Assessment Item 4 - OLJ/Evaluative Statement

Part 2A – Evaluative Statement on OLJ

** The 3 OLJ entries to be used for this assessment task are highlighted in blue.

Our need for sharing is innate (Li 2010). This helps explain why Web 2.0 and social technologies have taken off so rapidly. So at what point did I move from Web 1.0 to Web 2.0? It has of course occurred gradually without me realising it. I have developed from simply consuming online information (early 2000s), to also becoming an active producer and collaborator of it (now).

I am now a Blogger! I have discovered that blogging serves many purposes:

–        by documenting my understanding, I consolidate course content.

–        I can see how far I have come, and can reflect on where I was at any given point.

–        As a networker, I can share and receive ideas with others in the same field, making me better at what I do.

I have experimented with a range of new social media technologies and have also worked at refining the ones I already engage in. I have looked at podcasting, QR Codes (eg QRstuff.com), tagging sites such as Delicious, 3D and virtual worlds (eg Second Life), Social networking sites (eg Facebook and now Google+), blogs, microblogs (eg Twitter) and wikis (eg Reddit), RSS feeds, photo & video hosting (Eg Flickr and Youtube) – all of which I intend to keep in my “kit bag” for future use.

In my blog  I refer to Biancu’s Library 2.0 Meme Map (2006) which effectively sums up how a Web 2.0 21^st Century library should function – incorporating both physical and virtual aspects. With a focus on users, we need to adapt to meet their changing needs – by trusting and involving them . A social networking program allows us to develop a rapport with users, extend awareness of our collection and establish ourselves as a knowledgeable, helpful and easily accessible source of authoritative information (Schrier 2011). It is our challenge to not only make the most of these technologies, but also to apply the underlying principles of collaboration, conversation, community, content (or co-) creation and even crowd sourcing (Charles Sturt University 2013) to our educational library settings.

The new education culture (Lorenzo 2007) is about participatory environments and connectedness. The more we delve into Web 2.0, privacy aspects will need to be traded for practical benefits of connecting and collaborating. It is still vital though that we instil in our students the need to protect themselves and to be careful about what they post online. They need to realise that the freedom to publish comes with responsibilities and that being reckless can have serious ramifications.

A challenge for library traditionalists will be to scrap the idea that everything we do must be perfect the first time, and instead develop a risk-tolerant culture where new ideas/technologies are experimented with and improved upon (Farkas 2007). This will hopefully counter Miller’s (2005) fears of users bypassing us because they see us as slow, unresponsive, unappealing and irrelevant.

In my investigations, I looked at my local library, Mt Barker Community Library (MBCL). While some areas of website improvement were noted, on the whole MBCL fared pretty well in the social networking, “getting the name and message out there” stakes. I reported to our Facebook Group that MBCL is tapping into both its existing and potential clientele by posting varied and interesting photos, competitions etc on its Facebook page (fed through to a widget on its website and some being tweeted on Twitter). While not directly promoting all of its great resources and services, the MBCL is getting its name and existence into the minds of many, many people.

Their Book Bingo competition (Mount Barker Community Library 2014) received 12 likes and a staggering 45 comments – within 3 days! And the prize? – an “I like Mt Barker Community T-Shirt”! They have found a space where their users inhabit (Dellit & Shindeler 2012) and are attempting to reach that diverse group of non-library users that Casey & Savastinuk (2006) refer to as the long tail. By tapping into library users on Facebook, they are also potentially connecting with the contacts of those people. Now that is smart marketing!

I deliberately left the IP – Are you up for the challenge? post as the last to enter as I wanted it to be comprehensive and fully reflective of everything learned during this course. I see it as the most crucial, because it is my job description. The hard part was trying to fit it into 350 words!

In 2011, while doing ETL401 I remember reading Joyce Valenza’s Manifesto for 21^st Century Teacher Librarians and being overwhelmed by the daunting expectations (both self and from others) of the future ahead. I wrote about it in my blog at the time.

I have since learned to be more comfortable with the fact that all of this cannot be achieved by one person in a year or two. It’s about taking one chunk at a time, setting up effective personal learning networks (Nielsen 2008) and using them to assess what works best for me.

Part 2B – Reflective Statement

I stand mostly by my original definition of social networking – connecting, interacting and collaborating with others who have similar interests. I’d like to revisit the idea that users are “active contributors, rather than passive viewers/consumers”. While I have moved from Web 1.0, there are still a considerable number of lurkers out there – and this will be one of the challenges for us in the information field – to try and drive up their participation. (Dillingham 2012). There are still tangible benefits for those passively involved though – they receive timely and useful information, and their feelings of connection and community are enhanced (Grenfell 2011).

The tools we use will not (and should not) remain static. Constant evaluation and trial-and-error of new tools, platforms and devices will assist in working out what works best for me as an information professional. Harvey (2009) quotes John Fudrow as saying “It isn’t about finding that next ‘new’ technology, but instead about finding the 'right' one.”  This is where good networking assists. My current (and future) networks serve to keep the cycle going – I can’t possibly investigate all new tools and technologies out there, so I rely on the wisdom of the crowd (Surowiecki 2005) to test, critique and report on what works best in the field. In return, I do the same, offering my small opinions and understandings for the greater good.

Literature from this course advises that we can no longer sit back and wait for our clients to come to us (Barnatt 2008, Farkas 2007). It’s not just about having great resources – it’s about marketing them (Schrier 2011). Traditional one-way communication methods (McBurnie 2007) need to change - and fast! If we wish to provide relevant, useful contemporary services, we must tap into social networks/sites in order to discover the needs, wants and perspectives of our patrons (existing and potential), and to also to get them interested and actively contributing to being a part of our services. SN gives us access not only to our current patrons, but also to their networks of contacts – allowing potential infiltration for us!

This will be a major goal of libraries now and for the future - to tap into the collective intelligence of our patrons, asking them to contribute reviews, feedback, comments, tags, and ratings. This will not only enhance the catalogue, it will also add relevance and usefulness for those using it. (Casey & Savastinuk 2006)

I currently float between Utecht’s (2008) Stages 2 & 3 of Personal Learning Network adoption  (Figure 1 below).  I am unable to switch off, spend hours trying to work out which tools are best for me, am addicted to learning as much as I can, and feel overwhelmed by the volume of options and information available. There are glimpses of Stages 4/5 where I “chill out” and try not to become obsessed with finding the latest and greatest, and instead make good use of the best tools and advice found.

Figure 1 – Utech’s Personal Learning Network (PLN) Adoption 2008

I am determined to fine-tune my network and focus on a few tools that are most useful for me. It is an ongoing process of updating and re-evaluating, but it is impossible to read every blog, article or site that is recommended by others. I am aiming for quality rather than quantity.

I have come to realise the importance of creating and maintaining an effective social media policy. The key considerations include:

• a definition of social media, its purpose and how it is to be used 
• a desire for building a culture of community 
• reminders on keeping information confidential 
• the fact that everyone is responsible for what they contribute and that they should exercise good judgement
• an expectation of authenticity and that people identify themselves as being part of the organisation
• expectations around copyright and fair use
• what will happen if the policy is violated.  (Oxiem 2010 and Lauby 2009)

 The policy will not remain a stagnant object - ongoing evaluation and consultation with internal and external stakeholders will ensure it is meeting the needs of all involved. (Bryson 2007)

As a teacher librarian, I intend to challenge the perception of some information seekers that the instant, easily accessible results found online (Google, Wikipedia) are ‘good enough’ (Lorenzo 2007). I will assist them in making smart decisions in evaluating the quality of the information available and its relevance to their research.

By incorporating social networking opportunities, I hope to keep my students interested and engaged, meet their learning needs, develop critical thinking skills, provide alternative learning environments and prepare them for lifelong learning. (Arendt 2009)

Valenza (2009) believes it is the best time in history to be a Teacher Librarian. I must admit that I am terrified, uncertain and apprehensive about my future as an information professional, but I am also excited, intrigued and ready throw myself into this library revolution!

References

Arendt, A, M. (2009). Social media tools and the policies associated with them, best practices in policy management conference. Utah Valley University, November. Retrieved 25/1/14 from http://works.bepress.com/anne_arendt/7/.

Barnatt, C. (2008). (YouTube clip). Explaining web 2.0. Accessed 28/11/13 from http://www.youtube.com/watch?v=7BAXvFdMBWw&feature=related.

Biancu, B. (2006). Library 2.0 meme map. (Image) Retrieved 13/12/13 from http://www.flickr.com/photos/bonaria/113222147/sizes/o/.

Bryson, J. (2007). Managing information services: A transformational approach. Chapter 10: Policy making.  [ebook]  (pp/125-130). Burlington, Vt.: Ashgate e-Book. Accessed via http://CSUAU.eblib.com/patron/FullRecord.aspx?p=429668.

Casey, M. & Savastinuk, L. (2006). Library 2.0: Service for the next-generation library, Library Journal, 1 September. Retrieved from http://www.libraryjournal.com/article/CA6365200.html.

Charles Sturt University. (2013). Library 2.0 and participatory library services. INF506 201390 Module. Retrieved 18/12/13 from http://interact.csu.edu.au/portal/site/INF506_201390_W_D.

Dellit, A, Schindeler, S. (2012). Trove: the terrors and triumphs of service-based social media. Retrieved 18/12/13 from http://www.nla.gov.au/openpublish/index.php/nlasp/article/viewFile/2319/2757.

Dillingham, S. (2012, 3 May) The Phantom: menace or maverick? The psychology of enterprise social media participation [blogpost]. FreePint. Retrieved from http://web.fumsi.com/go/article/share/68693.

Farkas, M. (2007). Building academic library 2.0. UCBerkeleyEvents. Retrieved 10/12/13 from  http://www.youtube.com/watch?v=q_uOKFhoznI.

Grenfell, C. (2011). Deploying microbloggining in organisations. Step Two Designs Pty Ltd. Retrieved 3/12/13 from http://www.steptwo.com.au/papers/kmc_microblogging/index.html.

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

Lauby, S. (2009). 10 must-haves for your social media policy, Mashable, 6 February [blog] http://mashable.com/2009/06/02/social-media-policy-musts/.

Li, C. (2010). Selling social media strategy to leadership (podcast), accessed 21/11/2013 from http://ontherecordpodcast.com/pr/otro/selling-social-media-boss.aspx. 

Lorenzo, G. (2007). Catalysts for change: Information fluency, web 2.0, library 2.0, and the new education culture. (March). Retrieved from http://www.edpath.com/images/IFReport2.pdf.

Mathews, B. (2009). Web design matters: ten essentials for any library site. Library Journal, Feb 15, 2009, Vol 134 (3), p 24.

McBurnie, J. (2007). Your online identity: Key to marketing and being found. (Blog). Freepint. Retrieved 10/1/4 from http://web.freepint.com/go/features/2510. 

Miller, P. (2005). Web 2.0: Building the new library. Ariadne Iss 45, 30 October 2005. Retrieved 15/12/13 from http://www.ariadne.ac.uk/issue45/miller.

Mount Barker Community Library. (2014, February 3). BOOK BINGO. Question 3 of 25: A book that was made into a movie. We've got an "I LIKE Mount Barker Community Library" t-shirt to give away for the first person to get BINGO. You need to give a correct [Facebook status update]. Retrieved 6/2/14 from https://www.facebook.com/mtbarkerlib.

Nielsen, L. (2008). 5 things you can do to begin developing your personal learning network. The Innovative Educator. Retrieved 1/2/14 from http://theinnovativeeducator.blogspot.com.au/2008/04/5-things-you-can-do-to-begin-developing.html.

Oxiem Brand Interactions. (2010). Social media policy for school districts. Retrieved 22/1/14 from http://www.slideshare.net/oxiem/social-media-policy-for-school-districts?from_search=1.

Partridge, H., Lee, J., & Munro, C. (2010). Becoming "librarian 2.0": The skills, knowledge, and attributes required by library and information science professionals in a Web 2.0 world (and beyond). Library Trends, 59(1-2), 315-335. http://muse.jhu.edu.ezproxy.csu.edu.au/journals/library_trends/v059/59.1-2.partridge.html.

Schrier,R. (2011). Digital librarianship & social media: the digital library as conversation facilitator, D-Lib Magazine, 17(7/8) July/August 2011. Retrieved 18/12/13 from http://dlib.org/dlib/july11/schrier/07schrier.html.

Surowiecki, J. (2005). The power and the dangers of online crowds (TED). Ted Conferences LLC. Retrieved 25/11/13 from http://www.ted.com/talks/lang/en/james_surowiecki_on_the_turning_point_for_social_media.html.

Utecht, J. (2008). Stages of PLN adoption. The Thinking Stick (blog). Retrieved 31/12/13 from http://www.thethinkingstick.com/stages-of-pln-adoption/.

Valenza, J. (2009). 14 ways K–12 librarians can teach social media. Tech & Learning. Retrieved 2/1/14 from http://www.techlearning.com/copyright/0031/14-ways-k%E2%80%9312-librarians-can-teach-social-media-by-joyce-valenza/46329.

Valenza, J. (2010). Manifesto for 21^st century teacher librarians. Teacher Librarian – The Journal for School Library Professionals. Retrieved 7/2/14 from http://www.teacherlibrarian.com/2011/05/01/manifesto-for-21st-century-teacher-librarians/.

IP2.0 – Are you up for the challenge?

Information professional Web 2.0 (IP2.0) is an adventurous risk taker, who has excellent time management skills, thrives on change and enjoys experimenting with new things. (Harvey 2009). She has vision, spark, creativity. She innovates and uses technology well and responds to changing user needs (Farkas 2007). She definitely has a sense of humour. IP2.0  is willing to work outside her comfort zone, and has learned to let go of a need to control (Partridge, Lee & Munro 2010). She is willing to make mistakes.

IP2.0 has an extensive network of contacts (physical and virtual) where she is an advocate for the profession by contributing, sharing and receiving great ideas, innovations and new technologies. She builds and manages a consistent online identity that presents an image of an active, well-informed, progressive person (McBurnie 2007).

IP2.0’s library has a vibrant, exciting, innovative well-designed physical space AND website. Both are updated regularly and inform patrons of collections, events and popular materials. Users are encouraged to actively contribute by providing feedback, ideas, concerns, compliments, complaints in an open and transparent forum, viewable by all (Mathews 2009). Clients also contribute reviews, feedback, comments, tags and ratings to add value to library items.

IP2.0 does not sit at the circulation desk and wait for patrons to come to her. She is aware of the spaces her clientele inhabit and taps into their networks and connects with them there (Barnatt 2008). She uses a media mix (Li 2010) to keep in constant touch to determine the preferences, needs and wants of both existing and potential clients. She provides the means for people to participate, interact and create (Partridge, Lee & Munro 2010) and invites them to contribute their own unique perspectives.

While being well-versed in a range of technological tools, IP2.0 abstains from technolust (Farkas 2008). Instead, she starts with a need, then finds and sceptically experiments with and evaluates new tools to meet that organisational or user need. She is given adequate paid time to investigate these tools to ensure they will add value to the services she is providing.

And at the end of the day, IP2.0 takes off her cape and rests comfortably in the knowledge that she has served society well. IP2.0 loves her work.

References:

Barnatt, C. 2008. (YouTube clip). Explaining Web 2.0. Accessed 28/11/13 from http://www.youtube.com/watch?v=7BAXvFdMBWw&feature=related

Casey, M. & Savastinuk, L. 2006. Library 2.0: Service for the next-generation library, Library Journal, 1 September. Retrieved from http://www.libraryjournal.com/article/CA6365200.html

Cohen, L. 2006. A librarian’s 2.0 manifesto.(Youtube clip). Retrieved 28/12/13 from http://www.youtube.com/watch?v=ZblrRs3fkSU.

Farkas, M. 2007. Building academic library 2.0. UCBerkeleyEvents. Retrieved 10/12/13 from  http://www.youtube.com/watch?v=q_uOKFhoznI.

Harvey, M. 2009. What does it mean to be a Science Librarian 2.0? Issues in Science and Technology Librarianship, (Summer). Retrieved 28/12/13 from http://www.istl.org/09-summer/article2.html

Li, C. 2010. Selling social media strategy to leadership (podcast), accessed 21/11/2013 from http://ontherecordpodcast.com/pr/otro/selling-social-media-boss.aspx. 

Mathews, B. 2009. Web design matters: ten essentials for any library site. Library Journal, Feb 15, 2009, Vol 134 (3), p 24.

McBurnie, J. 2007. Your online identity: Key to marketing and being found. (Blog). Freepint. Retrieved 10/1/4 from http://web.freepint.com/go/features/2510. 

Miller, P. 2005. Web 2.0: Building the new library, Ariadne, 45, 30 October. Retrieved from http://www.ariadne.ac.uk/issue45/miller

Partridge, H., Lee, J., & Munro, C. 2010. Becoming "Librarian 2.0": The Skills, Knowledge, and Attributes Required by Library and Information Science Professionals in a Web 2.0 World (and Beyond). Library Trends, 59(1-2), 315-335