References:
Abrams, Stephen (2007). Web 2.0, library 2.0 and librarian 2.0: Preparing for the 2.0 world. Retrieved from http://www.online- information.co.uk/online09/files/freedownloads.new_link1.1080622103251.pdf
Brookover, Sophie. (2007) “Why we blog” The only limits on what your blog covers are those imposed by your bloggers’ imaginations. Retrieved from http://www.libraryjournal.com/article/CA6497263.html
Casey, M. & Savastinuk, L. (2006). Service for the next-generation library. Library Journal, 1(9). Retrieved from http://www.libraryjournal.com/article/CA6365200.html
Chapman, Cameron. (2009). Social network design: Examples and best practices. In Smashing Magazine. Retrieved from http://www.smashingmagazine.com/2009/07/13/social-network-design-examples-and-best-practices/
Farkas, M.G. (2007). What will work @your library. In Social software in libraries: building collaboration, communication and community online. p.237. Medford, N.J. : Information Today, Inc.
Krosky , Ellyssa. (2009) Should Your Library Have a Social Media Policy? School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA6699104.html
Lauby, Sharyn. ( 2010) 10 Must- Haves for your Social Media Policy. In Mashable. Retrieved from http://mashable.com/2009.06/02/social-media-policy-musts/
Li, Charlene. 2009). The Impact of Social Media in Your Organization. Retrieved form http://blogs.talis.com/nodalities/2009/11/charlene-li-the-impact-of-social-media-in-your-organisation.php
Loudon & Hall. (2010). From triviality to business tool: The case of Twitter in library and information services delivery. Retrieved from http://bir.sagepub.com/content/27/4/236
Miller. P. (2005) Web 2.0; building the new library. Ariadne ( 45), JISC. Retrieved from http:// www.ariadne.ac.ul/issue45/miller
Myburgh, Sue. (2010) Education Directions for Information Professionals. Australian Library Journal. 52(3). Rretrieved from http://www.alia.org.au/publishing/alj/52.3/full.text/myburgh.html
N.S.W. Department of Education. Social Media Policy. Retrieved from https://www.det.nsw.edu.au/policies/technology/communication/PD20110418.shtml
Rancourt, L. (2009). Mashing up the library website. In N.C. Engard (Ed.), Library mashups: exploring new ways to deliver library data. (pp. 73 – 86). London: Facet.
O'Reilly, T., (2005) What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software. Retrieved from http://oreilly.com/web2/archive/what-is-web-20.html
Smartcopying the official Guide to Issues for Australian Schools and TAFE. 2.8 Internet and Websites. Retrieved from http://smartcopying.edu.au/scw/go/pid/680
State Government of Victoria. (2011). Acceptable Use Policy for Department Information, Communication and Technology. Retrieved from http://www.education.vic.gov.au/management/governance/spag/default.htm
Wee, Willis. (2010) Guide to Social Media Marketing landscape. In INFOGRAPHICS. CMO –Social Landscape-R5-pdf.
Friday, October 14, 2011
Part 2 B : Evaluative Report - Social networker ,Information professional
B) A reflective statement on my development as a social networker as a result of studying
INF 506 and the implications for my development as an information professional.
My first OLJ post describes social networking as the practice of using online software tools for social or professional interaction and sharing of contributions between participants. Participants’ join an online network of users, create their own personal profile and make contributions that will be published on the site. Social networking enables connectivity to an online local or global community and collaboration.
This subject has increased my familiarity with social networking tools of Twitter, Linkedin, Flickr, Delicious and Secondlife. I had not previously used these tools, however I have had more experience using Facebook and blogger. These immersive experiences have made me more aware of the immediacy of these mediums and the need to keep abreast of current professional news and events. Using Facebook for study purposes , and Twitter feeds from Mashable, heyjudeonline and lyn_hay Daily,and judithway gave me a greater sense of being connected and up to date with new technological developments. In addition, I had set up regular RRS feeds via outlook to a number of blogs, such as Bright ideas, MG Library Blog and Librarian in Black. To be honest, I found the task of trying to regularly use six social networking tools, to be overwhelming and very time consuming.
In 2010, Loudon and Hall’s conducted an investigation into the deployment of Twitter amongst librarians for the purposes information services and for collaboration with professional colleagues. Their investigation found that the respondents who were new users commented on the volume of irrelevant material that needed to be consumed in the course of identifying news and information of genuine value. Some thought that it was a distraction from other work. More experienced respondents commented that it is quick, current and easily disseminates information to users, which makes it ideal for use in library services. They note that respondents learning from the practice of others by strategic ‘follow relationships’ will have more ideas to contribute for enhanced services provision, in future. I rate myself in this less experienced category. I used Facebook more extensively for this subject, but I was reluctant to participate in online discussions on professional matters without checking my references to writings or blogs were correct.
As my OLJ reflections on the social bookmarking tool of Delicious indicate, this software is great for storing web links with annotations, which has significant potential for use by secondary school libraries. I intend to use it regularly in my library work in future. I created my professional profile on Linkedin and engaged with a professional colleague online. I found this software frustrating to use, I did not like the limit of three attributes and the rating system for them, so I had to delete them. I created my Avatar in Secondlife, but I must admit I was not inspired to spend much time there. I would prefer to refine my skill in the use of social media forms that school libraries are more likely to use such as blogs, wikis, Delicious and Flickr. According to Nielsen, in most communities 90% of participants don’t contribute, though they find value in what they read and observe. The next 9% add to existing discussions, with 1% creating most commentary and giving the community food for thought. During the course of this subject, I have reluctantly moved from the 90% to the 9% and I will aim to be more participative in future.
I am proud of my achievements, the creation of video uploaded to Slideshare and the collection of screenshots from school library websites. These experiences have given me insight into the potential value of ‘participatory library services’ through the use of social media tools to enrich user experiences. In 2006, Casey & Savastinuk, defined Library 2.0 as any service, physical or virtual, that successfully reaches users, is evaluated frequently, and makes use of customer input. Although this statement was written five years ago, my comparative study of current secondary school library web spaces, provided little evidence of student contributions, despite their use of social networking tools. For this reason, I think teacher librarians need to be mindful that the use of social networking, should provide opportunities for patrons to genuinely participate and collaborate, rather than just providing tools because they are popular. Their use needs to be monitored and modifications should be developed iteratively to meet patrons needs (Brookover, 2007, Li, 2009).
Sue Myburgh, (2010) wrote that today's graduates need to be fluent in information systems and technologies of all kinds. “In particular, they need to be aware that such technologies are not a surrogate for professional activities, but support and expand them.” At this point, I am conscious that the evolving technological landscape means that we will need to be lifelong learners, who work collaboratively within our professional networks to remain effective in the field of information management. These immersive experiences, with social networking tools, have given me the confidence, knowledge and skills that I will be able to apply to manage technological software applications in my future professional work.
INF 506 and the implications for my development as an information professional.
My first OLJ post describes social networking as the practice of using online software tools for social or professional interaction and sharing of contributions between participants. Participants’ join an online network of users, create their own personal profile and make contributions that will be published on the site. Social networking enables connectivity to an online local or global community and collaboration.
This subject has increased my familiarity with social networking tools of Twitter, Linkedin, Flickr, Delicious and Secondlife. I had not previously used these tools, however I have had more experience using Facebook and blogger. These immersive experiences have made me more aware of the immediacy of these mediums and the need to keep abreast of current professional news and events. Using Facebook for study purposes , and Twitter feeds from Mashable, heyjudeonline and lyn_hay Daily,and judithway gave me a greater sense of being connected and up to date with new technological developments. In addition, I had set up regular RRS feeds via outlook to a number of blogs, such as Bright ideas, MG Library Blog and Librarian in Black. To be honest, I found the task of trying to regularly use six social networking tools, to be overwhelming and very time consuming.
In 2010, Loudon and Hall’s conducted an investigation into the deployment of Twitter amongst librarians for the purposes information services and for collaboration with professional colleagues. Their investigation found that the respondents who were new users commented on the volume of irrelevant material that needed to be consumed in the course of identifying news and information of genuine value. Some thought that it was a distraction from other work. More experienced respondents commented that it is quick, current and easily disseminates information to users, which makes it ideal for use in library services. They note that respondents learning from the practice of others by strategic ‘follow relationships’ will have more ideas to contribute for enhanced services provision, in future. I rate myself in this less experienced category. I used Facebook more extensively for this subject, but I was reluctant to participate in online discussions on professional matters without checking my references to writings or blogs were correct.
As my OLJ reflections on the social bookmarking tool of Delicious indicate, this software is great for storing web links with annotations, which has significant potential for use by secondary school libraries. I intend to use it regularly in my library work in future. I created my professional profile on Linkedin and engaged with a professional colleague online. I found this software frustrating to use, I did not like the limit of three attributes and the rating system for them, so I had to delete them. I created my Avatar in Secondlife, but I must admit I was not inspired to spend much time there. I would prefer to refine my skill in the use of social media forms that school libraries are more likely to use such as blogs, wikis, Delicious and Flickr. According to Nielsen, in most communities 90% of participants don’t contribute, though they find value in what they read and observe. The next 9% add to existing discussions, with 1% creating most commentary and giving the community food for thought. During the course of this subject, I have reluctantly moved from the 90% to the 9% and I will aim to be more participative in future.
I am proud of my achievements, the creation of video uploaded to Slideshare and the collection of screenshots from school library websites. These experiences have given me insight into the potential value of ‘participatory library services’ through the use of social media tools to enrich user experiences. In 2006, Casey & Savastinuk, defined Library 2.0 as any service, physical or virtual, that successfully reaches users, is evaluated frequently, and makes use of customer input. Although this statement was written five years ago, my comparative study of current secondary school library web spaces, provided little evidence of student contributions, despite their use of social networking tools. For this reason, I think teacher librarians need to be mindful that the use of social networking, should provide opportunities for patrons to genuinely participate and collaborate, rather than just providing tools because they are popular. Their use needs to be monitored and modifications should be developed iteratively to meet patrons needs (Brookover, 2007, Li, 2009).
Sue Myburgh, (2010) wrote that today's graduates need to be fluent in information systems and technologies of all kinds. “In particular, they need to be aware that such technologies are not a surrogate for professional activities, but support and expand them.” At this point, I am conscious that the evolving technological landscape means that we will need to be lifelong learners, who work collaboratively within our professional networks to remain effective in the field of information management. These immersive experiences, with social networking tools, have given me the confidence, knowledge and skills that I will be able to apply to manage technological software applications in my future professional work.
Part 2 A : Evaluative Report -OLJ Experiences, Learning Objectives
1. The October OLJ entry entitled “Web 2.0: Trust, Copyright and Fair Use” provides evidence of my understanding of the range of issues that exist in a socially networked world. The creative experiences that are facilitated by Web 2.0 technology, places the onus on the user to take responsibility for citation, prevention of plagiarism, copyright and fair use of materials in a social network environment. The experience of creating a presentation on ‘Web Design Criteria for School library websites’ to share publicly was the motivation for me to become more immersed in the online environment and to explore social media tools, such as Flickr and Slideshare. In preparation for this task, I collated some quotes from the module readings on web design and usability, as well as some images, screenshots and a photo from Flickr. As I collected these resources for the content of my presentation, I became concerned about copyright. I wondered whether it was legally able to re-use them in a presentation that I intended to share publicly, as my creation. My OLJ reflections highlight my recognition of the need to locate official guidelines on copyright and fair use, for education purposes, and to check the source of each item for any restrictions.
Secondly, this experience demonstrates my ability to independently locate and, evaluate appropriate resources, environments and tools. I explored the websites of Google Docs Powerpoint, MS Office powerpoint, Flickr and Slideshare to compare their features and to decide which software was most suited to the task of creating a video presentation. I thought MS office was the best tool for this task. The features of Slideshare enabled me to publish a professional looking video for free and I could tag it for ‘education’, so I decided it was the best software for my target audience of professional colleagues. I reviewed the ‘terms of use’ in relation to copyright laws and fair use guidelines. Finally, I learned the correct way to cite online resources and images, in a video.
2. OLJ entry “Social Media Policy or AUP?” provides evidence of my understanding of information policy in a socially networked world.
Although social networking has opened up a world of opportunity for libraries, Krosky (2009) suggests that the social and extremely public nature of these services also brings potential hazards. As my OLJ indicates, library managers and school leaders may have concerns about inappropriate comments about the school, staff or other students being published on social networking tools that could have a negative impact on the school’s reputation. Secondly, schools need to exercise a duty of care for their staff and students, so they need to consider the personal impact that online bullying or criticism could have on individuals within their community. Krosky notes that “the distinction between personal and professional realms is fading, seemingly everyone has a Facebook or Twitter profile”. She contends that the creation of a social media policy is a useful way to set some ground rules for employees with regard to their online activities. As my OLJ entry indicates, the education departments of both NSW (DET) and Victoria (DEECD) have published policies which provide guidelines for the use of social networking tools by their employees, in all levels of education, this year.
I was able to collate a range of relevant resources for school libraries to consider, when creating a policy for employees / students’ use of social networking tools. These resources have been bookmarked in Delicious and collated in my stack entitled “Social Media or AUP?” for sharing with the ‘sissocialmedia’ group.
3. The October OLJ post entitled “ Flickr: A Comparative Study of Web 2.0 Library Spaces” provides evidence of my understanding of theory and practice of Library 2.0 and participatory library service. Tim O’Reilly’s meme map, 2005, and the writings of Miller, 2005, Casey & Savastinuk , 2006, emphasis the application of a web 2.0 tools in library portals should facilitate participatory services for the patrons. Stephen Abrams (2007) states that “ the emerging modern user needs the experience of the web, and not just content, to learn and succeed” He notes that Web 2.0 technology can shift the web experience to an academic learning and collaboration environment, rather than an information delivery portal. My reflections in this post, provide several examples how Flickr can be used to facilitate creative and collaborative projects and stimulate group discussions. Flickr provides examples of creative commons options for artistic works. This social media software can used to create an online identity for the library (Rancourt, 2009, Willis, 2010) on a school website and to engage teens with a visually appealing, call to action (Chapman, 2009). It could provide opportunities for teens to create and interact with other students and to share their own responses to literature or library events.
Secondly, this experience demonstrates my ability to independently locate and, evaluate appropriate resources, environments and tools. I explored the websites of Google Docs Powerpoint, MS Office powerpoint, Flickr and Slideshare to compare their features and to decide which software was most suited to the task of creating a video presentation. I thought MS office was the best tool for this task. The features of Slideshare enabled me to publish a professional looking video for free and I could tag it for ‘education’, so I decided it was the best software for my target audience of professional colleagues. I reviewed the ‘terms of use’ in relation to copyright laws and fair use guidelines. Finally, I learned the correct way to cite online resources and images, in a video.
2. OLJ entry “Social Media Policy or AUP?” provides evidence of my understanding of information policy in a socially networked world.
Although social networking has opened up a world of opportunity for libraries, Krosky (2009) suggests that the social and extremely public nature of these services also brings potential hazards. As my OLJ indicates, library managers and school leaders may have concerns about inappropriate comments about the school, staff or other students being published on social networking tools that could have a negative impact on the school’s reputation. Secondly, schools need to exercise a duty of care for their staff and students, so they need to consider the personal impact that online bullying or criticism could have on individuals within their community. Krosky notes that “the distinction between personal and professional realms is fading, seemingly everyone has a Facebook or Twitter profile”. She contends that the creation of a social media policy is a useful way to set some ground rules for employees with regard to their online activities. As my OLJ entry indicates, the education departments of both NSW (DET) and Victoria (DEECD) have published policies which provide guidelines for the use of social networking tools by their employees, in all levels of education, this year.
I was able to collate a range of relevant resources for school libraries to consider, when creating a policy for employees / students’ use of social networking tools. These resources have been bookmarked in Delicious and collated in my stack entitled “Social Media or AUP?” for sharing with the ‘sissocialmedia’ group.
3. The October OLJ post entitled “ Flickr: A Comparative Study of Web 2.0 Library Spaces” provides evidence of my understanding of theory and practice of Library 2.0 and participatory library service. Tim O’Reilly’s meme map, 2005, and the writings of Miller, 2005, Casey & Savastinuk , 2006, emphasis the application of a web 2.0 tools in library portals should facilitate participatory services for the patrons. Stephen Abrams (2007) states that “ the emerging modern user needs the experience of the web, and not just content, to learn and succeed” He notes that Web 2.0 technology can shift the web experience to an academic learning and collaboration environment, rather than an information delivery portal. My reflections in this post, provide several examples how Flickr can be used to facilitate creative and collaborative projects and stimulate group discussions. Flickr provides examples of creative commons options for artistic works. This social media software can used to create an online identity for the library (Rancourt, 2009, Willis, 2010) on a school website and to engage teens with a visually appealing, call to action (Chapman, 2009). It could provide opportunities for teens to create and interact with other students and to share their own responses to literature or library events.
Tuesday, October 11, 2011
New Delicious?
As a new user of Delicious my first impressions of the old interface of this website was that it very busy and not so user- friendly. The software is great for storing web links with annotations, which has significant potential for use by secondary school libraries. The expansive range of websites that could be used for educational purposes, is a valuable resource that school libraries can effectively harness via Delicious. Websites can be critically evaluated by teacher librarians, relevant web links can be annotated and stored in delicious, for quick access by staff and students, on the library web portal. The tagging feature of delicious enables librarians to classify each link in a multiple categories so that users can locate it, via a keyword search, from a number of different access points. For example, it could be tagged with the curriculum topics (i.e. ‘medieval castles’) and in the subject of ‘history’, and for ‘year seven’ students, as well as ‘humanities’. The librarian could also place the tags of ‘medieval castles’ and ‘history’ ina tag bundle for ‘year seven’ or for ‘humanities’. The tags make it easier to share links with other members of a group of colleagues, which has been great for my distance education studies.
The new interface of the website is clearer and less cluttered. Although it is not initially obvious how to save links, it is fairly intuitive for most internet users to go to their own link, on the top right hand corner of the web page. However, I agree with Judy O’Connell’s comments that it would be good to still be able to use a tag cloud and RSS feeds on the new Delicious (2011, Heyjude). Librarians could now create a ‘stack’ of links on a particular topic with images that can be easily accessed by students when researching for an assignment. The ‘stacks’ video is more promotional than practical, it does not provide ‘how- to’ instructions. Despite this, when I began to create a ‘stack’ of my own, the prompts appeared to guide me through the process and the links and images uploaded quickly. The only shortcoming I found, with the stack creation process, was that it did not allow me to add my own image, which would be great for presentation purposes and could make it more appealing to users who would like to add their own personal touches. However, stacks provide a simple way to collate links, on one topic, to share with students. Richard Byrne notes that stacks provide a visual way for students to explore links and he suggests that they could create their own multi- media playlists of links. (2011, freetech4teachers.com).
The “beta status blog” has been set up so that users can ask questions or provide feedback during the transition to the new interface. I found it to be helpful to read others queries and to find out what improvements are being made in response to the initial teething problems. For example, since the new delicious was launched, I was initially experiencing the dropping out that was reported by other patrons, who are using Mozilla Firefox as their browser. The beta blog contains a status update and suggests steps to follow to rectify the problem, but it also encourages users continue to report any future problems that occur. For this reason I feel confident that the new delicious will continue to improve, knowing that it is a work in progress.
O’Connell, Judy. (Sept 28th, 2011). Social Bookmarking not so Delicious. Heyjude. Retrieved from
http://heyjude.wordpress.com/2011/09/28/social-bookmarking-not-so-delicious-anymore/ Byrne, Richard. (2011,Sept 27th). What’s delicious doing now? Making stacks. In freetech4teachers.com. Retrieved from http://www.freetech4teachers.com/2011/09/whats-delicious-doing-now-making-stacks.html
Social Media Policy or Accepatble Use Policy (AUP)
The creation of a social media policy can enable a library to outline guidelines and standards for employees to deal with issues that can arise with the public sharing of information and opinions. Many writers (Charlene, 2009, Krosky, 2009, & Laura, 2011) acknowledge that an issue for the management of organizations is the concern that patrons or employees may make critical comments online, when using social networking tools, that could have a negative impact on the organization and its public image. The reality is that some employees and patrons are going to make complaints or critical comments either verbally or online and an organization cannot prevent this.
In her podcast, Charlene Li (2009, The Impact of Social Media in Your Organization) contends that social media offers opportunities for organizations to change the way they interact with users. Organizations can use social networking tools to monitor the responses of the community, iteratively develop and respond to these complaints, explain policies or take action to improve performance
(Krosky, 2009, and Lauby, 2010, Laura, 2011, p.22). Lauby and Krosky suggest that an organization can use a disclaimer to indicate that the views expressed online are not necessarily those of the library and the policy should encourage employees to state their real name and state that they are expressing a personal opinion in their posts.
(Krosky, 2009, and Lauby, 2010, Laura, 2011, p.22). Lauby and Krosky suggest that an organization can use a disclaimer to indicate that the views expressed online are not necessarily those of the library and the policy should encourage employees to state their real name and state that they are expressing a personal opinion in their posts.
The SLAV website section on policy development provides a link to the National Library of Australia Social Media Policy (SMP). This SMP reads like an arbitrary set of rules that places the onus on employees to be aware of copyright and fair dealing guidelines, defamation and libel laws, when engaging in use of the NLA blog or the Trove forum. In my opinion, the negative tone of this document could discourage employees from participating in these social media forums.
In her blog, Sharyn Lauby (2010,” 10 must- haves for your social media policy”) makes the important point that the document can set a tone that encourages participation by the staff of an organization. Ellysa Krosky’s (2009) notes that a library policy does not need to be a lengthy document, however it should outline some guidelines on how to use the social networking tools wisely. Lauby and Krosky identify some other key points that should be included in a social media policy as: - a statement about the intended purpose and which social media tools are provided, identify the library as the provider and state the professional role of staff on posts. The policy should encourage employees to respect copyright and fair use laws, and not expose private or sensitive information about patrons or employees of the library.
In order to maximize my use of social networking tools, I chose to employ Delicious.com to bookmark links to these articles, add annotations and then create my own ‘stack’ entitled “Social Media Policy or AUP?” . The stack also contains links to some examples of social media policies and an "Acceptable Use Policy" which can be viewed from my own portal on this URL : http://delicious.com/stacks/view/OH6aiV
Krosky , Ellyssa. (2009) Should Your Library Have a Social Media Policy? School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA6699104.html
Lauby, Sharyn. ( 2010) 10 Must- Haves for your Social Media Policy. In Mashable. Retrieved from http://mashable.com/2009.06/02/social-media-policy-musts/
Li, Charlene. 2009). The Impact of Social Media in Your Organization. Retrieved form http://blogs.talis.com/nodalities/2009/11/charlene-li-the-impact-of-social-media-in-your-organisation.php
Solomon, Laura. (2011). Doing Social Media So It Matters: A Librarian’s Guide. American library Association. U.S.A.
Flickr collection : A Comparative Study of Web 2.0 School Library Spaces
To present the findings of my comparative study of secondary school websites, I created a collection of screenshots and added comments, using Paint and then uploaded them in a set to the INF 506 photo pool. The collection uploaded without any problems, it can be viewed via my URL:
http://www.flickr.com/photos/w11j/6180747998/in/pool-1325758@N20/
I enjoyed using Flickr as a photo management and sharing tool and I think it has great potential for application in education and libraries. It provides a “Guide to get the most out of Flickr” that clearly explains how to upload and connect to your camera, cameraphone or your blog, and to share photos via email, Facebook, RSS feed or Atom feed. This software gives users the options of displaying their own photos privately or publicly, or creating a group photo pool, which could be used as a forum for discussion.Contributors can allow friends to add tags to their photos. These features make it a potentially great resource for teacher librarians to use for collaborative projects with staff or student groups.
It has a user- friendly interface and it offers step- by- step prompts to assist beginners to upload photos and tag them. Viewers can select popular tags to view photos from all over the world on a broad range of topics. Viewers can connect to a ‘photostream’ from NASA or the archives of the Library of Congress, The Smithonian and The Commons. Willis Wee (2010, INFOGRAPHICS) suggests that properly tagged photosets of a company (library) events can help customers to put a face on the team behind your brand. Users can create a strip of photos that can be used to ‘design a badge’, the code of the ‘badge’ can be cut, pasted, and uploaded to your blog template. Rancourt (2009, p.77-78) created the Flickr page for the Manchester City Library (U.K) to share photos that would capture some of the warmth, diversity, culture and social benefits of the library community and to provide some insight into the lives of community members and library staff. He encouraged library staff to upload a photo per day, then he used a strip of seven of the latest photos to create a unique ‘badge’ for the library blog.This could be a great way for a school library to connect with all sectors of a school community.
http://www.flickr.com/photos/w11j/6180747998/in/pool-1325758@N20/
I enjoyed using Flickr as a photo management and sharing tool and I think it has great potential for application in education and libraries. It provides a “Guide to get the most out of Flickr” that clearly explains how to upload and connect to your camera, cameraphone or your blog, and to share photos via email, Facebook, RSS feed or Atom feed. This software gives users the options of displaying their own photos privately or publicly, or creating a group photo pool, which could be used as a forum for discussion.Contributors can allow friends to add tags to their photos. These features make it a potentially great resource for teacher librarians to use for collaborative projects with staff or student groups.
It has a user- friendly interface and it offers step- by- step prompts to assist beginners to upload photos and tag them. Viewers can select popular tags to view photos from all over the world on a broad range of topics. Viewers can connect to a ‘photostream’ from NASA or the archives of the Library of Congress, The Smithonian and The Commons. Willis Wee (2010, INFOGRAPHICS) suggests that properly tagged photosets of a company (library) events can help customers to put a face on the team behind your brand. Users can create a strip of photos that can be used to ‘design a badge’, the code of the ‘badge’ can be cut, pasted, and uploaded to your blog template. Rancourt (2009, p.77-78) created the Flickr page for the Manchester City Library (U.K) to share photos that would capture some of the warmth, diversity, culture and social benefits of the library community and to provide some insight into the lives of community members and library staff. He encouraged library staff to upload a photo per day, then he used a strip of seven of the latest photos to create a unique ‘badge’ for the library blog.This could be a great way for a school library to connect with all sectors of a school community.
Photos from Flickr can be copied and pasted into presentations, where creative commons allow. A designated section of this site displays photos where many users have chosen to offer their works under Creative commons license. Flickr provides photographic examples and explanations of the classifications of ‘attribution of copyrighted works’, ‘noncommercial’ and ‘no derivative works’ and ‘share alike’, which only allows distribution of derivative works under license. This section could be used to develop students understanding of these concepts and principles of digital citizenship.
Rancourt, L. (2009). Mashing up the library website. In N.C. Engard (Ed.), Library mashups: exploring new ways to deliver library data. (pp. 73 – 86). London: Facet.
Wee, Willis. (2010) Guide to Social Media Marketing landscape. In INFOGRAPHICS. CMO –Social Landscape-R5-pdf.
Monday, October 10, 2011
Web 2.0: Trust, Copyright and Fair Dealing
In his Principles of Web 2.0 Miller (2005) notes that Web 2.0 is built upon trust, whether that be trust placed in individuals, in assertions, or in the uses and reuses of data. Tim O’Reilly's (2005)meme map of Web 2.0 refers to the need to trust your users.
The transition from Web 1.0 to Web 2.0 has involved a major shift from the concept of publishing works with ownership being retained by the original author, to open and public sharing online of works, that can then be re –used by others. Not only can it be quoted or paraphrased, but it can now be re-mixed into a new product or another media format that can be shared publicly, as another person’s work. Once a work is published, the original author must trust the consumer to acknowledge them by correctly citing them in their work. Secondly, the author must trust them to use the content in a manner for which it was intended, for example, for education, without distorting the content to use it in an inappropriate way in a newly created product. The other side of this public exchange of works is that the onus is on the consumer to be aware of copyright and fair dealing guidelines for use of web content, and ensure that they use them correctly.
Gulp! For my social networking project, I created a presentation on ‘Web design criteria for school library 2.0 spaces’ based on my professional readings, from a variety of online sources. My presentation incorporates quotes from writers on web design, social media and usability principles as well as images/screenshots. I needed to consider whether my re-use of content from any of these sources would breach copyright laws or fair dealing guidelines, before I shared my presentation publicly. I investigated what resources are available for professional use on this topic and found the following websites provide information re:use of these sources for educational purposes: -
The smartcopying website
provides guidelines specifically for schools and TAFE colleges on the correct use of information and internet resources for education purposes. The advise in section 2.8 for Internet and Websites outlines the main points for educators in relation to copyright laws and fair dealing guidelines.
An example of a website that is freely available for use by teachers is the Copyright Aware website which has been developed to assist schools understand the implications of the recent Digital Agenda amendments to the Copyright Act.
Finally, I decided to upload my presentation as a video to Slideshare because it allowed me to tag it for education and to share it publicly for free. Slideshare is also known as a preferred form of social media for professional use.
The transition from Web 1.0 to Web 2.0 has involved a major shift from the concept of publishing works with ownership being retained by the original author, to open and public sharing online of works, that can then be re –used by others. Not only can it be quoted or paraphrased, but it can now be re-mixed into a new product or another media format that can be shared publicly, as another person’s work. Once a work is published, the original author must trust the consumer to acknowledge them by correctly citing them in their work. Secondly, the author must trust them to use the content in a manner for which it was intended, for example, for education, without distorting the content to use it in an inappropriate way in a newly created product. The other side of this public exchange of works is that the onus is on the consumer to be aware of copyright and fair dealing guidelines for use of web content, and ensure that they use them correctly.
Gulp! For my social networking project, I created a presentation on ‘Web design criteria for school library 2.0 spaces’ based on my professional readings, from a variety of online sources. My presentation incorporates quotes from writers on web design, social media and usability principles as well as images/screenshots. I needed to consider whether my re-use of content from any of these sources would breach copyright laws or fair dealing guidelines, before I shared my presentation publicly. I investigated what resources are available for professional use on this topic and found the following websites provide information re:use of these sources for educational purposes: -
The smartcopying website
provides guidelines specifically for schools and TAFE colleges on the correct use of information and internet resources for education purposes. The advise in section 2.8 for Internet and Websites outlines the main points for educators in relation to copyright laws and fair dealing guidelines.
An example of a website that is freely available for use by teachers is the Copyright Aware website which has been developed to assist schools understand the implications of the recent Digital Agenda amendments to the Copyright Act.
Finally, I decided to upload my presentation as a video to Slideshare because it allowed me to tag it for education and to share it publicly for free. Slideshare is also known as a preferred form of social media for professional use.
Thursday, September 29, 2011
Developing an Effective Social media Marketing Strategy in a School Library
AnnaLaura Brown’s tips for developing a social media marketing strategy for an organization are obviously written for application in a commercial organization. Most school libraries are not using social media to make money, however they could use it to attract more library users’ and to enhance the library experiences of their clients. The basic concept of developing a social media marketing strategy is a sound practice that libraries could use to ensure that their efforts to harness the advantages of social media are more effective. The process of creating a written social media marketing plan, would enable the school library staff to define some goals and consider exactly what the library is trying to accomplish with them (Solomon, 2011p.11). Farkas (2007, p.233) advocates the inclusion of staff and other stakeholders from the school community from the planning stage to establish their support.
Brown’s strategy encourages administrators to consider how much time per day will need to be spent on setting up your social media profiles and marketing them. Failure to realize the extra time and effort involved in setting up new technology, providing training and marketing it to the community can be a reasons for a lack of staff support (Farkas, 2007 p.233). Therefore, it is important that these factors should be documented in the plan and that time be allowed for their implementation.
Brown suggest that you need to identify what is your target market on social media. In a school library, you need to consider who you want to connect with and what social media sites they are currently using, for example,Facebook, Flickr or Twitter? The market analysis techniques suggested by Charlene Li and Josh Bernoff of ‘Social Technographics’ that are represented visually on ‘the ladder ‘ are very impressive, however, would be beyond most school library requirements.
Farkas advocates that technology must meet your colleagues’ or patrons’ needs and suggest some techniques to get to know patrons’ needs (Farkas, 2007, p.233). Informal observations and a survey of social media use by representatives from sectors in the school community, would be more practical methods for a school library to use. This data could be analyzed to decide which social media tools would be used, this decision would also need to be aligned with school internet policies and network filters.
Laura Solomon (2011, p.2) and Farkas (2007 p.242) note that many social networking tools are free or low cost, which could suit school libraries with a limited budget. However it would be relevant for a school library to develop a ‘follower policy’ in writing and to create online products, using social media, to promote appropriate users’ etiquette and the principles of digital citizenship.
References
Bernoff, Josh. (2010). Social Technographics: Conversationalists get onto the ladder. Retrieved from http://forrester.typepad.com/groundswell/2010/01/conversationalists-get-onto-the-ladder.htmlom
Brown, AnnaLaura. (2009) Developing an Effective Social Media Marketing Strategy. In Examiner .com. Retrieved from http://www.examiner.com/social-media-in-the -salt-lake-city/developing an effective social media marketing strategy.
Farkas, M.G. (2007). What will work @your library. In Social software in libraries: building collaboration, communication and community online. p.237. Medford, N.J. : Information Today, Inc.
Laura, Solomon. (2011). Doing Social Media So it matters: A Librarian’s Guide. Chicago: American library Association.
Brown’s strategy encourages administrators to consider how much time per day will need to be spent on setting up your social media profiles and marketing them. Failure to realize the extra time and effort involved in setting up new technology, providing training and marketing it to the community can be a reasons for a lack of staff support (Farkas, 2007 p.233). Therefore, it is important that these factors should be documented in the plan and that time be allowed for their implementation.
Brown suggest that you need to identify what is your target market on social media. In a school library, you need to consider who you want to connect with and what social media sites they are currently using, for example,Facebook, Flickr or Twitter? The market analysis techniques suggested by Charlene Li and Josh Bernoff of ‘Social Technographics’ that are represented visually on ‘the ladder ‘ are very impressive, however, would be beyond most school library requirements.
Farkas advocates that technology must meet your colleagues’ or patrons’ needs and suggest some techniques to get to know patrons’ needs (Farkas, 2007, p.233). Informal observations and a survey of social media use by representatives from sectors in the school community, would be more practical methods for a school library to use. This data could be analyzed to decide which social media tools would be used, this decision would also need to be aligned with school internet policies and network filters.
Laura Solomon (2011, p.2) and Farkas (2007 p.242) note that many social networking tools are free or low cost, which could suit school libraries with a limited budget. However it would be relevant for a school library to develop a ‘follower policy’ in writing and to create online products, using social media, to promote appropriate users’ etiquette and the principles of digital citizenship.
References
Bernoff, Josh. (2010). Social Technographics: Conversationalists get onto the ladder. Retrieved from http://forrester.typepad.com/groundswell/2010/01/conversationalists-get-onto-the-ladder.htmlom
Brown, AnnaLaura. (2009) Developing an Effective Social Media Marketing Strategy. In Examiner .com. Retrieved from http://www.examiner.com/social-media-in-the -salt-lake-city/developing an effective social media marketing strategy.
Farkas, M.G. (2007). What will work @your library. In Social software in libraries: building collaboration, communication and community online. p.237. Medford, N.J. : Information Today, Inc.
Laura, Solomon. (2011). Doing Social Media So it matters: A Librarian’s Guide. Chicago: American library Association.
Monday, September 26, 2011
Web Design Criteria for Secondary School Libraries
As part of my social networking project, I created a presentation of a set of eleven criteria that could be used to design or assess a school library Web 2.0 space. The focus of my project was a comparative study of secondary school library web spaces. I hope other teacher librarians or information professionals will benefit from my efforts. The presentation has been uploaded to Slideshare as a video, same title as above.
I would welcome any feedback you would like to give.
Presentation:Web design criteria for secondary school libraries inf506 v2
View more presentations from W11Jen
I would welcome any feedback you would like to give.
Tuesday, August 2, 2011
Feed Me!
RSS feeds are widely used by the media, large organizations and libraries on their web gateways to distribute news, updates and online publications in various formats from journals to blogs, podcasts, and videos. The ABC website states that RSS feeds help you to keep up-to-date without having to check the site itself. RSS commonly refers to Really Simple Syndication which can be fed into software known as a feed/ RSS reader. The readers can take the form of downloadable software or web applications, such as FeedBurner. Some popular feed readers that are enabled by browsers are Firefox (via Live Bookmarks), Safari (feed support in Apple OSX), Feed Demon 2.0 or Newsgator via Inbox for Microsoft Outlook (Windows).
Websites which incorporate RSS feeds display the universal feed icon, which viewers can click to subscribe to receive regular updates. The updates can be delivered automatically via the web portal, a newsreader or email. RSS feeds can enable greater distribution of the content of a library website beyond its visitors. Libraries can employ RSS feeds as a part of their many services. RSS feeds enable users to continuously keep track of a large number of related resources, such as databases, web-links and other library catalogs, without having to check many sites manually. Therefore, feeds make it possible for library users to save time when reviewing a large amount of content. The Cunningham Library at the Australian Council for Education Research provides an example of the application of RSS feeds for this purpose. It employs FeedBurner on its web portal to provide users with regular updates to ACEReSearch, the online research repository.
In a weblink to 'Feedburner ' on Google, it is noted that hundreds of thousands of bloggers, podcasters and videobloggers publish feeds to keep themselves better connected to their readers, listeners, admirers and critics. School libraries can foster communication and collaboration via RSS feeds linked to blogs, events and news updates for their users. For example, Mentone Grammar School librarian, Miffy Farquharson offers the followers of her "MG Library Blog" the options of subscribing to an RSS feed of posts and comments. This strategy not only fosters connectedness within her school community but it provides opportunities for active participation, feedback and access for the wider community via the school website.
References:
http://www.abc.net.au./services/rss
http://feeds.feedburner.com//acer-media-releases
Websites which incorporate RSS feeds display the universal feed icon, which viewers can click to subscribe to receive regular updates. The updates can be delivered automatically via the web portal, a newsreader or email. RSS feeds can enable greater distribution of the content of a library website beyond its visitors. Libraries can employ RSS feeds as a part of their many services. RSS feeds enable users to continuously keep track of a large number of related resources, such as databases, web-links and other library catalogs, without having to check many sites manually. Therefore, feeds make it possible for library users to save time when reviewing a large amount of content. The Cunningham Library at the Australian Council for Education Research provides an example of the application of RSS feeds for this purpose. It employs FeedBurner on its web portal to provide users with regular updates to ACEReSearch, the online research repository.
In a weblink to 'Feedburner ' on Google, it is noted that hundreds of thousands of bloggers, podcasters and videobloggers publish feeds to keep themselves better connected to their readers, listeners, admirers and critics. School libraries can foster communication and collaboration via RSS feeds linked to blogs, events and news updates for their users. For example, Mentone Grammar School librarian, Miffy Farquharson offers the followers of her "MG Library Blog" the options of subscribing to an RSS feed of posts and comments. This strategy not only fosters connectedness within her school community but it provides opportunities for active participation, feedback and access for the wider community via the school website.
References:
http://www.abc.net.au./services/rss
http://feeds.feedburner.com//acer-media-releases
Sunday, July 17, 2011
INF506 - Social Networking for Information Professional - First Entry, Part C
a) C) Describe what you expect to learn from completing INF506
INF506 - Social Networking for Information Professionals - First Entry, A & B
a)Social networking is the practice of using online software tools for social or professional interaction and sharing of contributions between participants. Participants’ join an online network of users, create their own personal profile and make contributions that will be published on the site. Social networking enables connectivity to an online local or global community and collaboration.
b)List of social networking technologies and sites I have already used:-
2009: Participation in CSU student forums, Oztlnet professional network
Creation of Online Learning Journal for study on www.blogger.com
Creation of group Powerpoint presentation and collaborative planning using Skype, Webcam and Google docs.
2010: Creation of Facebook profile for social purposes
Joined School Library Association of Victoria’s Bright ideas [Blog] and RSS feed
2011: Participant in Med TL CSU Facebook group created by past students
July 2011: Personal Learning / Work Experience
I am pleased to note that I have had more work experiences in Library settings. For five weeks, I replaced the Head of Library (the only TL in a team of four library staff) at a large secondary school in Melbourne, with 1400 students. This experience gave me insight into the level of commitment required from the TL as a leader and the manager of the library, which is a focal centre for the whole school community. I quickly realized the importance of establishing positive communication with all sectors of the community, including library staff, teachers, students and school leaders. As Head of Library, these alliances were essential for support when staffing and student management issues arose. The prompt dissemination of information about new resources and staff orders, was a time consuming aspect of the role. In addition to being present for circulation desk duties, general library organization, cataloging and ensuring timely processing of new resources were priorities. I enjoyed teaching Literature to a small group of international students and creating a Winter reading brochure for publication on Moodle, in the school intranet.
Semester one study, 2011
EER500 - enabled me to develop a deeper understanding of the complexities of educational research and the significance of conducting it in real life settings, if it is to be relevant as evidence for professional practice of educators/ librarians. Despite my initial lack of interest in this subject, I found it to be more stimulating than I thought it would be and the regular, positive feedback from the lecturer, Bev Moriarty was motivational. Through the assessments tasks, I believe I have gained greater insight into research methods, processes and designs that will assist me to more critically assess the value of articles and research findings in future.
Sunday, February 27, 2011
Summer Reading
It incorporates newspaper articles that elude to some of the political events surrounding the Petrov affair. The characters within this novel are well developed and it is an interesting example of historical fiction, as well as a good read.
Libby Gleeson's novel Mahtab's Story highlights the intense experience of a refugee girl (around ten years old) and her family's flight from Herat, their journey through the rocky mountains of Pakistan and their voyage on a refugee boat to Australia. This realistic and confronting story could be explored by students to develop their understanding of current issues surrounding illegal boats coming to Australia and treatment of refugees in detention centres. It could also be used as a source to facilitate the development of the values of empathy and tolerance in our multicultural society. It is well written and very good to read from both an adult and a child's perspective.Google images Source: www. fishpond.com.
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