Part A: Evaluative statement
INF506
has clearly improved my abilities and understandings of social media in
relation to schools and teacher librarians. Below, three OLJ experiences are
examined in the light of the learning objectives of INF506.
Mandated Digital Citizenry.
This OLJ task shows a well-defined understanding of the impact of social
networking technologies, why information policies should be fundamental in
organisations, and the issues in a socially networked world. It is made clear
that whenever people and social networking come into contact, the opportunity is
created to magnify both the positive and negative impacts of natural social
behaviour (XPLANE, 2009). Companies are consequently more reliant on individuals policing their
own behaviour, but the post clearly states that many people are either ignorant
or dismissive of repercussions. “Information
policies need to set out ethical boundaries, procedures and protocols, because
it’s obvious the general population won’t.” (Wundersitz, 2012). Schools balancing duty-of-care, cyber-safety
issues, and the provision of a rich 21st century learning education simply
must have information policies (Jenkins et.al, 2006).
The post continues to flesh out social networking issues. It outlines
the need for information policies to define and protect the work and personal
time of employers and employees as boundaries blur (XPLANE, 2009). “…what is popular may not necessarily be what
we should be paying attention to.
Additionally, if your information policy does not include a presence on
social media, you may never enter the consciousness of many actual and
potential customers” (Wundersitz, 2012).
Consisting of just over 500 words, this post did not and cannot
comprehensively consider all the issues and benefits around social networking
policies, or how social networking tools can meet the needs of users. Additionally
there is only 1 mention of the benefits that social networking brings to
organisations and how these too may be included in a policy. The statistics
chosen seem to focus on the negative aspects as opposed to the opportunities.
A-Z of social networking for libraries
This post demonstrated understanding of Library 2.0, and a careful
consideration of the informational and collaborative needs of a specific organisation
and group of users. As a teacher at the school where the library is located, users,
needs and school culture were well appreciated. Informed judgements and
critical evaluations of social networking tools were then possible. Local
knowledge regarding users, current management issues, existing policies, ethical
aspects and the social tools themselves were all deliberated.
An understanding of Library 2.0 is demonstrated. The post shows social
networking tools do not automatically endow a Library 2.0 status and that
Library 2.0 is more about a shift from librarian-centred towards user-centred
(Casey and Savastinuk, 2006). Besides, social media should never be adopted
just to increase the amount of technology used, but to enhance the work that
needs to be done (Frye
et al. 2010). Knowing
that this library, as with most libraries, is not ready for a Library 2.0 shift
in thinking or a major adoption of new technologies (Casey and Savastinuk,
2006), the suggestions were non-threatening, achievable, and use technologies
already on campus. This shows further matching of user needs and technologies. Several
suggestions harness the collaborative and social aspects of social media, making
it clear
the participatory nature (Schrier,
2011) and user-centeredness of Library 2.0 is understood (Casey
and Savastinuk, 2006) including comprehension of social networking technologies.
Again it was
impossible to comprehensively evaluate all networking possibilities and to meet
all informational needs of users. Practical
experience with some of the suggestions is lacking, meaning they remain
theoretical.
Delicious
The post on Delicious shows
engagement with and evaluation of a social networking tool to support school
needs. It is a frank assessment of Delicious from a social networking rookie
and gives an honest picture of challenges and benefits. There is a balanced
assessment of the usefulness of Delicious for schools with many practical
suggestions. An understanding is shown of the conflict schools face as they are
required to engage with Web 2.0 tools (Australian Curriculum
Assessment and Reporting Authority [ACARA] 2010: ACARA, 2012) yet show duty-of-care as students
search and engage online (Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., &
Weigel, M., 2006): an information policy issue. A nod is given to Library 2.0 with suggestions
clearly utilising Delicious as a way of engaging staff and students online, filling
a genuine user need, while increasing the inclusive nature of the library.
Some critical analysis
occurs regarding the features and functionality of Delicious but time and
engagement issues seem to have hampered the exploration of Delicious’ full capabilities. The main characteristics of Delicious are
evaluated thoughtfully even though many issues understandably hampered interaction
with Delicious. Additional time and exploration would have given a fuller
picture.
Part B: A reflective statement
Effective Teacher Librarians are information
professionals (Purcell, 2010) who capably engage in a socially networked
environment from a library not confined by physical walls (Hassett, 2007). INF506’s impact on my development as a
socially networked information professional, both now and in the future, follows
below.
I have made a significant shift in my position
on, understanding of, and skills in social media. The three OLJ tasks do not
reflect where I started or the distance covered. I had never engaged with these
tools and didn’t see the need to. Starting with no experience or assistance was
disabling and technical aspects often hindered my journey. I became overloaded frequently
and usually before engaging effectively. My OLJ documents a gradual change in
attitude, an increase in confidence, and a slow conversion to social media
tools.
As a TL, I will be training staff to use online
tools and must remember the anxiety and struggle I had to use them effectively.
Introducing innovations is “...a process that is initially discomforting”
(Donovan, Hartley & Strudler, 2007. p.276) that needs careful management. I
will therefore employ a change management process, such as the Concerns Based
Adoption Model (Hall, 1974) to cater for each person’s anxiety around change as
well as ensuring they use the innovation at the most beneficial levels
possible.
Blogs, Wikis, and Second Life sent me on a journey
of exploration and triggered a critical evaluation of various social media
tools for use in primary schools, while utilising the collective knowledge
inherent in social networking. Independently locating and evaluating a plethora
of wikis, blogs, and corresponding research, I then searched out and
established conversations with many school wiki creators: tapping the
collective knowledge.
Discoveries were made that will undeniably
meet the information needs of primary schools. Blogs were very accessible for
someone with little social media experience (Baumback, 2007; Frye, Trathen
& Koppenhaver, 2010). Encouragingly, many blog creators were rookies and
saw students blossom (Howard, 2011; Lapp, 2012): a great comfort to one who
understood student improvement but not how social media contributed. This
knowledge and experience will be extremely useful when working with students
and staff trying to meet dual curriculum requirements of using digital
technology for inquiry-based learning (ACARA, 2010: ACARA,
2012). Additionally, I now have a bank of contacts for future assistance.
Second Life will be something to watch. Although
it is not yet beneficial for libraries or primary schools, it will indisputably
develop (Helmer & Learning Light ,2007). As
barriers are lowered educational potential will increase. One teacher in Northern Beaches Christian
School provides inspiration as he sees incredibly and pedagogically valuable
results with older students using Second Life (Collis, 2009).
To my great relief, Library 2.0 does not
necessarily mean adopting the latest IT or vice versa. “Even older,
traditional services can be Library 2.0 if criteria are met.” (Casey and
Savastinuk, 2006). Thankfully Library
2.0 is about a change in attitude towards a user-centred library, serving users
and meeting them at the point of need, as opposed to one set up and designed
for librarians. Crowd-sourcing (Wyatt, 2009) is a good Library 2.0
example.
Being forced to engage
with social media has birthed a new idea: it has benefits beyond socialising. Being
linked with a global audience allows access to collective knowledge and
experience. However, the good, useful, and negative traits of people are also
potentially magnified (Hutton, 2007). Students and staff need to understand
they are leaving a webtrail and have digital responsibilities (Oatman, 2005). “The
challenge is to take full advantage of technology’s educational potential while
managing the problems it poses.” (Hutton, 2007, p17). Staff and students will
need to be taught these issues and considerations (Oatman, 2005) and it must be
based on a strong and practical Information Policy.
As an educator, I will eagerly transmit my
discovery: social media tools can unlock the 21st Century learning
skills that teachers and teacher librarians strive to imbue but cannot easily
achieve (Albert, 2013). Examples include developing a sense of audience in
writing (Prentice, 2012), working collaboratively (Schillinger, 2011), problem
solving, inquiry-based learning (Jerles, 2012), digital literacy (Australian
Curriculum Assessment and Reporting Authority, 2010) and using those elusive higher order thinking
skills (Cruz, 2003). Yet technology should never be used just for technology’s
sake (Frye,
Trathen, & Koppenhaver, 2010). It
needs to fit an educational framework, add benefits beyond traditional methods
(Frye et.al, 2010), and always approached in the light of digital
responsibilities (Hutton, 2007). All
important concepts I will communicate in my role as TL.
There is still so much to learn. As an
effective TL, a perpetual learning curve (Herring 2011) and consistent
professional development around digital advances (Marcoux 2009) will be routine.
I am far better equipped but am still below par and need to engage in the
life-long learning process that I will preach myself.
My social media journey has launched. Although
still in its infancy, my feet are firmly on the path to building a library and
delivering an education worthy of our socially networked age.
References
Albert,
R. (2013) Deeper learning: defining twenty-first century literacy. In Edutopia. Retrieved 2nd February from http://www.edutopia.org/blog/twenty-first-century-literacy-deeper-learning-rebecca-alber
Australian
Curriculum Assessment and Reporting Authority (2010) General Capabilities:
Information and Communication Technology (ICT) Capability. In The Australian Curriculum. Retrieved 12th
January 2013 from http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/Introduction
Australian
Curriculum Assessment and Reporting Authority (2012) Draft shape of the
Australian Curriculum: Technologies. Retrieved 12th January 2013
from http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf
Baumback, D. (2007). Here a blog, there a blog,
everywhere a weblog. In Florida Media
Quarterly, 32 (2), 11-15
Casey, M.
and Savastinuk, L. (2006) Service for the
next-generation library. In Library Journal. Retrieved 14th December 2012 from http://www.libraryjournal.com/article/CA6365200.html
Collis,
S. (2009) Practical examples of using a virtual 3D environment for learning in
high school. Retrieved 26th
January 2013 from http://www.youtube.com/watch?v=X-oeCkBbwWo
Cruz, E. (2003). Bloom's revised
taxonomy. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved
February 13, 2008, from http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm
De
Rosa, C., Cantrell, J., Havens, A., Hawk, J. & Jenkins, L. (2007). Sharing
privacy and trust in our networked world: A report to the OCLC membership. Dublin,
Ohio: OCLC. [ebook] Available http://www.oclc.org/reports/pdfs/sharing.pdf
Donovan,
L., Hartley, K. & Strudler, N. (2007). Teacher Concerns During Initial
Implementation of a One-to-One Laptop Initiative at the Middle School Level. Journal of Research on Technology in
Education, 39 (3), 263-286
Frye,
E. Trathen, W. Koppenhaver, D. (2010) Internet workshop and Blog publishing:
Meeting student (and teacher) learning needs to achieve best practice in the
twenty-first-century social studies classroom. Social Studies (1)101, 46-53.
Hall,
G. (1974) The Concerns-Based Adoption Model: A developmental conceptualisation
of the adoption process within educational institutions. Retrieved March 25
from http://eric.ed.gov/PDFS/ED111791.pdf
Hassett, B. (2007) Playing with Legos
in the Sandbox and Other Uses for a Library. Library Media Connection November/December p.24-26
Helmer,
J. & Learning Light (2007). Second life and virtual worlds. Retrieved 3rd February 2013 from http://www.norfolkelearningforum.co.uk/wp-content/uploads/2009/04/virtual-worlds_ll_oct_2007.pdf
Herring,
J. (2007). ‘Teacher librarians and the school library’ In Ferguson, S ed, Libraries in the
21st century: charting new directions in information services.
Centre for Information
Studies, Charles Sturt University, Wagga Wagga, NSW
Howard,
M. (2011) Not an unfeasible “extra”: Blogging helps elementary students
communicate and reflect on their science. Science
and Children, 49(4), 32-35.
Hutton,
T. (2007) Blogging for Columbine. American
School Board Journal. 194(7), 14-17.
Jerles, J. (2012). Blogging in Elementary school:
why, how and what teachers can do to encourage writing. National Teacher Education Journal 5 (3), 85-88.
Jenkins,
H., Clinton, K., Purushotma, R., Robison, A.J., & Weigel, M. (2006). Confronting
the challenges of participatory culture: Media education for the 21st century. Retrieved 27th
January 2013 from http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
Lapp, D. (2012) “Blogging helps your ideas come
out”. California Reader, 46 (1)
14-20.
Marcoux,
E. (2009). Intellectual access to information: the teacher-librarian as
facilitator. Teacher
Librarian, 36(5), 76-78
Oatman,
E. (2005) Blogomania! School Library
Journal, 51(8), 36-39.
Purcell,
M. (2010). All Librarians Do Is Check Out Books, Right? A Look at the Roles of
a School
Library Media Specialist. Library Media
Connection, 29(3), 30-33
Prentice,
S. (2012) Improving writing through blogging. NATE Classroom, 3(18), 24-26.
Schillinger,
T. (2011) Blurring boundaries: Two groups of girls collaborate on a wiki. Journal of Adolescent & Adult Literacy
54 (6), 403-413. doi: 10.1598/JAAL.54.6.2
Schrier,
R. A. (2011). Digital librarianship & social media: the digital library as
conversation facilitator, D-Lib Magazine, 17(7/8) July/August 2011.
Retrieved 27th January from http://dlib.org/dlib/july11/schrier/07schrier.html
Wyatt, N.
(2009). Redefining RA: The ideal tool (Large-scale tagging projects outside
libraries put users at the center and offer a model for readers' advisory). Library
Journal, (15 October). Retrieved 26th January from http://www.libraryjournal.com/article/CA6700362.html?industryid=47126
No comments:
Post a Comment