I've always found it difficult to pigeon-hole myself - so many contradictions/changes of mind and attitude. I prefer to describe this as flexibility, but perhaps I am just indecisive. So pinpointing which stage I am at in my "PLN adoption" is more challenging than it first appears.
I believe I'm spanning the first 3 stages simultaneously - immersion, evaluation and know-it-all.
I'm still in the process of entirely immersing myself - Twitter and Facebook are covered, I've dabbled in Second Life, Delicious is getting there, my blog is developing, and I'm even considering developing another unrelated blog. However, Flickr, Linkedin and Diig have been sadly neglected since I first joined. So I'm half-immersed with a desire to certainly swim out to deeper waters.
I'm evaluating all the time, so this is a continuum, not a stage that I've arrived at, or perhaps will ever arrive at.
I can certainly feel the beginnings of the "need to be connected" - the fear of "missing out" which qualifies me for the know-it-all stage too.
Sunday 21 August 2011
Saturday 20 August 2011
The Web 2.0 Information Professional
I believe that the successful Web 2.0 Information Professional requires attitude rather than skills. Since Web 2.0 is still evolving, it is pointless to create a list of applications which the information professional needs to be proficient in. Within a few years, such proficiency would possibly be defunct. However, the Web 2.0 Information Professional does require the following attitudes:
- Willingness
- to try new things
- to listen (to colleagues and clients)
- An open mind
- to not dismiss new ideas
- to not dismiss old methods (i.e. avoid technolust!)
- Courage
- to go against the grain
- to be the first
- Patience
- with reluctant colleagues
- with self when learning
- with existing systems and cultures
- Care
- be aware of clients - ensure new ideas are really helpful and not just "shiny"
- be mindful of colleagues who are fearful
- Resilience
- to be able to recover after failure
Checkout our website ... or not
For my library, Metropolitan South Institute of TAFE (MSIT), I believe the following to be the most important criteria for developing the website:
1. Be purposeful - know your users
2. Allow collaboration - both students and teachers
3. Offer an easy way to ask for help
4. Use visual clues - inspiring photos
5. Navigation areas should stand out
So how does the MSIT library website stack up?
1. Purposeful? MSIT services a high number of "English as a Second Language" (ESL) students and "Literacy and Numeracy Program (LNP) students, and yet the website for these students is intimidating with it's high reliance on text - and small text at that. It does not reflect a customer focus - merely a collective of library services with no real attempt to entice or attract users to click further. It says "this is the library" rather than "what do you need?"
2. Allow collaboration? Clients are able to add a review once they have accessed the bibliographic record of an item. However, this line sits within the record, and is not particularly obvious or enticing. It is easy to overlook, and with no other invitation, clients could possibly not realise that they are actually able to interact with the website in such a way. Despite MSIT having Twitter and Facebook accounts, there is no reference to these tools on the library webpage.
3. Offer an easy way to ask for help? The Ask a Librarian service is not at all visible from the front page - it is buried in the "services" link in the navigation pane, and again, is heavy in text. A better option would be a large button on the front page - help from the very start of the client's journey.
4. Visual clues? Again, given the ESL and LNP students, visual clues would assist these students in navigating the webpages. Even for other students, the webpage is dull, flat and not enticing at all - even the "news" section does not encourage further interaction. It could be much enhanced with the addition of inspiring photos as suggested by Mathews.
5. Navigation areas stand out? Although this suggestion from Lazaris is for children's websites, the principal can be applied to the MSIT website. Currently the Navigation and Quicklinks panes look much the same - neither stands out from the other, nor from the central login pane. Again, heavy reliance on text lets the webpage down, and it lacks the elements of fun and "clickability" which would ultimately draw users into the site for further investigation and interaction.
Mathews, B. (2009). Web design matters: Ten essentials for any library site. Library Journal, (15 February). Retrieved August 19, 2011 fromhttp://www.libraryjournal.com/article/CA6634712.html?industryid=47126
Metropolitan South Institute of TAFE (2011). Library Network. Retrieved August 19, 2011 from https://metropolitansouth.qldtafe.spydus.com/cgi-bin/spydus.exe/MSGTRN/OPAC/HOME
Lazaris, L. (2009). Designing websites for kids: Trends and best practices, Smashing Magazine, (27 November). Retrieved August 19, 2011 from http://www.smashingmagazine.com/2009/11/27/designing-websites-for-kids-trends-and-best-practices/
Friday 19 August 2011
Choose Just Five?
The most challenging aspect of this activity was to LIMIT the discussion to just 5 key pieces of advice. Meredith Farkas was inspirational - her advice down-to-earth, practical and do-able. The library I work in, a TAFE library, could benefit from the following:
1. Know your users - TAFE students are very different to university students and public library clients. They can comprise the most diverse range of students - in age, education and culture (Warren, 2006, p. 297.) Likewise, we must know our teachers and their needs. Since one of the characteristics of Web 2.0 technologies is collaboration, there is no point if we don't start with a strong customer focus - without them, there is no-one to collaborate with.
2. Don't focus just on technologies - This advice was perhaps the most surprising when discussing Web 2.0, however, it made perfect sense when linked with the advice: "avoid technolust." My own library services a large number of refugees who have little technical knowledge. We must maintain non-technological access to library services for these students - they of all the cohort, have the greatest need.
3. Build participation - giving our students the power to share and create knowledge will be a huge step for TAFE, because our network is part of the state government network. We could perhaps start with staff - using wikis and social bookmarking for the various subject areas, and use this to evaluate how we can collaborate with students.
4. Build a learning culture - the library I work is generous in providing PD opportunities: conferences, seminars etc. I would like to extend this learning culture to more internal sharing of knowledge: collecting internal knowledge via a staff wiki would be a valuable resource. Valuing ongoing learning by making "keeping up" part of the job description would enable staff to educate themselves more without feeling guilty about spending time with new technologies to discover the benefits.
5. Create a risk-tolerant culture - perhaps the most difficult to achieve in a large government department where committee meetings are virtually needed to change the colour of the toilet paper. Without taking risks, evaluating the outcomes, and accepting that sometimes we will fail, we will never be the first to try anything, and will be seen as the also-ran. In the competitive world of education-delivery, this is not where the organisation should sit.
Warren, L.A. (2006). Information literacy in community colleges: Focussed on learning. Information literacy and instruction 45(4) 297-303. Retrieved September 11, 2010, from Ebscohost http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=3&hid=8&sid=7977ed04-7df8-4700-8367-9c595b6ef876%40sessionmgr14
1. Know your users - TAFE students are very different to university students and public library clients. They can comprise the most diverse range of students - in age, education and culture (Warren, 2006, p. 297.) Likewise, we must know our teachers and their needs. Since one of the characteristics of Web 2.0 technologies is collaboration, there is no point if we don't start with a strong customer focus - without them, there is no-one to collaborate with.
2. Don't focus just on technologies - This advice was perhaps the most surprising when discussing Web 2.0, however, it made perfect sense when linked with the advice: "avoid technolust." My own library services a large number of refugees who have little technical knowledge. We must maintain non-technological access to library services for these students - they of all the cohort, have the greatest need.
3. Build participation - giving our students the power to share and create knowledge will be a huge step for TAFE, because our network is part of the state government network. We could perhaps start with staff - using wikis and social bookmarking for the various subject areas, and use this to evaluate how we can collaborate with students.
4. Build a learning culture - the library I work is generous in providing PD opportunities: conferences, seminars etc. I would like to extend this learning culture to more internal sharing of knowledge: collecting internal knowledge via a staff wiki would be a valuable resource. Valuing ongoing learning by making "keeping up" part of the job description would enable staff to educate themselves more without feeling guilty about spending time with new technologies to discover the benefits.
5. Create a risk-tolerant culture - perhaps the most difficult to achieve in a large government department where committee meetings are virtually needed to change the colour of the toilet paper. Without taking risks, evaluating the outcomes, and accepting that sometimes we will fail, we will never be the first to try anything, and will be seen as the also-ran. In the competitive world of education-delivery, this is not where the organisation should sit.
Warren, L.A. (2006). Information literacy in community colleges: Focussed on learning. Information literacy and instruction 45(4) 297-303. Retrieved September 11, 2010, from Ebscohost http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=3&hid=8&sid=7977ed04-7df8-4700-8367-9c595b6ef876%40sessionmgr14
Embracing Web 2.0 - slowly!
The library in which I work (a TAFE Library) has taken the cautious approach to Web 2.0 tools, but we are getting "there" slowly. Just this week, our own Facebook page has begun construction and I am in the privileged position of being part of that team. We have been texting students for some time now - alerting them to overdues and reserves which are available and this works very effectively.
The A-Z of Social Networking offers 26 ways to utilise social media for library services. I'd like to see my own library use a blog - two in fact - one to inform students of library events and services, and the other to advise our own staff and to encourage collaboration within the library team. Different contributors would add a varied flavour to the blog, thus keeping it fresh.
We have yet to embark on offering eBooks to our clients and I am convinced that this would be an exciting and welcome addition to our collection. "Good Reads" appears to be a natural fit with eBooks, and something which our library has not explored - social media offers an easily update-able platform to promote eBooks - and the best reads available.
The last two options which would work extremely well, also go hand in hand - podcasting and reference service via social media. Podcasts would work well for education - "How to use the OPAC" or "How to reserve an item" for example. Students could Tweet a question and receive a Tweet answer, thus providing a very fast response to questions, and therefore solving problems almost as soon as they arise.
An added bonus of embracing these tools is that we are seen to be reaching out to students where they really are - on their iPhones, Facebook and Twitter. Web 2.0 brings us to them and gives them confidence in our ability to relate to them in their world.
The A-Z of Social Networking offers 26 ways to utilise social media for library services. I'd like to see my own library use a blog - two in fact - one to inform students of library events and services, and the other to advise our own staff and to encourage collaboration within the library team. Different contributors would add a varied flavour to the blog, thus keeping it fresh.
We have yet to embark on offering eBooks to our clients and I am convinced that this would be an exciting and welcome addition to our collection. "Good Reads" appears to be a natural fit with eBooks, and something which our library has not explored - social media offers an easily update-able platform to promote eBooks - and the best reads available.
The last two options which would work extremely well, also go hand in hand - podcasting and reference service via social media. Podcasts would work well for education - "How to use the OPAC" or "How to reserve an item" for example. Students could Tweet a question and receive a Tweet answer, thus providing a very fast response to questions, and therefore solving problems almost as soon as they arise.
An added bonus of embracing these tools is that we are seen to be reaching out to students where they really are - on their iPhones, Facebook and Twitter. Web 2.0 brings us to them and gives them confidence in our ability to relate to them in their world.
Sailing the Four Cs
Collaboration, Conversation, Community and Content Creation form the "4 Cs" of Social Media.
Arizona State University (ASU) Library has embraced social media, using a variety of tools to both promote library services and to better inform and serve clients. The Library Minute YouTube clips are slick, trendy yet personable library messages, that truly reach out to younger students. These clips certainly cover the "Content Creation" and "Conversation" facets of the 4 Cs since they are inventive and the presenter speaks straight at the camera in a conversational style which is highly engaging.
ASU Library also uses Facebook, Twitter, Flickr among other Web 2.0 tools, again as further avenues for informing library clients. The Twitter account which is used to promote services and inform clients of closures, problems and alterations or improvements to library services, currently has 1434 followers. A good number of these are other libraries and librarians - heyjudeonline is both a follower and being followed by ASU. Reading through some of the tweets suggests that library clients are engaging somewhat with the conversation, but the response is not overly impressive.
There is a similar trend on Facebook with the page scoring only 213 "likes" and limited conversations following the library posts. That is not to say that there is no engagement - there certainly is activity on both Facebook and Twitter, and the YouTube clips have achieved many viewings.
The three platforms examined have achieved the 4 Cs of social media - Facebook and Twitter making a valiant effort at creating a community of followers, but in some respects it is a lukewarm result. It is difficult to determine how much interaction is really from the target group - the clients, and how much is actually from others within the library industry.
ASU Libraries (2011). The library channel Retrieved August 19, 2011 from http://lib.asu.edu/librarychannel/
Facebook (2011). ASU Libraries Retrieved August 19, 2011 from http://www.facebook.com/ASULibraries
Twitter (2011). ASU Libraries Retrieved August 19, 2011 from http://twitter.com/#!/ASUlibraries
YouTube (2011). The Library Minute Retrieved August 19, 2011 from http://www.youtube.com/user/librarychannel#p/a/CA6A813AA9C9A574/2/ohyqXAhLgsM
Arizona State University (ASU) Library has embraced social media, using a variety of tools to both promote library services and to better inform and serve clients. The Library Minute YouTube clips are slick, trendy yet personable library messages, that truly reach out to younger students. These clips certainly cover the "Content Creation" and "Conversation" facets of the 4 Cs since they are inventive and the presenter speaks straight at the camera in a conversational style which is highly engaging.
ASU Library also uses Facebook, Twitter, Flickr among other Web 2.0 tools, again as further avenues for informing library clients. The Twitter account which is used to promote services and inform clients of closures, problems and alterations or improvements to library services, currently has 1434 followers. A good number of these are other libraries and librarians - heyjudeonline is both a follower and being followed by ASU. Reading through some of the tweets suggests that library clients are engaging somewhat with the conversation, but the response is not overly impressive.
There is a similar trend on Facebook with the page scoring only 213 "likes" and limited conversations following the library posts. That is not to say that there is no engagement - there certainly is activity on both Facebook and Twitter, and the YouTube clips have achieved many viewings.
The three platforms examined have achieved the 4 Cs of social media - Facebook and Twitter making a valiant effort at creating a community of followers, but in some respects it is a lukewarm result. It is difficult to determine how much interaction is really from the target group - the clients, and how much is actually from others within the library industry.
ASU Libraries (2011). The library channel Retrieved August 19, 2011 from http://lib.asu.edu/librarychannel/
Facebook (2011). ASU Libraries Retrieved August 19, 2011 from http://www.facebook.com/ASULibraries
Twitter (2011). ASU Libraries Retrieved August 19, 2011 from http://twitter.com/#!/ASUlibraries
YouTube (2011). The Library Minute Retrieved August 19, 2011 from http://www.youtube.com/user/librarychannel#p/a/CA6A813AA9C9A574/2/ohyqXAhLgsM
RSS Feeds
One of the most fascinating uses of RSS Feeds in my experience is via the Parliamentary Library in Canberra. Naturally it is of vital importance that parliamentary members and their staff are kept completely up to date with every piece of news, reports, new legislation, bills etc regarding their portfolio. Using RSS Feeds, clients of the library can subscribe to relevant feeds. The reader will create a list (continually updated) of headlines, with a short summary, thus reducing the time spent finding resources. This library service would be an invaluable tool for members - saving them time, offering the very latest and most accurate of information, and without the trouble of trawling through vast amounts of information. I can imagine that fast access would have saved embarrassment many times. The service for this library would not be used for the mere fascination - it would be used to enable members to carry out their duties effectively - in other words, a tool of trade.
A completely different application for RSS Feeds has been adopted by the Cairns Libraries: the public library service in Cairns, North Queensland. Clients can choose to track their library accounts via an RSS Feed by setting up an account with "Library Elf" and then choosing the option of RSS Feed as the notification tool. Clients can be reminded of due dates or be alerted to reserved items which have become available.
There are some drawbacks with this service. Library Elf is run by an independent company and therefore is not fully integrated with the Cairns Library Library Management System (LMS). The sign-up page for Library Elf includes a disclaimer regarding it's ability to retrieve information from Cairns Library. The other issue is that with web-based RSS services, notices may be viewed by the general public.
Both these issues may impact on how well-adopted this service is, but nevertheless, it serves as an interesting variant on the application of RSS Feeds.
Cairns Libraries (2011). Library Elf. Retrieved July 31, 2011 from http://www.cairnslibrary.com.au/pages/LibraryElf.html
Parliament of Australia (2011) RSS Feeds. Retrieved August 19, 2011 from http://www.aph.gov.au/rss.htm
Time to focus
Style has never been my strong point. Offer me a palette of choices, a smorgasbord if you will, and rather than see this as an opportunity to express myself, I am confused by the variety, rather than inspired.
I can see a parallel in my immersion in Social Media - I have been so impressed, so excited by the opportunities, by the potential, that confusion has reigned.
This evening, a new start - I have toned down my blog style in an effort to bring some focus to my thoughts. I resisted the urge to completely edit the entries as I feel they are authentic entries - to edit now would strip the integrity of the words.
And so this blog stands as it always did, just a little more sedately from here on in.
I will be adding some more illustrations though......
I can see a parallel in my immersion in Social Media - I have been so impressed, so excited by the opportunities, by the potential, that confusion has reigned.
This evening, a new start - I have toned down my blog style in an effort to bring some focus to my thoughts. I resisted the urge to completely edit the entries as I feel they are authentic entries - to edit now would strip the integrity of the words.
And so this blog stands as it always did, just a little more sedately from here on in.
I will be adding some more illustrations though......
Sunday 7 August 2011
The Lightbulb Moment
It always happens in the wee hours - the answer to a problem, the realisation that you've forgotten to do something crucial, or, in this case, suddenly you can see the wood for the trees!
"The trees" in my case are the various social media tools we have been examining in INF206. Like others in this subject, I have been blinded by logins, interfaces, options, privacy settings, hashtags, friends, teleporting and so on.
And so at about 3am this morning, lying awake musing on how I will cope with the Second Life meeting this week, I realised that INF206 has been the most engaging, stimulating subject I have tackled so far in my academic journey at CSU.
Why? Because the very tools we are studying encourage exactly what I have missed in Distance Learning - a real opportunity to interact with my fellow students and my lecturer. Whilst the subject forums are clearly designed for such interaction, in many ways they fail, with scant entries from either students or lecturers.
The INF206 Facebook page is alive with both academic discussion - links, opinions, and discussions, but this is glued together with personal interaction: encouraging messages from the cohort and Judy.
We dare to Tweet that we're struggling with a task; in return, fellow students tweet "Hang in there", "Me too." Many students fear admitting a lack of understanding on the subject forums - the feeling being that only posts which are thoughtful and that add to the academic discussion (if one actually gets off the ground) should be posted. "Clogging up" the forum with "lesser" conversations doesn't feel right. I love the immediacy of Social Media.
"The Wood" in my analogy is the way in which Social Media tools deliver distance education in a fashion which far better mimic a real classroom - the to and fro of discussions, the development of relationships between the cohort and the lecturer, the quick and straight answers to queries. I'm currently wishing that all CSU subjects could be delivered in this way.
"The trees" in my case are the various social media tools we have been examining in INF206. Like others in this subject, I have been blinded by logins, interfaces, options, privacy settings, hashtags, friends, teleporting and so on.
And so at about 3am this morning, lying awake musing on how I will cope with the Second Life meeting this week, I realised that INF206 has been the most engaging, stimulating subject I have tackled so far in my academic journey at CSU.
Why? Because the very tools we are studying encourage exactly what I have missed in Distance Learning - a real opportunity to interact with my fellow students and my lecturer. Whilst the subject forums are clearly designed for such interaction, in many ways they fail, with scant entries from either students or lecturers.
The INF206 Facebook page is alive with both academic discussion - links, opinions, and discussions, but this is glued together with personal interaction: encouraging messages from the cohort and Judy.
We dare to Tweet that we're struggling with a task; in return, fellow students tweet "Hang in there", "Me too." Many students fear admitting a lack of understanding on the subject forums - the feeling being that only posts which are thoughtful and that add to the academic discussion (if one actually gets off the ground) should be posted. "Clogging up" the forum with "lesser" conversations doesn't feel right. I love the immediacy of Social Media.
"The Wood" in my analogy is the way in which Social Media tools deliver distance education in a fashion which far better mimic a real classroom - the to and fro of discussions, the development of relationships between the cohort and the lecturer, the quick and straight answers to queries. I'm currently wishing that all CSU subjects could be delivered in this way.
Saturday 6 August 2011
Take a breath
Time to take a breath and reflect on the experience of Social Media thus far. I am now totally "immersed" as the subject requires me to be, but have not plumbed the true depths of how far the various tools can take me professionally.
Module 3 took us on a magical mystery tour of tools, and adding to Facebook, Twitter and Flickr accounts, I now have Delicious, Diigo, Linkedin and Second Life accounts.
I personally found the first six applications relatively easy to negotiate and will enjoy exploring their capabilities more as I study this subject. I can imagine that adding these tools to library services in some way would not pose too many problems with either staff or clients. It was a simple exercise setting up the account, and the interfaces are generally uncluttered: help tools are actually helpful. As mentioned in some of the readings, privacy and control are the most worrying of issues but many organisations are (or have) developed policy to deal with this. I found the Victorian Department of Justice's YouTube clip on Social Media Policy
http://www.youtube.com/watch?v=8iQLkt5CG8I to be very simply articulated and presented in an appropriate medium (a social media tool such as YouTube.)
One issue that I am dealing with is the time that can unfortunately be wasted messing around with some of these applications. While it has been a great exercise to dabble, it is clear that users need to have a sense of what they would like to achieve using the application before devoting massive amounts of time in such an exercise, especially in a professional setting where time literally is money. Social Media can be extremely distracting!
With great trepidation, I finally entered Second Life, where I am known as GeminiJem - a lovelier, slimmer version of me, who notoriously lost her hair on her first outing.
I have yet to be convinced of the educational applications of Second Life. It has been a monumental effort to simply get as far as having an avatar which can walk reasonably. I am very much looking forward to my first SL SIS meet-up with my INF206 classmates and Judy. There seem to be many roadblocks to actually accessing SL - computer capacity, the technical knowledge of the user. Furthermore, I find SL lacks the user-friendly component which is characteristic of other social media tools. It is clear from the SL troubleshooting page on Facebook that my INF206 classmates would tend to agree with me on this point.
I am keeping an open mind on Second Life depsite not being able to find anyone in my circle of friends, relatives or work colleagues who either use it or have a high opinion of it. All are keen to hear of my experience - good or bad.
Module 3 took us on a magical mystery tour of tools, and adding to Facebook, Twitter and Flickr accounts, I now have Delicious, Diigo, Linkedin and Second Life accounts.
I personally found the first six applications relatively easy to negotiate and will enjoy exploring their capabilities more as I study this subject. I can imagine that adding these tools to library services in some way would not pose too many problems with either staff or clients. It was a simple exercise setting up the account, and the interfaces are generally uncluttered: help tools are actually helpful. As mentioned in some of the readings, privacy and control are the most worrying of issues but many organisations are (or have) developed policy to deal with this. I found the Victorian Department of Justice's YouTube clip on Social Media Policy
http://www.youtube.com/watch?v=8iQLkt5CG8I to be very simply articulated and presented in an appropriate medium (a social media tool such as YouTube.)
One issue that I am dealing with is the time that can unfortunately be wasted messing around with some of these applications. While it has been a great exercise to dabble, it is clear that users need to have a sense of what they would like to achieve using the application before devoting massive amounts of time in such an exercise, especially in a professional setting where time literally is money. Social Media can be extremely distracting!
With great trepidation, I finally entered Second Life, where I am known as GeminiJem - a lovelier, slimmer version of me, who notoriously lost her hair on her first outing.
I have yet to be convinced of the educational applications of Second Life. It has been a monumental effort to simply get as far as having an avatar which can walk reasonably. I am very much looking forward to my first SL SIS meet-up with my INF206 classmates and Judy. There seem to be many roadblocks to actually accessing SL - computer capacity, the technical knowledge of the user. Furthermore, I find SL lacks the user-friendly component which is characteristic of other social media tools. It is clear from the SL troubleshooting page on Facebook that my INF206 classmates would tend to agree with me on this point.I am keeping an open mind on Second Life depsite not being able to find anyone in my circle of friends, relatives or work colleagues who either use it or have a high opinion of it. All are keen to hear of my experience - good or bad.
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