Let's face the cold reality: in the socially networked world, digital natives no longer look to teachers or librarians to guide them. Most rely on peer recommendations, or use other websites to validate the information they have found independently using Google or Wikipedia. Many are more adept at navigating the digital world than we are. Even the way digital natives visually and mentally process digital information differs to previous generations (Lorenzo, 2007, p.3).
Does this make the information professional obsolete? It does if we allow it to. We can throw up our hands, retreat behind our dusty book stacks and bemoan the fact that we are no longer considered the white knights of the information society.
OR we can examine information seeking behaviour in our client base, enter their worlds (or networks), and adjust our methods of operation. Web 2.0 is all about community and content creation - "doing it for themselves". Who better to be the curators of content than information professionals? If we are to call ourselves "information professionals" why would we avoid being part of the most fast-moving and exciting area of the information cycle - i.e. Web 2.0?
Information professionals are best placed to be finding authentic information on the web, and directing our clients to it. Many worthy resources may have actually been sourced or curated by our clients. In this case, we can both share and give credit where it is due - thus forging a better relationship with clients. Our collections have not changed in substance - whether in print or digital form, we are still able to apply our principals of collection development: accuracy, currency and a balanced argument.
Being part of the network, and therefore involved in the online conversation also enables us to push out authentic information and the message of information literacy.
Finding Authentic Information in a Socially Networked World relies on 2 key responses to Web 2.0:
1) Information Professionals must become part of the community of information curators and creators.
2) Information Professionals must respect and capitalise on the value our users can add to the information cycle.
Lorenzo, G. (2007). Catalysts for change: Information fluency, Web 2.0, Library 2.0, and the new education culture. (March). Retrieved October 3, 2011 from Charles Sturt University website http://www.edpath.com/images/IFReport2.pdf
Showing posts with label Librarians. Show all posts
Showing posts with label Librarians. Show all posts
Sunday, 9 October 2011
Saturday, 24 September 2011
Social Media Dilemmas
Thus far, INF 206 has exposed us to the wonderful world of Web 2.0: an exciting world of collaboration, community, conversation and content creation. The educative possibilities are inspiring, the possibilities for business and other agencies are only just beginning.
However, there are very real concerns associated with our increasing engagement and reliance on Web 2.0 technologies. Cyber Crime is well-documented throughout the media, and the Australian Government has enlisted a total of 14 agencies to assist in combating this criminal activity (James, 2010, pp. 19-22).
James notes that social networking sites are particularly vulnerable to cyber crime using social engineering techniques because the end user is the weakest link (2010, p.5). Social engineering entices users to interact - downloading files without considering the source or possible implications.
As an information professional, I encourage the finding and legitimate sharing of information, staying mindful of copyright and intellectual property concerns. Social networking tools aid in this process. In my own library at Metropolitan South Institute of TAFE (MSIT), the very first steps have been taken towards using social media whereby the library now has a Facebook page: http://www.facebook.com/MSITStudentConnect?sk=wall.
This page is in the developmental stage, with the Social Media team still establishing how we will use the page, and also the protocols for those staff selected to actually engage with students online. James points to the blurring of personal and professional personas (2010, p.8) and this is an issue which is of concern to the team, but this can be managed by staff awareness and vigilance.
More worrying is the risk of hacking, and whilst the security of the MSIT network is a matter for the ICT team, our team can minimise risk by being wary of the links we share and how we interact with the page. We can also use the page to alert our clients to such issues, as well as keep them alert to privacy setting changes.
The issue of copyright, intellectual property and ethical use of websites falls under our mandate, and so educating our clients about these matters forms part of our function. The Valenza blog made me somewhat uncomfortable. Whilst I don't agree with blocking YouTube in schools, bypassing the block appears to be unethical, even more so when Valenza actively involves the children in such activity. Since librarians have traditionally rallied against censorship, perhaps Valenza could enlist their help in releasing the site so that the valuable content can be used in the classroom. Any perceived risk to students could be managed with a well-constructed social media policy and vigilance by teachers.
James, M. L. Cyber crime 2.0 versus the Twittering classes. Parliament of Australia, Department of Parliamentary Services, Parliamentary Library Information, analysis and advice for the Parliament. Science, Technology, Environment and Resources Section, 24 February 2010 (2009-10). Retrieved from Charles Sturt University Website http://www.aph.gov.au/Library/pubs/bn/sci/Cybercrime.pdf
However, there are very real concerns associated with our increasing engagement and reliance on Web 2.0 technologies. Cyber Crime is well-documented throughout the media, and the Australian Government has enlisted a total of 14 agencies to assist in combating this criminal activity (James, 2010, pp. 19-22).
James notes that social networking sites are particularly vulnerable to cyber crime using social engineering techniques because the end user is the weakest link (2010, p.5). Social engineering entices users to interact - downloading files without considering the source or possible implications.
As an information professional, I encourage the finding and legitimate sharing of information, staying mindful of copyright and intellectual property concerns. Social networking tools aid in this process. In my own library at Metropolitan South Institute of TAFE (MSIT), the very first steps have been taken towards using social media whereby the library now has a Facebook page: http://www.facebook.com/MSITStudentConnect?sk=wall.
This page is in the developmental stage, with the Social Media team still establishing how we will use the page, and also the protocols for those staff selected to actually engage with students online. James points to the blurring of personal and professional personas (2010, p.8) and this is an issue which is of concern to the team, but this can be managed by staff awareness and vigilance.
More worrying is the risk of hacking, and whilst the security of the MSIT network is a matter for the ICT team, our team can minimise risk by being wary of the links we share and how we interact with the page. We can also use the page to alert our clients to such issues, as well as keep them alert to privacy setting changes.
The issue of copyright, intellectual property and ethical use of websites falls under our mandate, and so educating our clients about these matters forms part of our function. The Valenza blog made me somewhat uncomfortable. Whilst I don't agree with blocking YouTube in schools, bypassing the block appears to be unethical, even more so when Valenza actively involves the children in such activity. Since librarians have traditionally rallied against censorship, perhaps Valenza could enlist their help in releasing the site so that the valuable content can be used in the classroom. Any perceived risk to students could be managed with a well-constructed social media policy and vigilance by teachers.
James, M. L. Cyber crime 2.0 versus the Twittering classes. Parliament of Australia, Department of Parliamentary Services, Parliamentary Library Information, analysis and advice for the Parliament. Science, Technology, Environment and Resources Section, 24 February 2010 (2009-10). Retrieved from Charles Sturt University Website http://www.aph.gov.au/Library/pubs/bn/sci/Cybercrime.pdf
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
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