing the Web 2.0 tools into the curriculum for both students and teachers in order to facilitate our learning community to become learners of the 21st century. Web 2.0 tools that I have evaluated to be applicable to the teaching and learning at GWPS include:

http://www.sliderocket.com/

http://prezi.com/

http://www.slide.com/

3.Libraries may need to diversify how they reach their information users, or possibly loose information users to other digital information producers. It is my aim to create a Library 2.0 at GWPS for students to have the opportunity to gather and share knowledge and skills in the physical and virtual worlds.

At GWPS I will create a SN platform that will provide both curriculum support and community information. The SN platform will present information by incorporating various Web 2.0 tools in the aim of ‘sharing content, collaborating with others and creating community’ (De Rosa, Cantrell, Havens, Hawk, & Jenkins, 2007, p.2-1).  

4.The internet is used in 3 main areas: browsing/ purchasing (commercial, banking); interacting (email, social networking); creating (social media- blog, you tube) (De Rosa et al, 2007). It is naive to believe that students will only use the SN and SM sites provided to them in the school environment.

Therefore, I will introduce to the students at GWPS the foundations of ‘digital citizenship’- in order for appropriate digital etiquette to be used independently in any forum by the students. Digital citizenship sites that I intend to make available to the GWPS community include:

http://www.bewebaware.ca/english/default.html

http://www.dbcde.gov.au/easyguide

http://www.ikeepsafe.org/educators/more/google-digital-literacy-tour/

http://www.netsmartzkids.org/LearnWithClicky/BeatTheTricks

http://www.digizen.org/kids/

5. The OCLC (De Rosa et al., 2007) report found that those using social media sites spend more time reading than non social site users. This could be a positive reason why to use SN and SM sites in primary schools- anything to promote reading!

It is intended for for my Project to include book review sites to allow for expanded modes for the students to read and engage with literature. Some of these sites would include:

http://www.jacketflap.com/

http://www.storylineonline.net/

http://www.shelfari.com/groups/30414/about

6. SN and SM are not replacements for human interaction but rather another avenue for communication!

It is aimed to provide to the learning community a ‘Library Lovers Blog’- a forum that presents another mode for communication within our school.

(The following are points discovered through my reading that will be taken into consideration when creating the SN networking platform for GWPS and introducing Web 2.0 tools…)

7. SN is not a new concept, however digital SN is a new mode.

8. SN and SM sites may change their purpose over time – usually consumer driven.

9.Why people use a particular SN site includes: friends use it; fun; community feel; useful; document experiences or to be creative.

10. Why some SN and SM sites flourish as others flop may include: not useful; not fun; limited options; friends not using it; lack of time; people not friendly.

11. Although SN and SM have great benefits for primary students we must emphasize the importance of digital citizenship, privacy and security.

12. I need to join TL related SN sites to connect with other TLs to share knowledge and skills. This would I hope create collaboration, community, trust and friendships with like minded professionals, and help prevent  the constant ‘recreation of the wheel’ that often happens in the teaching world by pooling our knowledge and ideas.

What I learnt from fellow INF506 students via FB-

1. SN and SM are fast changing, information agencies need to assess how these tools will be used for their information users considering time and budget constraints.

2.SN and SM have grown at an exponential rate as smart mobile devices have become more accessible.

3.SN and SM are being used by all age groups.

4.SN and SM use by Public Schools may depend upon the technological skills and future visions of the staff of the school.

5.Thank you to Rachel Noble for providing the link to Australian TL Social Networking forum. Great for professional engagement and professional learning!

Overall a great first week of learning. Students in the group appear to be from varied professional backgrounds and open to sharing ideas and resources, this will be interesting! But I continually am looking and listening for information that will assist my learning community and advance my professional development. 

 

 

The Beginning…

Aside

I am having flashbacks to commencing my first subject~’Teacher Librarianship’ (ETL401). A requirement for the subject was to create a blog to document our learning. It was my first experience of using a blogging tool. I was apprehensive, nervous and doubtful that I could meet the challenge. For many years I had avoided technology, and for the first time I was being asked to use technology to document my learning.

I have now completed six subjects towards my Masters Education (Teacher Librarianship) and my comfort level in using technology has certainly improved. If giving myself a self-assessment in my knowledge and skills relating to technology, I would give myself an achievement level of satisfactory. If it were not for this course I would not be at a satisfactory level!

Yet again I am out of my comfort zone in this subject! Social networking is an area I am distantly aware of, but not familiar with for personal, work or study purposes. It is only the subject forums that I am familiar with in regards to social networking. So therefore why have I specifically selected INF506…to deliberately get me out of my comfort zone!

I am very excited (and apprehensive) to explore the world of social networking. Social networking and social media are here to stay, and to me it is important that I don’t get left behind in my profession. What I would specifically like to learn, includes:

  • Changing a mind-set to become, ‘Social networking and social media are not difficult to use!’
  • Develop an understanding of how social networking and social media is applicable to primary age students.
  • Develop the knowledge and skills of using social networking and social media in a primary school library.
  • Understand how social networking and social media will assist my ongoing professional development as a Teacher Librarian.

Through my initial readings related to social networking, I would define social networking as an informal method of communication by word messages or photographs. The sharing of this information is done through a dedicated web site. The information is shared with others that may visit the dedicated web site. The sharing of the information may be for social, educational or professional purposes.

I look forward to being able to say that I -Facebook, Twitter and Flikre…and actually know what I am doing! A fun semester ahead!

 
The use of a dedicated Web site to communicate informally with other members of the site, by posting messages, photograp