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