Part 2. Evaluative Report

Part 2. Evaluative Report 

As a Teacher Librarian (TL) I am completely inexperienced and as I near the end of my studies this elective has inspired me about entering the world of Library 2.0 as a TL2.0.

(a) Evaluative Statement 

The online learning journal (OLJ) for this subject documents my completion of module activities and exploration of social networking (SN) tools. The OLJ provides evidence of my achievement of the learning objectives of INF506.

The three experiences that will be the basis of this evaluative statement are Making Web 2.0 Work for Your Organisation, 4Cs of Social Media and Did You Know 4.0?.

Making Web 2.0 Work for Your Organisation involved critically examining the use of social networking (SN) tools by the State Library of NSW, South Carolina State Library (SCSL) and the New York Public Library (NYPL) to meet the information needs of their users. The SN tools of Facebook, Twitter, YouTube, blogs, podcasts and instant messaging were of particular importance in understanding and addressing user needs, responding to feedback, building relationships and communicating with users and marketing the library.

The NYPL was a standout in their application of SN tools to meet the informational needs of their users, providing some fine examples of reasons why libraries should be on social media. The breath of their social media exposure demonstrates strength in applying features and functionality of SN tools to communicate with users and market themselves. The NYPL is a prime example of Library 2.0 successfully using web 2.0 tools.   

Making Web 2.0 Work for Your Organisation provides evidence of both SCSL and NYPL on how a Librarian 2.0 seeks information from users about how they learn and how they use the library. They then customise the library services in a meaningful way to communicate with users in collaboration with content creation. Librarian 2.0 brings the library to users.

The evaluation of Arizona State University (ASU) Libraries’ use of SN technologies to support informational and collaborative needs of groups, communities and organisations was highlighted through the 4Cs of Social Media post. It was evident by the completion of this activity that SN tools are only deemed valuable if they support the groups’ informational and collaborative needs.

The use of ASU Libraries Facebook page is an example where the SN tool is not maintaining a collaborative conversation with its community and therefore not adding value to the communication of the group. A post on ASU Libraries’ Facebook post (7 December 2013), regarding study tips, failed to engage users in any meaningful conversation. There was no collaborative conversation and with only 3 likes and 2 shares this post was hardly purposeful.

The Library Minute series had much to offer in that they were brief, informative and engaging. However, I did suggest the inclusion of ASU students in the production of the series to further incorporate collaboration and build community between the library and its users. Doing this will furthermore support the informational needs of students.

Schrier (2011) suggests five general principles for integrating social media in to a digital library’s overall strategic plan. These principles are listening, participation, transparency, policy and strategy. The application of these principles will prevent SN tools being used for the sake of integrating web 2.0 technologies without it being purposeful.

The OLJ post Did You Know 4.0? provides evidence of understanding social, cultural, educational, ethical and technical management issues and how information policy is developed and implemented. Young people are constantly being bombarded with endless content from a vast range of SN technologies and web2.0 tools. It is imperative policy development incorporates information literacy, digital literacy and digital citizenship. Did You Know 4.0? highlights the significance of information policy and media education addressing the implications of a digital footprint and ethical implications for young people around social media use.

The collaborative nature of SN technologies means everyone is exposed to content that is shared. Information policies protect all members of the community from misuse of the technologies. Developing information policies outlining acceptable use of such technologies is the first step in the process, informing and ensuring all users understand the policies is the next step and finally the implementation of information policies involves enforcing the policies and implementing action if required.

(b) Reflective Statement 

The study of INF506 Social Networking for Information Professionals has swung open the doors to web 2.0 for me. I have worked on a limited casual and brief part-time basis over the past seven years. My experience with web 2.0 technologies has been fairly limited and were outlined in the OLJ post Assignment #1 – First Entry.

The collaborative nature of our Facebook group has alerted me to a whole range of SN tools I have never heard of before, such as PaperLi, Flipboard, Hootsuite and Tweetdeck. I imagine once I start working again I will become more immersed in web 2.0 technologies, and acquire a thirst for learning, as I develop skills as an information professional. At this stage I am still wetting my feet with Twitter and Instagram. However, I feel very comfortable with Facebook, blogging and developing skills in creating wikis.

During the OLJ blog post, Creating the Online Learning Journal, I expressed frustration at typing all the blogs to follow from the subject outline in to blogger only to have them appear on my blogger homepage. I am pleased to report I was able to embed the blog list on the OLJ by playing around with the features and functionality of customising the blog.

Cohen (2006) argues libraries change slowly and Librarian 2.0 works with colleagues to accelerate the change. I appreciate the need for professional development for teachers in Library 2.0 and how myself, as an information professional, can collaborate with classroom teachers to meet the learning needs of students.

I am excited to be entering the field of TL. Based on my previous school, I see this an opportunity to reinvent the library in to a place where students engage in learning and move away from a Google search bar. I feel I am acquiring skills in bringing the library to students in a platform they prefer to use and hopefully encourage them to engage more with participatory library services.

Chawner (2008) categorised librarians in 4 roles based on their use of social media: content consumer (passive), content commenter (reactive) content creator (proactive) and content collector (current awareness). Depending on the social media technology being used I would assess myself as experiencing all of these.

In the blog post Assign#1 First Entry (26 November 2013) I described what I expected to learn from completing INF506. The following reflections are based on that post.

I expect to learn how I can use social networking more professionally.

I have learnt:

• to only use SN if there is a need for it. Don’t use a SN tool just for the sake of it. 
• Twitter is a useful tool to follow influential Librarians and successful Library 2.0 organisations.
• the value of setting up RSS feeds to have information come to me via the notification of updated content from blogs and websites.
• to update my blog list and keep it current.

I want to learn how to create a professional social media profile.

I have learnt to:

• use LinkedIn and form connections with past colleagues and potential employers.
• keep the LinkedIn profile industry-based and not a list of personal friends (that is what Facebook is for).
• keep my OLJ blog going and link it to my LinkedIn profile.
• maintain privacy and security settings on Facebook.
• change my Facebook profile photo to an image prior to applying for jobs and returning to Teaching.

I am expecting to learn how to interact with students in a way in which they want to interact. I expect to learn how to bring the library to students through social networking.

The blog post OLJ Activity – Building Academic Library 2.0 (5 February 2014), outlines the strategy of publishing a pathfinder to a class’ wiki the day an assignment is released. This post also outlines the strategy of creating a separate blog for different groups of library users. These two strategies bring users in to the library by interacting with them in a way they want to interact, and that is via social media.

In the blog post OLJ Activity – Second Life (28 January 2013) I reflected on my experiences with Second Life. While my experiences were fairly amateur I can appreciate with further involvement I may be able to create an environment that is reflective of my library. Students would be able to interact with the library in an online gaming manner.

I would also expect to learn further applications of social networking tools I already use.

Facebook

I have learnt to navigate various Facebook applications of closed groups such as the application of setting up files and the search tool within the group. I have also learnt how to create paragraphs in the comment box by using shift and enter together.

Pinterest

From the Facebook closed group for this subject I have learnt the creation of reading lists in Pinterest can be linked to a library’s OPAC (Rowley, 2013).

Blogger

Through the frequent use of my OLJ I have explored the many features and functionality of blogger. I am pleased to say throughout the session I have been able to apply the following applications to my OLJ:

• embed widgets such as search bar, blog list, blog feed, label tag cloud sorted alphabetically and comment box
• customise theme and layout
• describe the blog.

Despite my efforts though I have been unable to centre the heading. I am trying really hard to apply Cohen’s principle of not waiting until something is perfect to release it (Cohen, 2006).  

In conclusion, although I have developed many skills as a social networker this session I am only at the beginning of my journey towards being a Teacher Librarian 2.0. However, I feel I am well equipped to continue to develop as an information professional and create a dynamic Library 2.0. 

Reference List
Chawner, B. (2008). Spectators, not players:information managers' use of web 2.0 in New Zealand. Electronic Library, 26(5), 630-649. doi: 10.1108/02640470810910666  

Cohen, L. (2006). A Librarian's 2.0 Manifesto. Retrieved 30 January, 2014 from http://www.youtube.com/watch?v=ZblrRs3fkSU

Kim Rowley. (2013, November 26). Nadine Bailey, if you add the "pin it" button to the browser you are using, all you have to do is go to the record for a particular book in your OPAC, highlight the information you want to appear in the pin, eg. the book summary and click pin. It will give you the option to select a book cover and voila! Very easy and useful![Facebook post]. Retrieved from http://facebook.com

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

OLJ Activity - Building Academic Library 2.0

View the YouTube video called 'Building Academic Library 2.0'. This is part of a symposium sponsored by Librarians Association of the University of California, Berkeley Division in 2007. While this presentation is over one (1) hour in duration, there are a number of key points raised by a number of speakers, including the keynote speaker Meredith Farkas, that relate to any library or information agency that is trying to transform their library into a 2.0 Library.

Consider advice provided by one or more of the speakers in terms of a library and information agency that you know (as an employee or user). Select five (5) key pieces of advice from these speakers, and consider how these may be applied to your library to help it embrace a Library 2.0 ethos. Write up your findings as a post (of no more than 350 words in your OLJ).

I am not currently working in a school, however, I have selected my previous school to base this activity on. It is a secondary, systemic Catholic girls school in an inner-west suburb of Sydney. The following advice I selected from the symposium all comes from the keynote speaker, Meredith Farkas:

1. Blogs have made it easy to communicate in a less formal way.

Creating blogs to target the needs of different groups in the school may be a way of opening communication to students about services provided and resources available. Blogging is a more effective communication tool for students than posters around the grounds or announcements in meetings. Blogging is talking to the students in a way they want to be communicated with. 

Having never worked as a TL before, my initial examples of blogs may be fairly limited but they include: 

• Book Club blog, 
• Premier's Reading Challenge blog
• HSC student blog.

2. Question everything. Dewey or Don't We. 

Is the Dewey system the most effective way to catalogue the collection to meet the needs of students? Are the girls more familiar with searching through bookshops to find what they are looking for? Should the library shelves be reorganised to reflect the way girls 'shop' for a book? Should bookshop categories be applied to the collection? 

Questioning the way things are done is an attribute of a Librarian 2.0. I like this idea of reorganising the library shelves. At my school setting it could be done on a small scale to begin with by creating a history section. I have seen this done at St. Ignatius' College Riverview Libray. Another example of moving away from Dewy is by a New York primary school. This school reorganised it's library away from Dewey to a more useable way for students in an attempt to increase readership (Harris, 2012). 

3. Communication becomes more transparent.

Using wikis and blogs requires a certain level of trust in communication. The transparency of communication can help build community and partnerships. The library can be responsive in listening to the needs of users.

Many teachers set up wikis for student use in their own subject or use the school intranet page for classwork. Releasing a pathfinder for resources through the library collection on to the students' subject wiki or webpage would bring the library to the students. Scheduling the timing of this communication to the day the assignment is released will open the 'doors' to the library to students at just the right moment. Connecting with the students in this way shows the TL cares about the students' needs.

4. Build participation.

Creating wikis to share content can be tailored to specific groups of students. At this school setting HSC students by nature share resources and study 'together'. Why not set up wikis from the library as a study hub based on HSC subjects? Coming from the TL rather than the teacher the wiki can be a collaborative tool between the students, the TL and the library to share content.

5. The need for policies to govern acceptable use. 

The nature of social networking tools can mean content is posted without being moderated. It is essential the school has a social networking policy outlining acceptable use for staff and students. It is also clear the policy is understood and enforced. The functionality for staff to delete unacceptable content should also exist. All contributors should take responsibility for the content they publish online. 

Farkas, M. (2007, November 2). Building Academic Library 2.0 [Videofile]. Retrieved February 5, 2014 from http://www.youtube.com/watch?v=q_uOKFhoznI 

Harris, C. (2012, August 9). Summer Project: Kill Dewey [Web Blog Post]. Retrieved from http://www.thedigitalshift.com/2012/08/k-12/summer-project-kill-dewey/  

OLJ Activity - Making Web 2.0 Work for Your Organisation

Select three (3) libraries of your choice that use social networking to meet their goals.

Develop a comparative table which documents how each of the libraries use social networking tools to support information service provision, educational programs, conduct business etc.

	State Library of NSW	South Carolina State Library	New York Public Library
Facebook	5921 likes every few days	1396 likes everyday prolific	123 557 likes everyday prolific
Twitter	5174 followers 3588 tweets	4262 followers 5640 tweets	309 K followers 13.7K tweets
Flickr	1903 photos	8270 photos	2525 photos
blog	yes – 6 blogs	no	yes – countless
Instagram	510 followers 172 posts	no	24 689 followers 318 posts
podcasting	yes	yes	yes
IM	no (email with up to 7 day reply)	yes	yes
RSS feed	yes	yes	yes
mobile access to OPAC	no	no	no
Google +	no	yes	yes
YouTube	no	no	yes
vimeo	124 videos	no	87 videos
Historypin	1017 pins 10 tours 30 collections	no	287 pins 1 collection
pinterest	83 boards 1738 pins	30 boards 402 pins	31 boards 2031 pins
enewsletters	yes	yes	yes
Goodreads	no	yes	yes
LinkedIn	no	yes	yes
tumblr	no	no	232 notes
Four square	no	no	yes

Based on this comparison (and in no more than 350 words) develop your own list of “Reasons why libraries should be on social media”, and draw upon aspects of these three libraries to illustrate each point.

Reasons why libraries should be on social media

Communication 
Social media is an avenue of communication for many people and in particular young people. Burkhardt (2009) argues young people use IM, Facebook and SMS in preference to email. It is evident both the New York Public Library (NYPL) and South Carolina State Library (SCSL) use Facebook and Twitter to communicate with their uses. Both their use of Facebook and Twitter is prolific with a number of posts and tweets everyday.

YouTube is a social networking (SN) tool used by NYPL. Wee (2010) recognises Facebook, Twitter and YouTube as good SN tools for customer communication. SCSL and NYPL also offer an IM option which is more tailored to young people than the State Library of NSW which has an email option with up to 7 days for a reply. This is hardly an effective avenue for communication with its users.

Responding to Feedback
An important aspect of customer service is to be responsive to users' concerns or praise (Burkhardt, 2009). Twitter and Facebook are effective SN tools for responding to user feedback. Burkhardt (2009) recognises it is no longer possible to control what is said about the library but the Library can influence the message that comes across. Timely and thoughtful responses will assist in this. McBurnie (2007) suggests libraries should treat messages via social media as they would emails. 

Marketing
Social media provides another avenue for advertising (Burkhardt, 2009). Farkas (2007) suggests to go where library users are and to put links to the library website there. An example of the NYPL doing this is by use of its own YouTube channel. YouTube is the second largest search engine (Elliott, 2013) and by producing content on YouTube the NYPL is marketing itself to potential users.

The use of Twitter and Facebook by SCSL and NYPL also assist in marketing themselves to potential users. Wee (2010) recognises Facebook, Twitter and YouTube as good SN tools for brand exposure. McBurnie (2007) argues building and projecting a consistent online identity assists in projecting the image of an active, well-informed and progressive organisation.

Building Relationships
The use of IM by SCSL and NYPL builds relationships by immediately communicating and responding to users queries. The use of blogs by State Library of NSW (SLNSW) and NYPL tailored to specific audiences fosters relationships between the library and its users. The delivery of relevant content and the use of comments strengthens these relationships. Prompt responses to Facebook and Twitter posts also assist in building relationships.

Understanding Users Better
Farkas (2008) argues libraries should always focus on the users they have and assessments are critical in making the library reflect the needs and wants of the patrons. Social media is an effective tool to assess the needs and wants of the community. It could be argued the creation and customisation of blogs by SLNSW and NYPL demonstrates an understanding of users by providing tailored content to specific users. All three libraries use podcasting, which provides an easy to find link for users on information services or educational programs.

Burkhardt, A. (2009, August 25). Four Reasons Libraries Should be on Social Media [Web Log Post]. Retrieved from http://andyburkhardt.com/2009/08/25/four-reasons-libraries-should-be-on-social-media/ 

Elliott, A. (2013, August 7). The Second Largest Search Engine [INFOGRAPHIC]. Retrieved from http://socialmediatoday.com/socialbarrel/1650226/second-largest-search-engine-infographic 

Farkas, M. (2008, January 24). The Essence of Library 2.0? [Web Log Post]. Retrieved from http://meredith.wolfwater.com/wordpress/2008/01/24/the-essence-of-library-20/

Farkas, M. (2007, November 7). Building Academic Library 2.0 [Video file]. Retrieved from http://www.youtube.com/watch?=q_uOKFhoznl   

McBurnie, J. (2007, October 1). Your Online Identity: Key to Marketing and Being Found [Web Blog Post]. Retrieved from http://web.freepint.com/go/blog/2510

Wee, W. (2010, March 5). INFOGRAPHIC: Guide to the Socail Media Marketing Landscape [Web Blog Post]. Retrieved from http://techinasia.com/infographic-guide-to-the-social-media-mrketing-landscape/ 

An Internet Minute

It is staggering to think about the volume of content that anyone with internet connectivity can be exposed to. As a teacher and Year Coordinator I used to advise parents about monitoring their child's computer access and recommend setting up the computer (PC) in a communal living space away. 

With mobile technology and devices such as ipods, mobile phones, and tablets, it is increasingly hard for parents to constantly monitor their child, or in most cases children's, internet access. Creating a docking station for all mobile devices to be stored when not in use and restricting access time for children are positive steps parents can make. But the overwhelming positive impact will come from parents understanding the technology, functionality and security settings in conjunction with teaching cybersafety.

Hoffelder, N. (2013, March 21). Infographic: What Can Happen in an Internet Minute. Retrieved from http://www.the-digital-reader.com/2013/03/21/infographic-what-can-happen-in-an-internet-minute/#.UvGMa_aBT34

Ocoee Middle School Read A Book

Following my exploration of YouTube as a search engine I discovered this video clip and thought it was an inspiring strategy to engage students in the library and reading.

YouTube as a Search Engine

I have used YouTube as a search engine many times without consciously thinking of it as a search engine. Usually as a how to guide of skills where I need to see a demonstration, like to sew a miter corner or blind stitch binding.

So tonight I set out consciously to use YouTube as a search engine. I was looking for an appropriate music video to add to the blog. I typed read in to the search engine and very quickly found a news report about Ocoee Middle School and their strategy to promote literacy.

YouTube is the world's second largest search engine (Elliott, 2013).

Elliott, A. (2013, August 7). The Second Largest Search Engine [INFOGRAPHIC]. Retrieved from http://socialmediatoday.com/socialbarrel/1650226/second-largest-search-engine-inforgraphic

OLJ Activity - Did You Know 4.0?

Watch this video carefully a second time, and identify five (5) examples of 'shifts' or trends that can have an impact on how individuals behave as a digital citizens.
   
1. Americans have access to :

• 1 000 000 000 000 web pages
• 65 000 iPhone apps
• 10 500 radio stations
• 5 500 magazines
• 200+ cable tv networks

 2. Print circulation: Newspaper circulation is down 7 million over the last 25 years.
     Online readers: But in the last 5 years, unique readers of online newspapers are up 30 million.

3. Wikipedia launched in 2001. It now features over 13 million articles in more than 200 languages.

4. Among larger U.S. companies 17% have disciplined an employee for violating blog or message board policies.

5. The mobile device will be the world's primary connection tool to the internet in 2020.

Then outline (in @ 400 words)  how you believe these behaviours can impact on the need for, and development of, information policy in organisations to address these behaviours. You may wish to explore these from either a user/customer perspective or employee/employer perspective, or a combination of both, and you may wish to consider this task within the specific context of your own library and/or organisation, or you can address this task in general terms.

The need for and development of information policy in schools

Young people today are bombarded with information, or content, coming at them from all areas of their life, the internet, their mobile phone and the more traditional tv, radio and magazines. The information they are receiving is generated by anyone with internet connectivity, including their friends and they are walking around with access to all this information in their pocket. 

With the vast volumes of information coming at them, young people need to be taught skills in filtering and evaluating information. They need to be taught critical thinking skills in evaluating the quality of information (Jenkins, Clinton, Purushotma, Robison &Weigel, 2006). It is essential that policy development involves information literacy, digital literacy and digital citizenship. 

Mobile phones with internet connectivity enable content to be easily uploaded to the web. The capability of this technology in the hands of teenagers, who often make spilt second decisions, means they can easily upload content before thinking of the consequences and implications for those involved. Issues pertaining to privacy and the disclosure of personal information should be considered in the development of information policy. 
 
Jenkins, et. al. (2006) argues an important goal of media education should be for young people to reflect on the ethical choices they make as contributors to social media and the impact they have on others. Cybersafety created a video called Tagged (Australian Communications and Media Authority, 2011) to highlight to young people the implications of uploading personal and private material online.

The nature and success of wikipedia encourages anyone to contribute and publish content online. The functionality of web 2.0 makes it easy to adapt or reproduce an existing work and many do so with little knowledge or regard for copyright law (The University of Melbourne, 2008). Addressing intellectual property rights, and in particular copyright, should be considered by schools when developing information policy.

Policy development in schools should involve consideration of social networking policies and online behaviours for both staff and students. The inclusion of acceptable use policies should be explicit in detailing both acceptable and unacceptable behaviour for online activity. Policies should also be clear in how negative comments and behaviour will be responded to.

Oxiem (n.d.) identifes the following key items for every policy:

• what is social media and how to use it
• reminders on confidential information
• define who is responsible and identify a main point of contact
• responsibility for what is written online
• identifying oneself as an employee
• what happens if the policy is violated

 

Australian Communications and Media Authority (2011). Tagged. Melbourne: Commonwealth of Australia. Retrieved from http://www.cybersmart.gov.au/Teens/Games%20and%20videos/tagged.aspx 

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Available http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Oxiem, (n.d.). Social Media Policy for School Districts. [Slideshow] Retrieved from [CSU Interact Material] (2014, February 6) http://interact.csu.edu.au/portal/tool/dd356536-a961-421f-8072-ba3041ffb2e2/print_module.jsf?printModuleId=29393611

The University of Melbourne (2008, May 21). Wikis, Blogs and Web 2.0 Technology. Retrieved from http://www.unimelb.edu.au/copyright  

OLJ Activity - Creating an Online Personal Learning Network

Using a concept mapping or graphic organising tool, develop a meme map of your own PLN which involves social networking sites, people and organizations.

Based on Utecht's 5 stages of PLN adoption, identify which stage you currently see yourself experiencing and how this impacts on your personal and working lives. Also identify any 'gaps' in your existing PLN (ie. areas which you feel you would like to develop further/in the future).

Personal Learning Network (PLN)

I have never thought about a Personal Learning Network (PLN) before now. Well not formally, anyway. 

As a teacher, before the Web 2.0 age, my personal learning network was more localised, consisting of Head of Department, faculty members, other faculties in nearby schools, University friends and professional associations.

The introduction of Web 2.0 has opened communication lines to a network beyond those known personally. This means there are endless opportunities for linking people and organisations to a PLN. The flow-on effect of social networking can also add to this network exponentially. Once one networking connection is made it is easy to find another by exploring their social network connections. 

Currently, I am experiencing Stage 3 Know it all of Jeff Utecht's Stages of Personal Learning Networks Adoption (Utech, 2008). I feel very overwhelmed with the amount of content the connections are providing me with and it feels that with every connection made and explored another opens up. 

At the start of this subject I was experiencing Utecht's Stage 1 Immersion of PLN adoption . I created connections mainly from blogs and twitter and found that with each connection another connection was made through their collaborations. 

The immersion stage very quickly evolved to the know it all stage. On completion of this course I will endeavour to go back and experience Stage 2 Evaluation and disconnect those connections that are not particularly relevant to me gaining employment next year. I need to focus in on networks that I want to focus my time on (Utecht, 2008) and remove distractions from my PLN. 

The impact of my PLN on my personal and working life is very segmented at the moment. The need to keep connected is hard to manage during the day. I am not currently working and my use of technology in the day is fairly limited unless I have dedicated set time to study. Balancing time between caring for my children, husband's job, studying and staying connected is a juggle.  

Experiencing the know it all stage, while juggling the constraints on my use of technology, leaves me feeling very overwhelmed at staying connected and being inundated with content. The feeling of not wanting to miss out on relevant information and the desire to learn 'everything', also impacts on the personal and work life balance. 

The gap in my PLN is current professional relationships. These connections will take on a more significant later in the year when I engage in finding a job. I will begin this process by reconnecting with previous employers in updating them of my qualifications and the desire to re-enter the workplace. LinkedIn will be my first point of call to make these connections and establish where previous colleagues are currently employed.

Utech, J. (2008, April 3). Stages of PLN adoption [Web Log Post]. Retrieved from http://www.thethinkingstick.com/stages-of-pln-adoption/