As the final post in my INF506 journey, I will both
evaluate and reflect how I have met the learning objectives of the course using
three Online Learning Journal (OLJ) entries to support this. They include OLJ
A-Z of Social Networking (6/12/12), OLJ 5 What is an Information Professional? (9/12/12) and OLJ7 Social Media Policies (27/1/13). I
have not only achieved these objectives, but become aware and excited about
social networking, Web 2.0 technologies and the implications for my teaching
and learning.
My OLJ A-Z of Social Networking shows how my understandings of social
networking technologies has developed from a basic understanding to now a more
enlightened and excited user of social networking technologies. An information professional needs an “understanding of new and emerging social
networking technologies” (Brooker, 2012c), as discussed in What is an Information professional? This knowledge is essential to
the Librarian 2.0. A social
networking technology that I have discovered during INF506 is
Second Life, an interactive social networking tool in which an avatar is
created to represent an individual in a multi user virtual world. It was
described by Helmer (2007) as an immersive experience enabling users to use
higher order inquiry skills to participate in a 3D world. This type of 3D game
allows any child to “build confidence in their academic abilities by stepping
out of their real world” (Dede, 2009, p.67) and allows them to succeed under
the disguise of their avatar. While not all social networking technologies are
relevant to the library I currently work in, it is important to be aware and be able to “connect people to the
appropriate technology to meet their
needs” (Abram, 2007 ; Harvey, 2009).
Currently blogs, wikis, using RSS feeds, tagging and bookmarking are
popular technologies, however as other new technologies are invented, an
information professional must not only be aware, but embrace them
professionally and personally as applicable to their situation. Being connected
to an online community has provided insights and valuable links to other
like-minded professionals who are on the cutting edge of new technologies. As a
professional educator, being part of an online learning community expands ones’
personal learning network, which is “an essential part of a teacher’s (or
information professional’s) toolkit” (Buchanan, 2011, p.1).
My
post What is
an Information professional also allowed me to demonstrate my understanding of the
concepts, theory and practice of Library 2.0. An
information professional needs specific skills, knowledge and attributes to
stand out as a leader. Library 2.0 embraces Web 2.0
technologies plus the principles of collaboration, conversation, community,
content creation and crowd sourcing. My post A-Z of Social Networking reflects my initial understandings of how
libraries are changing from being a place of information to a resource where
information is shared between people. An information professional needs to
“deliver rich user experiences” (O’Reilly, 2005, p.1) to their clients. I
endeavour to do so and I have been inspired by this course to focus on how I
can make a difference to provide serving both my online learning community and
my school community, whilst also supporting
the informational and collaborative needs of groups, communities and
organisations within the school environment.While researching blogs
for my assignment, I have been able to collaborate with others around the globe
about how I can use a blog to connect, share, inspire and learn from our school
community by setting up a library blog. This is also an example of how I have
critically examined the features and functionality of a social networking tool
that meets the information needs of users and reflects a deeper understanding
of the needs of my school library environment as I can now see how to apply a
specific Web 2.0 technology to that need.
With
the emergence of social networking technologies in our schools, it is vital to
create a social media policy to support staff, students and the school community.
The collaborative needs of various workgroups were identified in Social Media Policies. It evaluated articles
and policies, allowed me to reflect on some of the
social, cultural, educational, ethical, and technical management issues
that would arise when formulating a social media policy for a school library. “Empowerment
with accountability” was an extensive database providing policies of companies,
including Flickr, providing tweeting guidelines and links to other relevant
resources that could assist in developing such a policy. It provided some
understandings of copyright, intellectual property, Creative Commons and how
information policies are both developed and implemented. Privacy and security
were also features of these articles and policies, which are issues again
relevant when developing a social media policy.
Reflective
Statement:
As
I reread my first Online Learning Journal entry I am amazed to see where I have
come from! While I was aware that “social networking is a way of communicating
and sharing with others” (Brooker, 2012a), I was not aware of the opportunities
they can provide to network with others and the prospect of forming online
communities. I experienced this using our INF506 Facebook Group. The many times
students or lecturers have shared a link or piece of information that has added
to my professional knowledge, answered a question or led me to discover
something I wasn’t expecting are too numerous to list. I was encouraged by many
articles shared by students, which I have bookmarked such as “Librarians Use
Social Networking More Professionally Than Teachers and Principals” (Noble,
2012) and”Peer to Peer Learning Handbook” (Tina, 2013). Of much interest was
the online community of “Second Life” (SL). After my first tour with Carole
Gerts (December 11, 2012), I posted a rather pink screenshot. I was thrilled as
I had mastered this new skill, but Carole helped me to see the SL community in
its true colours! Similarly Lyn Hay shared a link to “Build your LinkedIn
Network” which helped me begin my journey and make connections in this new
community. As reflected in my first OLJ post, “I enrolled in this course
because I have what I consider a limited experience and knowledge of social
networking” (Brooker, 2012a). In three short months I have grasped the essence
of social networking after joining and participating in Facebook, Twitter,
Flickr, Delicious and LinkedIn. While I am a novice still at many of these, I
am excited to be sharing my journey with others from around the world, as well
as folks closer to home. I now have an understanding of the potential of these
sites to connect me to resources that were previously untapped and love that I
can share my knowledge also.
The
implications for my development as an information professional are many. With
the increase in Web 2.0 technologies, our libraries are changing to become
“user–centred” (Casey& Savastinuk, 2006). Whilst not many of these
technologies are necessarily favoured at my place of work at this stage, I feel
I have the capacity to discuss, reflect and collaborate with my colleagues
about the benefits of social networking, how we can use technology to enhance
the learning of our students and “deliver rich user experiences” (O’Reilly,
2005). I would love to employ some ideas discussed by Walsh (2009) for example
using Quick Response (QR) codes in our school library, or encourage the library
team to join Twitter to follow other educators, authors and teacher librarians
from all over the world to immerse and share relevant tweets without
overwhelming them in huge amounts of texts and reading.
Although
there may be hurdles to jump in regard to alleviating staff concerns and
queries about social networking, I feel that INF506 has given me the tools in
my toolkit to do this. Just as Buchanan (2011) explores the role of a teacher,
I feel this can be applied to my learning journey during this course. My role
as an information professional is to “continue as a learner, developing new
skills, exploring new ideas, experimenting with different teaching methods and
approaches to encourage quality learning” (p.19) in our libraries. After
reading and studying various school and professional companies’ social media
policies, I believe I have the beginnings and the resources to later initiate
such a policy at our school. I am excited to have made real connections during
this course to new technologies that I would have taken forever to engage with
if left to my own devices. The links have led me far and wide, into topics and
issues that challenge and stretch my thinking to make me a more rounded
learning professional eager to continue this journey with my new online
community of friends to whom I share and learn with.
In
his article “Advocating for librarians – as opposed to libraries”, Stephen
Abram (2012) succinctly outlined the implications that I need to focus on now
that I have begun this empowering journey. Firstly, I need to model the
attributes of an approachable, developing tech savvy and helpful (to name a
few) information professional (p.9).I need to tell my story, share my experiences
and continue to collaborate with my various networks. As I connect with
students, teachers and the community I will be visible and have a real
presence. Sharing my knowledge in as many ways as possible, both professionally
and personally will give power to others, also giving me the opportunity to
make a difference to others. Thank you INF506 for giving me the tools and the
confidence to set and achieve these goals!
References.
Abram, S. (2007).Librarian 2.0.Online Information
Conference, Web
2.0, library 2.0 and librarian 2.0: Preparing for the 2.0 world
Abram, S. (2012). “Advocating for librarians – as opposed to
libraries”. Connections, 81(2).
Brooker, N. (2012a). Initial reflections – What is social
networking? (OLJ 1), Live and
Love Your Library - http://liveandloveyourlibrary-nel.blogspot.com.au/2012/11/inf-506- olj1.html
Brooker, N. (2012b). “A-Z of Social Networking!!”(OLJ 4).Live and Love Your Library, http://liveandloveyourlibrary-nel.blogspot.com.au/2012/12/inf-506-olj-4-z-of-social- networking.html
Brooker, N. (2012c). “What is an Information professional?”(OLJ 5) Live and Love Your Library, http://liveandloveyourlibrary-nel.blogspot.com.au/2012/12/inf-506-olj-5.html
Brooker, N. (2013). “Social media policies”. (OLJ 7) Live and
Love Your Library - http://liveandloveyourlibrary-nel.blogspot.com.au/2013/01/olj-7-social-media-policies.html
Dede, C. (2009). Immersive interfaces for engagement
and learning, Science, 323(5910), 66- 69. Retrieved from http://www.sciencemag.org.ezproxy.csu.edu.au/cgi/reprint/sci;323/5910/6 6.pdf
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
Helmer, J., & Learning Light
(2007). Second Life and virtual worlds Available from http://www.norfolkelearningforum.co.uk/wp-content/uploads/2009/04/virtual- worlds_ll_oct_2007.pdf
Noble, R. (2012). Librarians Use Social Networking More Professionally Than Teachers and Principals, INF506 Facebook Forum, 19/12/2012.
O'Reilly, T. (2005). "Web
2.0: Compact Definition?" O'Reilly Radar blog, 1 October 2005 http://radar.oreilly.com/archives/2005/10/web_20_compact_definition.html
Tina, S. (2013). Peer
to Peer Learning Handbook, INF506 Facebook Forum, 15/1/2013.
Walsh, A. (2009). “Quick response codes and libraries”, Library Hi Tech News, 26(5),
p.7-9.
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