Came across this and have included it because it helps remind me of where we have to head in our school library. Will be useful as a prompt in talking with team members.
http://www.slideshare.net/lhay/cairns-conference-school-library-futures
Friday, December 30, 2011
Thursday, December 22, 2011
OLJ TASK : SHIFTS& TRENDS
The opening statement in the Youtube video _"Did You Know 4.0" that convergence is everywhere and that it is easy to connect to a large audience but really difficult to really connect with that audience really struck a chord for me. I am still left wondering about the reason behind why so many people are engaging with such a wide spectrum of the population, while at the same time still not really connecting. My perspective on this at the moment is that people are feeling more isolated and so use social networking to engage and feel part of the group. However, perhaps if what is happening on the inside for an individual is not positive, then even online engagement cannot fill that void. Just a thought.
So, with so many people all busily publishing information from just a few words to academic articles, plus the permanency of this shift in how information is conveyed, society needs to consider what is acceptable online behaviour, plan how further developments with technology may impact on digital use and consider how to support the need for information dissemination via these social networking modes.
Five ‘shifts’ which I have chosen are :-
1. 95 % of downloaded songs are not paid for – information policy in this context needs to observe and plan for copyright and to acknowledge intellectual property. In planning the implementation of the theory, effective government policy needs to safeguard the rights of the artist to their income. Policy needs to highlight the need for users to pay rather than just to take.
2. 1,00 pages of information can be digitized to the web every hour, - with this huge proliferation of information, policy makers need to educate users in learning how to locate, use and acknowledge sources of information. How this education happens could be in person – for example in libraries, or online information guidelines.
3. Portability of information access – in developing policy, there needs to be planning and application of suitable accessibility in the way that information is presented so that the information can be accessed on a variety of mobile media.
4. Politicians using social networking to build their profile and funds – this one is interesting because although politicians using technology can appear to send the message that the politician is up to the minute and part of the community by using popular social networks to engage with the electorate, it also means that some of the electorate who do not have access to the social network is at disadvantage because those people miss out on this aspect of inclusion. Policy makers need to be aware of the right to information when planning to use social media so that there is equitable access to information to all constituents.
5. Wide use of Facebook – policy needs to protect the privacy and online safety of individuals but users also need to take responsibility for what they publish on the Web. Policy needs to stipulate guidelines for acceptable use of this platform so that the message that individuals and organisations convey is accurate and reflects the message that an organization wants to convey.
So, with so many people all busily publishing information from just a few words to academic articles, plus the permanency of this shift in how information is conveyed, society needs to consider what is acceptable online behaviour, plan how further developments with technology may impact on digital use and consider how to support the need for information dissemination via these social networking modes.
Five ‘shifts’ which I have chosen are :-
1. 95 % of downloaded songs are not paid for – information policy in this context needs to observe and plan for copyright and to acknowledge intellectual property. In planning the implementation of the theory, effective government policy needs to safeguard the rights of the artist to their income. Policy needs to highlight the need for users to pay rather than just to take.
2. 1,00 pages of information can be digitized to the web every hour, - with this huge proliferation of information, policy makers need to educate users in learning how to locate, use and acknowledge sources of information. How this education happens could be in person – for example in libraries, or online information guidelines.
3. Portability of information access – in developing policy, there needs to be planning and application of suitable accessibility in the way that information is presented so that the information can be accessed on a variety of mobile media.
4. Politicians using social networking to build their profile and funds – this one is interesting because although politicians using technology can appear to send the message that the politician is up to the minute and part of the community by using popular social networks to engage with the electorate, it also means that some of the electorate who do not have access to the social network is at disadvantage because those people miss out on this aspect of inclusion. Policy makers need to be aware of the right to information when planning to use social media so that there is equitable access to information to all constituents.
5. Wide use of Facebook – policy needs to protect the privacy and online safety of individuals but users also need to take responsibility for what they publish on the Web. Policy needs to stipulate guidelines for acceptable use of this platform so that the message that individuals and organisations convey is accurate and reflects the message that an organization wants to convey.
Wednesday, December 14, 2011
MIND MAP FOR PLN (Personal Learning Network)
This was my first experience of using bubles.com and it was fun! Some parts presented a bit of a challenge but the penny has semi dropped from hearing somewhere in this subject, that all you need to be able to do is to fill in some forms. That has made me feel more confident about trying out new ideas and has helped me feel like I won't "break' something.
A very timely read for me was Ruth Buchanan's article in the latest SCAN - Developing a personal learning network. Having just read Jeff Utecht's blogpost about Stages of PLN adoption, I was still a bit blurry. Ruth's article really helped consolidate this concept.
After constructing my PLN, I realised that I am already using some tools and networks. This made me feel a lot more positive that I can master this and it also helped me realise how much value there is in adopting, developing and refining a workable PLN.
I would say that I am in Stage 2 - Evaluation. I recognise and acknowledge that some of the networks I am in are positive for my development both personally and professionally. The more I learn from the modules in this subject and professional interactions on Facebook and blogs, the more I realise that these are very valuable in my work. They are a form of professional development.
I still have gaps which I need to develop and refine. My working knowledge of RSS and del.icio.us is still very rudimentary, so I need to refine my skills with these as I believe that if were to be using these correctly they would add immensely to my knowledge base, personally and professionally.
REFERENCES
Buchanan, R. Developing a personal learning network (PLN). SCAN, 30 (4), November, 2011. 19-22.
Utecht, J. Stages of PLN adoption. The Thinking Stick, 3rd April, 2008.
OLJ TASK: Definition of an information professional in a Web 2.0 world
“I will not wait until something is perfect before I release it,and I’ll modify it based on user feedback” (Cohen, 2006).
This quote resonated with me because it has made me rethink HOW and WHY I need to alter my attitude and practice as a teacher librarian.
The essential knowledge that an information professional in a web 2.0 world needs to have is to understand the theory of how social networking is altering the way in which people search for knowledge and interaction. The next step requires the information professional to apply that concept to the services and resources that are being acquired in order to support the learning and recreational needs of the community at the point of need for that group. The theory then needs to be applied in practice by the librarian instigating change in library practice so that the library service remains current and relevant.
Essential skills which are needed are familiarisation and competence with current social networking technologies and the practical application of such skills to the library so that users are able to connect with library services in mobile settings and in social networking contexts that are meaningful for each user. As well as conceptual skills, the information professional needs to use professional judgement in deciding which tools should be chosen in order to deliver a service that will reach users effectively, equitably and provide a better service than was previously available.
Essential attributes include a willingness to embrace change, both philosophically and practically. It requires the information professional to be comfortable with more transparency and inclusiveness as users get to interact with evolving blogs, podcasts and other social networking technologies. It involves librarians truly being willing to share knowledge and resources and to communicate with users as to what they require to fulfil their learning and recreational needs.
“I will be willing to go where users are, both online and in physical spaces, to practice my profession”. (Cohen, 2006).
The challenge is there to embrace the changing world of information provision. In learning more about this through this subject, it is becoming clear that there is a future for libraries as long as they keep up with the times and move with current user trends.
REFERENCES
Cohen, L. (2006). A Librarian’s 2.0 Manifesto. Retrieved from:
http://www.youtube.com/watch?v=ZblrRs3fkSU
This quote resonated with me because it has made me rethink HOW and WHY I need to alter my attitude and practice as a teacher librarian.
The essential knowledge that an information professional in a web 2.0 world needs to have is to understand the theory of how social networking is altering the way in which people search for knowledge and interaction. The next step requires the information professional to apply that concept to the services and resources that are being acquired in order to support the learning and recreational needs of the community at the point of need for that group. The theory then needs to be applied in practice by the librarian instigating change in library practice so that the library service remains current and relevant.
Essential skills which are needed are familiarisation and competence with current social networking technologies and the practical application of such skills to the library so that users are able to connect with library services in mobile settings and in social networking contexts that are meaningful for each user. As well as conceptual skills, the information professional needs to use professional judgement in deciding which tools should be chosen in order to deliver a service that will reach users effectively, equitably and provide a better service than was previously available.
Essential attributes include a willingness to embrace change, both philosophically and practically. It requires the information professional to be comfortable with more transparency and inclusiveness as users get to interact with evolving blogs, podcasts and other social networking technologies. It involves librarians truly being willing to share knowledge and resources and to communicate with users as to what they require to fulfil their learning and recreational needs.
“I will be willing to go where users are, both online and in physical spaces, to practice my profession”. (Cohen, 2006).
The challenge is there to embrace the changing world of information provision. In learning more about this through this subject, it is becoming clear that there is a future for libraries as long as they keep up with the times and move with current user trends.
REFERENCES
Cohen, L. (2006). A Librarian’s 2.0 Manifesto. Retrieved from:
http://www.youtube.com/watch?v=ZblrRs3fkSU
Tuesday, December 13, 2011
OLJ TASK: Designing effective library websites
After completing the readings, a standout comment for me was “The website is your library’s most important feature” (Mathews, 2009). So, following on from that, I think the next 10 aspects need to be included for effective library websites.
1. Appearance – should be uncluttered, no advertising and no distractions down the sides. Use photos and icons to soften the look of text and draw the user in to explore the page.
2. Navigation – should be clear, easy to use and not involve too many steps for the user to need to use in order to navigate to the information they are after. Remember the 2 click theory.
3. Promotion – needs to be overt, so that the website isn’t buried deep in the school website. Once users have found you, make their first impression of the appearance count, so that they want to come back again to enjoy a positive experience.
4. Visual cues – use these to break up text, so the information is not just all words and links. Incorporate the use of photos, icons and videos to appeal to a varied audience.
5. Include appropriate content – make sure information is appropriate to the target group. Also, keep content fresh with no dead links and current for the needs of the users.
6. Establish a social network presence – this will help highlight your organization, but it must be credible and not just lip service. “The library’s use of any social networking tool must be purposeful”. (McBurnie,2007)
7. Use analytics – to monitor usage and patterns. This then helps when planning what content to have available for users so that the website stays current and relevant and is inviting for users to return to.
8. Feedback – allows users to gain a sense of ownership and involvement. Contributes to growth of shared knowledge and community.
9. Provide mobile friendly pages – to reach users wherever they are.
10. Search boxes – these can be embedded in headers or navigation bars. Useful because users can access the information they want more efficiently.
The library website at the school at which I work, includes the provision of appropriate content and has tried to make the appearance positive and easy to navigate. However, due to constraints imposed by IT staff, the library website is difficult to locate on the school website and navigation is cumbersome. Some of the terms used as headings need to be revised so that they are relevant to users, rather than being ‘library correct’. Apart from a blog for new fiction, there are no social networking tools being used to engage with users.
The library needs to initiate a more interactive site using twitter or facebook and also to provide a forum so that users can add content and offer feedback. The design itself also needs a revamp as it is very conventional and HTML in appearance, not inviting any two way interaction between the library and staff and students.
REFERENCES
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
1. Appearance – should be uncluttered, no advertising and no distractions down the sides. Use photos and icons to soften the look of text and draw the user in to explore the page.
2. Navigation – should be clear, easy to use and not involve too many steps for the user to need to use in order to navigate to the information they are after. Remember the 2 click theory.
3. Promotion – needs to be overt, so that the website isn’t buried deep in the school website. Once users have found you, make their first impression of the appearance count, so that they want to come back again to enjoy a positive experience.
4. Visual cues – use these to break up text, so the information is not just all words and links. Incorporate the use of photos, icons and videos to appeal to a varied audience.
5. Include appropriate content – make sure information is appropriate to the target group. Also, keep content fresh with no dead links and current for the needs of the users.
6. Establish a social network presence – this will help highlight your organization, but it must be credible and not just lip service. “The library’s use of any social networking tool must be purposeful”. (McBurnie,2007)
7. Use analytics – to monitor usage and patterns. This then helps when planning what content to have available for users so that the website stays current and relevant and is inviting for users to return to.
8. Feedback – allows users to gain a sense of ownership and involvement. Contributes to growth of shared knowledge and community.
9. Provide mobile friendly pages – to reach users wherever they are.
10. Search boxes – these can be embedded in headers or navigation bars. Useful because users can access the information they want more efficiently.
The library website at the school at which I work, includes the provision of appropriate content and has tried to make the appearance positive and easy to navigate. However, due to constraints imposed by IT staff, the library website is difficult to locate on the school website and navigation is cumbersome. Some of the terms used as headings need to be revised so that they are relevant to users, rather than being ‘library correct’. Apart from a blog for new fiction, there are no social networking tools being used to engage with users.
The library needs to initiate a more interactive site using twitter or facebook and also to provide a forum so that users can add content and offer feedback. The design itself also needs a revamp as it is very conventional and HTML in appearance, not inviting any two way interaction between the library and staff and students.
REFERENCES
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
Monday, December 12, 2011
Memorable quote
Original quote by Anthony Grafton - mentioned on Building Academic Library 2.0 You Tube video.
This statement really resonates with me because the world of social media and what that implies for libraries has changed the landscape of what has been my understanding of libraries. It really does seem as huge as a tectonic plate to assimilate. Because it is so big, it has initially appeared daunting, but the more I read in this subject, the more understanding I acquire. I am now in the position of understanding that this change in communication has occurred and there is no going back. I am also in the position of not wanting things to stay the same and realise that the library I am in really must catch up or we well might perish - like the dinosaurs.
I still have a way to go to really get a workable grip on some tools like RSS, twitter and del.icio.us, but am really enjoying Facebook - both personally and professionally.
The real challenge now is how to chart the tectonic plates of information that are crashing into one another and then learn to navigate the new landscapes that are created.
This statement really resonates with me because the world of social media and what that implies for libraries has changed the landscape of what has been my understanding of libraries. It really does seem as huge as a tectonic plate to assimilate. Because it is so big, it has initially appeared daunting, but the more I read in this subject, the more understanding I acquire. I am now in the position of understanding that this change in communication has occurred and there is no going back. I am also in the position of not wanting things to stay the same and realise that the library I am in really must catch up or we well might perish - like the dinosaurs.
I still have a way to go to really get a workable grip on some tools like RSS, twitter and del.icio.us, but am really enjoying Facebook - both personally and professionally.
OLJ TASK : Building Academic Library 2.0
FIVE KEY PIECES OF ADVICE
1. Know your users - We really need to get to know our users as every school is unique and what works at one school may not be right at another.Find out what mobile devices are the most popular and most used amongst our student body and then work in partnership with the IT department to see if we can get our library information out to students using the technologies that are most appropriate.We also need to work out marketing strategies to reach students, staff and parents as some research is showing that students approach their parents first when faced with an assignment. Apart from utilising social networking technologies, library staff need to have a presence at parent information nights to market what we offer.
2. Go to where the users are - we need to embed what we are offering into the social spaces that they are using. Then, we can provide links to our website or blog so that the information they need is available immediately wherever they are. As above, we would need to collaborate with IT to get this started.
3. Be agile - We need to rethink patterns of behaviour and processes for change. Many suggestions can fall away because the procedures to implement change are so cumbersome and weighed down by committee approval that change can sometimes be too slow and the need has passed before action is taken. Our library needs to respond quickly to needs and we also need to have staff allowed time to do this.
4. Need to establish policies around social networking - Before jumping onto the social networking wagon we need to establish ground rules for interaction between staff and students. At the same time we need to be aware of not letting policy making extend so slowly that nothing appears to be happening at the forefront of the library. Policy would need to cover 'friending' and appropriate comment guidelines.
5. Develop a learning culture and risk-taking culture - this links in with the notion of building community and co-creation of content. As library staff we need to keep developing our own learning by acquiring any new skills needed to provide a quality service. We also need to allow staff and students to post developments and changes to add to the collective knowledge. Again, time, motivation and experience needs to built in to the day so that library information is up to date and relevant.
1. Know your users - We really need to get to know our users as every school is unique and what works at one school may not be right at another.Find out what mobile devices are the most popular and most used amongst our student body and then work in partnership with the IT department to see if we can get our library information out to students using the technologies that are most appropriate.We also need to work out marketing strategies to reach students, staff and parents as some research is showing that students approach their parents first when faced with an assignment. Apart from utilising social networking technologies, library staff need to have a presence at parent information nights to market what we offer.
2. Go to where the users are - we need to embed what we are offering into the social spaces that they are using. Then, we can provide links to our website or blog so that the information they need is available immediately wherever they are. As above, we would need to collaborate with IT to get this started.
3. Be agile - We need to rethink patterns of behaviour and processes for change. Many suggestions can fall away because the procedures to implement change are so cumbersome and weighed down by committee approval that change can sometimes be too slow and the need has passed before action is taken. Our library needs to respond quickly to needs and we also need to have staff allowed time to do this.
4. Need to establish policies around social networking - Before jumping onto the social networking wagon we need to establish ground rules for interaction between staff and students. At the same time we need to be aware of not letting policy making extend so slowly that nothing appears to be happening at the forefront of the library. Policy would need to cover 'friending' and appropriate comment guidelines.
5. Develop a learning culture and risk-taking culture - this links in with the notion of building community and co-creation of content. As library staff we need to keep developing our own learning by acquiring any new skills needed to provide a quality service. We also need to allow staff and students to post developments and changes to add to the collective knowledge. Again, time, motivation and experience needs to built in to the day so that library information is up to date and relevant.
valuable web tools for teachers
This is from a post on Facebook INF506.
Excellent resources to try to develop blog.
http://primarytech.global2.vic.edu.au/web-2-0-tools-to-embed-on-your-blog/
Excellent resources to try to develop blog.
http://primarytech.global2.vic.edu.au/web-2-0-tools-to-embed-on-your-blog/
OLJ TASK : A-Z of social networking for libraries
The library that I am working in at present does have a website and blog, but due to staffing levels, maintenance is not very regular and so the site seems a bit stale. The online information requires users to come to it, with no social networking tools being used to take the information to the people.
Five points from the article A-Z of Social Networking for Libraries will be considered against the backdrop of my current school library as an aid to helping us embrace a Web 2.0 ethos.
1. Active – in order to promote and keep content fresh, more staff time needs to be allocated to this. Perhaps, evaluating what tasks are really necessary and gaining time by reprioritizing current work patterns would help in gaining time for keeping up to date with library news.
2. Content – The library does currently offer research lists to assist students with assignments. The content comes from academic databases within subject areas. However these lists are buried deep within the library website. By redesigning the website and content in a variety of formats, the library could attract more users and accommodate more learning styles, as content at present is heavily weighted to readers.
3. Facebook – The library needs to develop a Facebook presence so that users can quickly be informed about new resources that have been purchased or new content that has been added to support subject areas. This presence would entail updates being maintained by several staff to ensure relevance and currency.
4. Help – The entire team needs to embrace the need and the practicality of engaging with social media to reach the school population. One method to employ could be to use some staff meeting time each week to discuss what is new and allocate specific tasks between staff members for updates.
5. Youth – Seeing as we are a school library, we need to stay current with our client group, the students, otherwise we run the risk of appearing outdated and lacking in relevance to their needs. We need to use the social networking tools of their generation in order to engage with them, so that they can see libraries are relevant to them.
Five points from the article A-Z of Social Networking for Libraries will be considered against the backdrop of my current school library as an aid to helping us embrace a Web 2.0 ethos.
1. Active – in order to promote and keep content fresh, more staff time needs to be allocated to this. Perhaps, evaluating what tasks are really necessary and gaining time by reprioritizing current work patterns would help in gaining time for keeping up to date with library news.
2. Content – The library does currently offer research lists to assist students with assignments. The content comes from academic databases within subject areas. However these lists are buried deep within the library website. By redesigning the website and content in a variety of formats, the library could attract more users and accommodate more learning styles, as content at present is heavily weighted to readers.
3. Facebook – The library needs to develop a Facebook presence so that users can quickly be informed about new resources that have been purchased or new content that has been added to support subject areas. This presence would entail updates being maintained by several staff to ensure relevance and currency.
4. Help – The entire team needs to embrace the need and the practicality of engaging with social media to reach the school population. One method to employ could be to use some staff meeting time each week to discuss what is new and allocate specific tasks between staff members for updates.
5. Youth – Seeing as we are a school library, we need to stay current with our client group, the students, otherwise we run the risk of appearing outdated and lacking in relevance to their needs. We need to use the social networking tools of their generation in order to engage with them, so that they can see libraries are relevant to them.
OLJ TASK : The Library Minute videos
The 4 C's of social media - collaboration, conversation, communication and content creation are all focused on to varying degrees during the Library Minute videos.
In Study Spaces – the introductory video, the mood created is upbeat and chatty. The question is asked “How do you like to study” ? with the answer quickly being that the library has varied learning spaces that should accommodate different learning styles. This clip particularly relates to community and conversation.
The Social - aims to share new resources and new services. The question posed is “We want to know what you want” Options are suggested that users can implement such as in person, Face book, twitter and a suggestion box. This aims to develop conversation, community and co-creation of content and resources. It also allows for a variety of methods to do this, thus seeking to appeal to a variety of users.
Academic articles and Meet your subject librarian – both these provide more practical information, but still include short You tube clips that are humorous to add variety to necessary information. Again the user is invited to contact the library in person, phone or email. The emphasis is clearly on maintaining conversation, collaboration, community and content creation.
Books – how to find them – again provide practical information as do the podcasts and alerts.
The podcasts are listed and are easy to access and alerts also provide easy to access current updates on opening hours through to database alerts.
All of these are aimed at assisting users to optimally navigate and utilise their time with ASU library. Because so many options are available for communication needs and suggestions, the library ensures that the 4 C’s of Web 2.0 library are being developed.
REFERENCE
ASU Library Channel (Arizona State Library) http: //www.youtube.com/user/librarychannel
In Study Spaces – the introductory video, the mood created is upbeat and chatty. The question is asked “How do you like to study” ? with the answer quickly being that the library has varied learning spaces that should accommodate different learning styles. This clip particularly relates to community and conversation.
The Social - aims to share new resources and new services. The question posed is “We want to know what you want” Options are suggested that users can implement such as in person, Face book, twitter and a suggestion box. This aims to develop conversation, community and co-creation of content and resources. It also allows for a variety of methods to do this, thus seeking to appeal to a variety of users.
Academic articles and Meet your subject librarian – both these provide more practical information, but still include short You tube clips that are humorous to add variety to necessary information. Again the user is invited to contact the library in person, phone or email. The emphasis is clearly on maintaining conversation, collaboration, community and content creation.
Books – how to find them – again provide practical information as do the podcasts and alerts.
The podcasts are listed and are easy to access and alerts also provide easy to access current updates on opening hours through to database alerts.
All of these are aimed at assisting users to optimally navigate and utilise their time with ASU library. Because so many options are available for communication needs and suggestions, the library ensures that the 4 C’s of Web 2.0 library are being developed.
REFERENCE
ASU Library Channel (Arizona State Library) http: //www.youtube.com/user/librarychannel
Useful image - Library 2.0 meme
This is a great diagram to help pull allteh facets of what Library 2.0 needs to include :
It can be found at http://www.flickr.com/photos/bonaria/113222147/sizes/o/
Saturday, November 26, 2011
INF506 MODULE 1 : Web 2.0, Social networking and the social life of information
Still feeling lost about del.icio.us, twitter and RSS feeds - but improving with facebook. My attitude towards FB has definitely improved since starting this subject. I now feel more confident and keen to check in on what new comments are being posted for this subject and also to have friends to catch up with in my personal life. Kind of still wondering how FB can be applied to a a library setting and is it worth it for a school library?
The readings are helping me get more of a grip on the importance of social networking for a library. At this point I think that blogging, clouds and wikis would be good to implement into our library for building interactive communication between parents, students , teachers and our library. From listening to the Charlene Li podcast, I believe that our library needs to become more transparent and reachable - using social media tools. At the moment, I think we have become too cut off. Our initial readings are impacting my perspective on where our library is at and where we need to go in terms of accessibilty and equity to our client group. This is a huge shift in my knowledge, but I do are the attitudes of other team members of not letting go of the past - the way things have worked so far and also restrictions by IT staff in letting us incorporate some of the SN tools into our library website.
The Charlene Li podcast was very long and I found I needed to break it up, take notes and listen to it twice to start taking it in. Once I got into it, there was a lot I could apply to the library setting. Her comments on how SN is re-writing how business is done really resonated because I fear we are becoming stuck with what was a successful model and now we have to update our attitude and work practice in how we present and interact with the current students and teachers - all who are into facebook, twitter, using RSS, following blogs. Sadly, the library is not part of that at the moment. I want to learn how to fix this by doing this subject.
I also really liked the You tube clip about how we are changing in how we communicate. It was interesting about why I liked this and I think it is because I liked the background music and the quick snatch information headlines. This appealed to two senses and helped it stick in my mind. Something to bear in mind when preparing information presentation to the school community. The clip really had a quite profound effect on my view of how important social media now is to a great percentage of our society.
USEFUL REFERENCES
Web 2.0 and folksonomies in a library context
http://www.mendeley.com/research/web-20-and-folksonomies-in-a-library-context/ -
"Libraries have a societal purpose and this role has become increasingly important as new technologies enable organizations to support, enable and enhance the participation of users in assuming an active role in the creation and communication of information".
Charlene Li podast - http://blogs.talis.com/nodalities/2009/11/charlene-li-the-impact-of-social-media-in-your-organisation.php
Youtube Social media clip in module notes
The readings are helping me get more of a grip on the importance of social networking for a library. At this point I think that blogging, clouds and wikis would be good to implement into our library for building interactive communication between parents, students , teachers and our library. From listening to the Charlene Li podcast, I believe that our library needs to become more transparent and reachable - using social media tools. At the moment, I think we have become too cut off. Our initial readings are impacting my perspective on where our library is at and where we need to go in terms of accessibilty and equity to our client group. This is a huge shift in my knowledge, but I do are the attitudes of other team members of not letting go of the past - the way things have worked so far and also restrictions by IT staff in letting us incorporate some of the SN tools into our library website.
The Charlene Li podcast was very long and I found I needed to break it up, take notes and listen to it twice to start taking it in. Once I got into it, there was a lot I could apply to the library setting. Her comments on how SN is re-writing how business is done really resonated because I fear we are becoming stuck with what was a successful model and now we have to update our attitude and work practice in how we present and interact with the current students and teachers - all who are into facebook, twitter, using RSS, following blogs. Sadly, the library is not part of that at the moment. I want to learn how to fix this by doing this subject.
I also really liked the You tube clip about how we are changing in how we communicate. It was interesting about why I liked this and I think it is because I liked the background music and the quick snatch information headlines. This appealed to two senses and helped it stick in my mind. Something to bear in mind when preparing information presentation to the school community. The clip really had a quite profound effect on my view of how important social media now is to a great percentage of our society.
USEFUL REFERENCES
Web 2.0 and folksonomies in a library context
http://www.mendeley.com/research/web-20-and-folksonomies-in-a-library-context/ -
"Libraries have a societal purpose and this role has become increasingly important as new technologies enable organizations to support, enable and enhance the participation of users in assuming an active role in the creation and communication of information".
Charlene Li podast - http://blogs.talis.com/nodalities/2009/11/charlene-li-the-impact-of-social-media-in-your-organisation.php
Youtube Social media clip in module notes
Sunday, November 20, 2011
Useful info for types of social media
http://www.flickr.com/photos/fredcavazza/2564571564/sizes/m/in/photostream/
INF506 assessment 1
DEFINING SOCIAL NETWORKING
Social networking involves online communication in which many users can contribute to conversation and /or the publication of information on a topic of common interest within a forum that best supports the purpose. This can utilise various forms of media such as videos or photos or the publication of information in written form. Participating in online communities enables users to share knowledge, interests and relationships and contributes to the development of information which can be shared by many and also increases the sense of community as our society embraces the use of the World Wide Web to serve our various needs.
NETWORKING TECHNOLOGIES I USE
Up until now, I believed that I used very few social networking tools. However, after initial readings in the subject modules, I realised that I regularly use email in my work and initiated and maintain a school library blog. In my personal life I use online banking, shop online, skype with family members and sometimes dip into You Tube for information and for fun. Since establishing a face book account for this subject, I have also realised that it is a valuable tool for maintaining relationships.
EXPECTATIONS FOR INF506
When enrolling for this subject, I anticipated that I would learn how to use face book and raise the profile of our library. In reading the subject content and learning outcomes, I am feeling positive that I will learn about the various forms of social networking and then be able to develop a more prominent and current format for our school library. I am also looking forward to learning about how to accurately incorporate social media developments into our policy.
Social networking involves online communication in which many users can contribute to conversation and /or the publication of information on a topic of common interest within a forum that best supports the purpose. This can utilise various forms of media such as videos or photos or the publication of information in written form. Participating in online communities enables users to share knowledge, interests and relationships and contributes to the development of information which can be shared by many and also increases the sense of community as our society embraces the use of the World Wide Web to serve our various needs.
NETWORKING TECHNOLOGIES I USE
Up until now, I believed that I used very few social networking tools. However, after initial readings in the subject modules, I realised that I regularly use email in my work and initiated and maintain a school library blog. In my personal life I use online banking, shop online, skype with family members and sometimes dip into You Tube for information and for fun. Since establishing a face book account for this subject, I have also realised that it is a valuable tool for maintaining relationships.
EXPECTATIONS FOR INF506
When enrolling for this subject, I anticipated that I would learn how to use face book and raise the profile of our library. In reading the subject content and learning outcomes, I am feeling positive that I will learn about the various forms of social networking and then be able to develop a more prominent and current format for our school library. I am also looking forward to learning about how to accurately incorporate social media developments into our policy.
Monday, April 18, 2011
ETL 503 RESOURCING THE CURRICULUM - Reflections on readings and assignment 1
It has been ages since I blogged, so feel a trifle rusty...but I know that maintaining this blog will stand me in good stead for the final subject of this course.
This subject has been really interesting and is directly helping me in my work in the library. One of the reasons that I wanted to do this course was to learn about the reasons why I do some of the things that I am expected to do in my role.Up until this assignment we have read about collection management, selecting resources to support teaching and learning, focussing on selection aids and tools and criteria. In my job, I have really just been expected to order resources according to staff and student requests, catalogues that float past, booksellers and materials to support the curriculum.
However, I did not understand why I was selecting resources or the precise 'how-tos'. This subject has helped me achieve a greater understanding of what I should be looking for ie varied resources, varied formats and focussing on only what is needed and not buying 'just in case'. The one stand out message I have got from this is that the learning and teaching needs are paramount. Practically speaking, the learning I have gained is impacting already on my selection decisions and I feel more confident about rejecting some materials which I probably woud have purchased once before. No more just in case purchasing. It also helped me when I had a few fairly pushy book sellers. Armed with selection criteria in mind, I was able to decide much more quickly what I would purchase, thus not losing time as I tried to evade sales which I previously have felt pushed into.
Still a bit hazy about the difference between collection management and collection development. Will keep revisting this until I really get it.
However the assignment was relatively enjoyable...it was good to have to find new resources to support a poorly resourced subject area and by sheer chance I was already working through a real life scenario with this. Fortunately I have received some positive feed back from the staff member with whom I was collaborating, so that was a lovely experience. I just hope that the theory that needed to be addressed comes across in my essay, because I know what I am doing in real life. Using selection criteria has really helped me decide which resources to acquire and in conjunction with the ALIA/ASLA statements about resource provision, I am now very much more aware of provididng equitable access to all users, bearing in mind individual and curriculum needs.
Buying the Kennedy text has been very useful as has owning 'Learning For the Future'. I also found the statements by ALIA/ASLA very beneficial as a support for this subject.
This subject has been really interesting and is directly helping me in my work in the library. One of the reasons that I wanted to do this course was to learn about the reasons why I do some of the things that I am expected to do in my role.Up until this assignment we have read about collection management, selecting resources to support teaching and learning, focussing on selection aids and tools and criteria. In my job, I have really just been expected to order resources according to staff and student requests, catalogues that float past, booksellers and materials to support the curriculum.
However, I did not understand why I was selecting resources or the precise 'how-tos'. This subject has helped me achieve a greater understanding of what I should be looking for ie varied resources, varied formats and focussing on only what is needed and not buying 'just in case'. The one stand out message I have got from this is that the learning and teaching needs are paramount. Practically speaking, the learning I have gained is impacting already on my selection decisions and I feel more confident about rejecting some materials which I probably woud have purchased once before. No more just in case purchasing. It also helped me when I had a few fairly pushy book sellers. Armed with selection criteria in mind, I was able to decide much more quickly what I would purchase, thus not losing time as I tried to evade sales which I previously have felt pushed into.
Still a bit hazy about the difference between collection management and collection development. Will keep revisting this until I really get it.
However the assignment was relatively enjoyable...it was good to have to find new resources to support a poorly resourced subject area and by sheer chance I was already working through a real life scenario with this. Fortunately I have received some positive feed back from the staff member with whom I was collaborating, so that was a lovely experience. I just hope that the theory that needed to be addressed comes across in my essay, because I know what I am doing in real life. Using selection criteria has really helped me decide which resources to acquire and in conjunction with the ALIA/ASLA statements about resource provision, I am now very much more aware of provididng equitable access to all users, bearing in mind individual and curriculum needs.
Buying the Kennedy text has been very useful as has owning 'Learning For the Future'. I also found the statements by ALIA/ASLA very beneficial as a support for this subject.
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