TL Ponderings


Still Learning and Pondering

Posted in INF506 by sarahcook3 on July 9, 2011
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http://www.personalizemedia.com/media/socmedcounter.swf

Click on the link above to watch the exponential use of social media. Although it becomes quite mesmerising, the reality of social media use is staggering.

Reflective Statement

Progression through this course has involved a huge learning curve for me (and the teachers at my school who have taken up the new wiki I have set up). It has been a journey of discovery concerning the progressing world of social media and networking and the amazing contribution web 2.0 technologies can make to a new and improved participatory library. In particular I have experienced much serendipitous learning that I have been able to transfer from web 2.0 tool to tool such as the ease of use of the wikis (two years ago I toyed with starting one up but found it too daunting and the time needed to develop my skills too great). Furthermore I have made some deep seated changes within the way I work, habitual change, I now scan my RSS feeds daily, although I don’t let it rule my day and many more of the solutions I come up with for the teachers involve social networking tools rather than ramdon links and photocopies. As the evolution of change that started in the 1970’s surrounding the placement of the user at the centre of library services continues to progress through to best practice for today, being those information institutions who seek the contributions and feedback of users through online mobile devices, my outlook for the future appears exciting, challenging, encouraging and enjoyable.

The areas I have found particularly interesting throughout the modules have been the overwhelming dominance of digital technology amongst a majority of users in the western world (OCLC Report, 2007). I was aware of the prevalence of such technology for the .com generation but was surprised at the rate of uptake for others in our community. The growing power of the behind the scenes mechanics of Internet giants such as Google and Facebook in gathering information about you and filtering your searches according to some algorithm, challenge of finding authentic information on the web and the issues surrounding security, privacy and identity have all certainly intrigued me. I have become a much more discerning user of the internet and in my role as a Teacher Librarian have begun to inform my peers, through small information bites on email (my personal tweets to them), my schools preferred online communication method, although over the next months the wiki will be further developed to include a general school communication page. By educating primary aged students early enough about their digital footprints I hope to ensure that as they become teenagers and enter the workforce they will not have ghosts in the wires that follow them around.  I have been pleasantly surprised at the ease and effectiveness of using Facebook for this subject and my adventures into secondlife although, unfortunately I can’t see them being used in my primary setting for many years to come – although I am happy to say I will be ready when the time comes and am looking for an alternative in the meantime.

Areas I have found most useful for my everyday work has definitely been the recognition and development of my online social networking, my PLN. My involvement is changing making my memberships of online networks more into communities of practice where I now find myself asking, and once or twice, answering queries particularly in regards to my involvement on a Teacher Librarian listserve as opposed to hovering.  I certainly harness the web 2.0 tool of RSS feeds much more effectively (again contributing to my PLN) – my understanding and appreciation of this online tool has grown and I regularly follow a variety of tweets, (although I am yet to activate any of these facilities on my mobile device as I am still worry about falling into stage 3 of PLN adoption where I lose perspective). I love my wiki, I love the way many of the teachers in my school have embraced it and of course I look forward to learning from the students as they take it up and run with it. Slow and steady in introducing library 2.0, I have 6 months to plan for new furniture in the library and therefore six months to convince our leadership of the benefits of a monitor to display student’s social media and to play interactive virtual games resulting in transference of knowledge. The need to educate both teachers and students to be critical about authentic information and information literacies, including  transliteracies,  will be written into my programs from term 3 on.

Areas I have found most challenging – incorporating web 2.0 technologies in a meaningful way, not just for the sake of technology. The urgent need for revamped policies and procedures surround library 2.0 in particular how to monitor its effectiveness. Finally, I have begun to develop a library page for my school, one that fosters community, communication, collaboration, creativity and crowdsourcing, through the embedding of web 2.0 tools into its platform.

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

Evaluative Statement

Posted in INF506 by sarahcook3 on June 9, 2011
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The many OLJ tasks offered throughout this course have  enabled me to learn a great deal about the online world and the current trends surrounding social networking through theories and practice. The three experiences that have most impacted upon my learning are Library 2.0, Online Identity and developing a marketing strategy.

Library Librarian 2.0 – Has the role of libraries and librarians changed that much? As always, we are in the business of providing for the needs of our users, creating lifelong learners able to critically analyse the information presented to them. What has changed is the competition. Where once we were the vortex, now we must reinvent ourselves to stay relevant. The librarian and in turn the library must not only be prepared but also lead change, they must embrace technology and in doing so the 4C’s of social networking – connective, collaborative, creative, community-centred, and the recently added crowdsourcing. Information provision in the 21st century involves being where the patrons are and overwhelmingly the patron is online (Socialnomics09) on mobile devices. ASU Library is delivering services through You Tube and Twitter in small minute blocks and succinct messages. Information provision means broadening our personal learning networks (Utecht, 2008) to observe and discover best practice from the collective intelligence of our colleagues and peers – through RSS feeds, twitter, online communities of practice – and of the user – library blogs, postit, skype, FAQ on a wiki, delicious – it means conversation (Abram, 2007) and it means letting go of perfection while welcoming trial and error and delete Farkas (2008) and Cohen (2006). Librarian 2.0 means change, slow and steady and inevitable. What does this new era of
technology savvy, social networked, creators of knowledge need? A user-centred participatory library that allows new ways to connect and deliver services through technology and change staffed by a librarian willing to lead the way. Online

Identity – My eyes were opened the most by the discussions around online identities and the important role an information professional has in informing and education web 2.0 users of the implications of the digital footprint they are creating via their participation with social  networking tools. The powerful background mechanics of web 2.0 tools which track and aggregate a person’s online behaviour results in a profile being built of the user which invariably they know little about. Pearson (2009) discusses the phenomenon of your messages/content being stumbled upon by any number of others whom you did not intend it to, your employer included.  The strong pull for an online identity, to connect and communicate, to conform, among users can result in people forgoing the possible privacy and security controls of the network site for ‘identity consolidation and management’ (Pearson, 2009) or as Raynes-Goldie (2010) puts it ‘social inclusiveness’, people are more concerned about their social profile rather than their organisational profile. Online gaming has institutionalised the concept of having a pseudonym created by the user by which they are known, the success of which is contingent on that online communities respect for trust. One possibility within the education sector is to provide a secure social network protected by firewalls or better still a private wiki that is not seen by the wider Internet cloud, possibly a good place to educate on appropriate use and a digital footprint.

Marketing Strategy – the reason I have chosen this OLJ activity over the many others that have potentially changed the way I now interact and communicate with my users is because without promotion, my hard work may be in vain. To implement web 2.0 tools within my school setting I need to present them as a more relevant way of learning and teaching to my peers. Although I have leadership support, I still need to justify my work, the changes and new methods I establish within my organisation, articulate what I have done to improve students information literacy and reading skills, it’s all about accountability.

References

Abram, S. (2007) Web 2.0, library 2.0 and librarian 2.0: preparing for the 2.0 world. A paper presented at the Online Information 2007
Conference. Retrieved from http://www.online-information.co.uk/online09/files/freedownloads.new_link1.1080622103251.pdf

Brown, AL. (2009). Developing an Effective Social Media Marketing Strategy, in Salt Lake City Social Media Examiner (30 July) Available
http://www.liscareer.com/cohen_marketing.htm

Cohan, S. M. (2004) Grow the Profession: Marketing the Librarian. From LIScareer.com Career Strategies for Librarians Available  http://www.liscareer.com/cohen_marketing.htm

Cohen, L. (2006) A Librarian’s 2.0 Manifesto [Online]. Retrieved from http://www.youtube.com/watch?v=ZblrRs3fkSU on 01/04/2010.

Farkas, M G (2008), “The Essence of Library 2.0” [blog]. Retrieved from http://meredith.wolfwater.com/wordpress/2008/01/24/the-essence-of-library-20/
Pearson, J. (2009). Life as a dog: Personal identity and the internet. Meanjin, 68(2), 67-77. Retrieved from http://search.informit.com.au/fullText;dn=200906244;res=APAFT

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

Socialnomics09. (2009) Social Media Revolution. Retrived from http://www.youtube.com/watch?v=sIFYPQjYhv8

Utecht, J. (2008). Stages of PLN adoption on his blog The Thinking Stick Available http://www.thethinkingstick.com/stages-of-pln-adoption

Policy Issues and Social Networking

Posted in INF506 by sarahcook3 on June 7, 2011
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The change that has occurred due to the evolution of the Internet and Web 2.0 tools has been enormous. The way we view and consume information and entertainment has changed rapidly particularly in the past six years according to Did you know 4.0 by xplanevisualthinking (2009). How do we as TLs embrace and harness this change yet still have the safety and rights of our students and colleagues at the forefront of our working day? Through comprehensive policies and guidelines.

Within my primary library and classroom context, (educating students about the correct use of the Internet is not only the TL domain as classroom teachers are using technology more and more throughout the school day), we try to educate the students to make the right choices when using online resources hoping that this ‘responsible for your own actions’, ‘earning trust’, moral education extends to the home. We have clear consequences in place for students who use the technology inappropriately through the Acceptable User Policy that each student signs at the beginning of the year. Furthermore, we try to impress the importance of each person’s rights with regard to privacy and permissions surrounding what is said and uploaded to the Internet. Our governing body has some filters in place with regards to inappropriate sites but does not block Facebook for example, the CEO’s policies and guidelines for the diocesan are also close to six years old – an issue that needs to be addressed.

Our teachers are so busy that if they get a chance to look at personal social networking sites at work then I’d be amazed. I think education around privacy, copyright and leaving a digital footprint is more realistic for our context as opposed to regulations regarding the use of social networking sites during school time. In particular the footprint or record you leave online. Search engines and organisations have become so powerful that they are able to track your searches and then create a profile of what they think you need – filtering your searches for you. This strikes me as being the exact opposite to what the internet was at first, unlike the library where your librarian has ‘filtered what is on the shelves’ through their collection development policy, the internet allowed you access to everything without prejudice. The underlying problem here is that the majority of people don’t realise they are being manipulated like this, that they are not anonymous.

Librarian 2.0

Knowledge, skills and attributes of an information professional in a web 2.0 world or change and user focus.

Embrace change and create a communicative platform between the users and the organisation and services. We need an awareness of the needs of  users that can only come from letting them into the organisation which has been enabled by the current technology; the user should drive the content and the services while the librarian is the facilitator of this collaboration.  Be careful not to slip back into letting the system determine the activity, content, collaboration, communication because we get so bogged down with the amount of social networking tools out there. Embrace technology that is right for you and appropriate to your users (Harvey, 2009) slowly introduce the new, few tools at a time and marry them to the old successful methods of your library. We are opportunistically positioned to guarantee the survival of the library profession by using our knowledge and insights to become change leaders and influence the new dynamic (Abram, 2007). Remember we are the gateway to user success and knowledge creation particularly for the student. Learn from those around us, the user especially and be prepared to make mistakes ensuring that you learn from them. When it seems you can’t keep up remember there is a community out there, tap into that collective intelligence by utilising your own PLN. Finally have fun, love your work, greet each day in the knowledge that both you and your users will learn and/or create something new, rejoice in it!

Harvey, M. (2009). What does it mean to be a Science Librarian 2.0? Issues in Science and Technology Librarianship, (Summer). Retrieved from http://www.istl.org/09-summer/article2.html

Abram, S. (2007) paper at the Online Information 2007 Conference where he tries to define the ‘work’ of a Librarian 2.0, Web 2.0, library 2.0 and librarian 2.0: Preparing for the 2.0 world

Criteria for Library Web Site Design

Posted in INF506 by sarahcook3 on June 7, 2011
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The readings suggested for this activity give a comprehensive look at factors that influence website design by examining best practice libraries, children’s websites, online library identity and web 2.0 architecture. After scanning several library sites that may be of interest to my students, the audience, I decided to examine Parramatta City Council Library  which is not too far from my school. The page has a clean, fresh feel to it and is easily identifiable with the council home page through the use of a brand. There are several different options to search for resources prominent across the top which utilises a tabbed federated search box, with the body of the page dedicated to library news, promotion, and upcoming events keeping the site current and the content relevant. Navigation around the site is straight forward although you need to know the site map to link back to the library home page. The e-Resources page has a very clear guide to use and provides links to many ‘reliable’ online databases, no silo here. There are several ways to contact the librarian; through live support (leaving a phone message not really asynchronous communication), email and of course in person. Customer feedback seems important with an invitation to comment on your experience, positive or negative through paper form and online through contact us. The library has several Web 2.0 tools which enhance communication and engagement element that foster social networking, there is also a mobile element through Twitter, Facebook, RSS feeds and You tube and the library runs a separate blog to foster collaboration and possibly folksonomy in tagging. The style of the blog page ‘Parra Reads’  changes markedly from the main page making it more inviting through colour and a book shelf design.

Overall this library page fairs well with regards to the many criteria presented in the readings. Its pages don’t really have a high visual appeal nor do they particularly invite you into the physical library itself. It does not provide information
literacy tutorials, (possibly utilising podcasts) or how to’s or services available, nor does the site discriminate for different users for example children, or the many cultures residing in the area, the links catering for different languages are not that obvious.

Governor, J., Hinchcliffe, D, & Nickull, D. (2009). Web 2.0 architectures (1st ed.). Sebastopol, Calif.: O’Reilly Media. [ebook] Available http://proquest.safaribooksonline.com.ezproxy.csu.edu.au/9780596514433

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

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

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

A – Z of Social Networking for Librarians

Posted in INF506 by sarahcook3 on June 7, 2011
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Brown, A. (2010). A to Z of Social Networking for Libraries. Retrieved from http://socialnetworkinglibrarian.com/2010/01/22/a-to-z-of-social-networking-for-libraries/

At present my primary school library does not have a web page; I am yet to ‘get around to it’ although the plans have been developing for a while. Unlike 6 – 7 years ago when I first started as a TL and was in charge of creating the school web page, the software is so much easier and more over I’m not afraid of making mistakes – trial and error and delete. It may/will be my holiday task. Lorcan Dempsey on his Weblog ‘On libraries, services and networks’ talks about the 3 stages of a library website….

  1. Fragmentary – where the library site is in its 2.0 infancy and is a mix up, thrown together page of databases for managing information.
  2. Integrated supply – simplified (for the user) search function, a unified feel and look, ‘consistent management framework’ throughout the site’ and the visibility of the staff through blogs, ask a librarian and the possibility of feedback from the user.
  3. Demand influence – this is the stage when the needs of the users shape the content and the services available to from the library. Moreover, the library tries to ‘predict, meet and guide demand’ from the user.

With this in mind I have chosen the following five letters to help me embrace a library 2.0 ethos in my situation.

  • Active – a slightly different take on this term – knowing my users (read here teachers) I will need to be active in promoting my services, what I can do for my users, active in reminding them of the possibilities and opportunities out here in 2.0.
  • Direction – I need a plan.  What are the needs of my users? What do I want to achieve with my library’s presence on a web page? I want to support the school’s vision, mission and goals; I want to support the library’s mission and goals/objectives; I want to start small and be effective with the initial tools I chose to include so that my users continue to visit my page and see it as essential for progressing through primary school; I want students to read; I want to make teaching more relevant to students. I want, I want, I want……
  • Good reads – the heart of the primary library is literacy (yes multi-literacies) but promoting a love of reading is essential in young people to set them up as lifelong learners and readers.
  • Video – children love to see themselves on screen, they love to record and take film, teachers get ideas from seeing other people teaching the same thing in a different way and there is a plethora of good visual resources out there that can enhance education and interaction. Adding video to my social networking site, my school library page is a must.
  • Widgits and wikis – I couldn’t decide, where would we be without them.

Some Ponderings

Posted in INF 506 by sarahcook3 on April 19, 2011
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Tagging/folksonomy for user – generated content allows everyday jargon as access points thus opening up databases without specific training. I think my library mind may need retraining. meaning is shared. Like minded people can access each others content – maybe if you’re not in that group you can’t find that stuff, is that what some people want? A degree of privacy and elitism?

i need to sort this out, its a password/signin/login/account nightmare. yahoo is linked to flickr is linked to igoogle is all different usernames and passwords arrrggghhh, i have begun an excel – i need to tidy up!!!

Ok i have rediscovered my flickr account – when did flickr get advertising? Very disappointing but i suppose an indication of the way things are going. It was never going to remain free!

Have closed some windows to see i have a yahoo pulse account – don’t remember doing that one – nevertheless to the excel i go!

Social Media and Business

Posted in INF506 by sarahcook3 on April 2, 2011
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Nodalities – Charlene Li – online 09, Social Networking

Word of mouth through social media for businesses is powerful. You can be there but u can’t buy your way in it must be relational, it makes me think this is a backlash to the recorded messages that we get on help desks all the time, people are chosing a more personal experience.

From the view of business is the sense of giving up control – must talk to customers ARRHHGG the customer talks back and we don’t have control of that. So too in the classroom, students learning is moving out of the teachers control, through the technology being used and the abundance of information available that not one person can know. Teachers must provide scaffolds and criteria to enable students and guide them to become independent learners and problem solvers or lose credibility and authority. Finally to share what has been done, whether it is your feelings and frustrations, joy and successes or the new way you have created something seems to be paramount to a sense of achievement.

INF506 ponderings

Posted in INF506 by sarahcook3 on April 2, 2011
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New and evolving social applications and the way they are pervading our lives (ubiquity) has the ability to turn us all into knowledge creators. No longer the written essay but the movie with sound, image and commentary, not passive but active.

Explaining Web 2.0 by explaining computers reinforced these notions by categorising them into interpersonal computing, web services and saas (software as a service). I often marvel at how experts analysis and compartmentalise our behaviour and actions when the ordinary user usually just reacts, we experiment and play with what is on offer without a thought to the how or why we do.

 Not only how we learn but how we relate to each other is evolving. social media revolution (socialnomics, 2009) reinforces this by commenting on social media as being a fundamental shift in the way we communicate. I certainly see this with my own children and the students at the bus stop each morning with ear phones in or texting the person next to them or all huddled around a handheld screen sharing the lastest music video or gossip. I do love the view of Kevin Kelly that we are defined by the technology that we don’t use rather then by what we do.

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