Knowledge Networking Artefact

creative commons licensed ( BY-NC-SA ) flickr photo shared by hbailie

My artefact for assignment one will be a video titled “Get connected with Google+”.


A video targeted at teachers who do not identify as Connected Educators, primarily for my own school but not specific to it. The video will firstly explore the value of becoming connected through quotes and data from teachers (crowd-sourced through Twitter, Google+ and Teachmeets) and theory from literature. The second part will demonstrate the use of Google+ as a non-threatening starting point for developing a PLN. Google+ has been selected as it is part of Google Apps For Education and offers flexibility in connecting and sharing within user-defined groups (circles) and specific interest communities.

Digital Tools and Spaces

I plan to use some or all of the following (and possibly others too…)

Google forms
WeVideo/YouTube Creator Studio/iMovie


Using Google forms I have set up a survey which I have been sharing widely on Twitter, Google+, Facebook, Google groups and to email communities. It can be filled out from here too – please do!

INF506 Evaluative Report

Part A

An evaluative statement using three (3) experiences documented in your OLJ as evidence of meeting the learning objectives of the subject


creative commons licensed ( BY-SA ) flickr photo shared by hbailie

For as long as there has been recorded information libraries, librarians and educators have been “sharing content, collaborating with others and creating community” (De Rosa, Cantrell, Havens, Hawk, & Jenkins, 2007, p.2-1). In the information age the explosion of tools available for connecting, creating, conversing, and collaborating, and the changing habits and expectations of the community means that social networking is increasingly part of the role of librarians. As Qualman tells us: “We don’t have a choice on whether we do social media, the question is how well we do it” (The Social Media Revolution 2015, 2011).

Library 2.0 marks a transformation in the way libraries provide services to their community and in particular, participatory library services enabled by Web 2.0 technologies. A library without a website is now almost unimaginable. The ubiquity of social networking means that a library without a social media presence is fast becoming just as unimaginable. More and more internet access happens via mobile technologies, a “fast” trend according to the latest Horizon report (Johnson, Adams Becker, Estrada,& Freeman, 2014), and participation in social media is increasing. Libraries attempting to meet the information needs of their users must also be involved. “In order to remain relevant in the current landscape of information discovery libraries must have multiple presences on the web to engage users wherever they prefer, including social media…” (Horizon report p.26). The three libraries examined in Why should libraries be on social media? (Bailie, 2015, January 29) use a range of social networking tools to connect and share with their users, Facebook pages and Twitter being common to all three. Two of the libraries share longer items on blogs.

Blogs are an ideal format for publishing articles about library services, resources, events and news (Wallis, O’Connell & Liu, 2014a). Users can connect to these articles through an RSS feed (Wallis, O’Connell & Liu, 2014b) provided on the library website or via links provided on Twitter and Facebook. They then have the option to engage further by responding or asking a question on Twitter or Facebook or by commenting directly on the blog.

Schrier (2011) urges libraries to use their social media presence to listen to their users, to provide value by engaging in discussion, and develop trust by responding to questions and being transparent in response to criticism or complaints.

Arizona State University Library’s use of social media, in particular their Library Minute videos, were examined in Community, collaboration, conversation and content creation (Bailie, 2014, December 11). They clearly follow Schrier’s advice about listening, as this response posted to the author on Twitter, demonstrates:

Just as in good website design, where multiple access points for contact are essential (Bartlett, 2014), social media gives library users additional ways to access and interact with library staff. For many people the option to ask a question whenever and wherever they are, using their phone to tweet or post to a Facebook page is more appealing, accessible and likely to happen.

King (2015) suggests that social media allows librarians to take a more conversational tone to enhance connection. Where a website will use formal language and style, social media posts typed “like you talk” (p.18) resonate with users and lead to increased engagement, as does asking questions instead of just posting links. As Seth Godin says “Marketing is no longer about the stuff you make but about the stories you tell” (quoted in Souza, 2014).

It is vital that whoever is operates an account representing an organisation is very clear about what is acceptable content and that this is explicit in the organisation’s social media policy. Articles examining such issues were curated in the post Social media policy (Bailie, 2015, January 15). Initiating conversations and developing guidelines about the use of social media are important for all who work in education and libraries (Nielsen, 2014). Schools operate under different restrictions to public or academic libraries but simply banning or blocking social media is not in the best interests of the development of good digital citizens (Lupton, 2013). Policies can be developed to allow participation while protecting the vulnerable (Anderson, 2013; Nielsen). Used well, social media is an empowering educational tool (Harris & Cusick, 2014; Nielsen), and not just for students. Holmes, Preston, Shaw and Buchanan (2013) found social media, specifically Twitter, to be valuable for professional learning by educators through access to new resources and the support of like-minded others.

Connecting with users wherever they are is key to maintaining the relevance of the library’s services. It is no longer enough to wait for users to walk through the library door before offering a service. Social media allows individuals to form communities, collaborate, converse and create content. A library cannot afford to be merely a physical space with analog resources available for individual use. By leveraging social networking technologies the library becomes a 24/7 anywhere, any time operation.

Part B

A reflective statement on your development as a social networker as a result of studying INF506, and the implications for your development as an information professional

I have approached this subject from multiple perspectives. As a librarian, as a teacher and as a teacher-librarian. I am interested in social networking’s place in libraries in general and in school libraries in particular – there are important differences in what that means due to the age of students and the obligations of “duty of care”. I recognise that public and academic libraries must also have policy and guidelines around social media use but these are less restrictive than for those of us working with young people. Nevertheless I am very interested in the place and use of social networking in the education of primary and secondary students and where the school library fits in.

Unlike some others in this cohort I came into this subject with a long and broad experience of using social media as a personal learning network where I connect, converse and collaborate with others around issues in education, technology and libraries. Other than Second Life which I had heard of but not used, none of the social networking tools were new to me and I was already an extensive user of several. The biggest change in my social networking habits over the course of INF506 has been in my use of Facebook. Previously my Facebook use was almost exclusively for personal reasons  – Facebook is where I connect with friends and relatives, people I knew before Facebook. With the subject’s main home being Facebook I found myself checking it several times a day instead my usual few times weekly. I started to explore a bit more and for the first time I have deliberately sought out pages to “like” that relate to my professional rather than personal interests and I am enjoying a more diverse newsfeed because of it.

Exploring Second Life was interesting and I’m glad I’ve done it but I don’t think I will pursue it further. I understand why a university might like to give distance students the opportunity to “sit” in a classroom and participate in a virtual class but it seems a shame to just recreate an on-campus experience when there is technology available for new and varied online learning experiences that aren’t feasible in a traditional, physical classroom. Second Life is a bandwidth hog and managing your avatar is a challenge – to me it is easier to have a discussion using Google Hangouts; explore actual museum and gallery collections from sites like The Metropolitan Museum of Art or Europeana, or go on a virtual field trip. Why recreate real places in a virtual world when you can explore the real thing using technology like Google Street View?

Prior to this subject if I’d thought about public and academic libraries’ use of social media I would have said that they use it to broadcast information rather than converse and connect with their users, even though my personal use is all about connections and conversations. Through reading for this subject and subsequent activities evaluating library websites and library use of social media I’ve started considering the impact and implications that a conversational, participatory approach has for organisations. It was a little disappointing to find that, for the libraries I’ve observed, the communication is in fact mostly one way. King’s (2015) reasons for libraries using social media include listening, connecting and responding. As I move forward with social media in my workplace I will be very aware of the importance of cultivating a collaborative two-way communicative approach rather than simply developing a broadcast medium, although that is more of a challenge in a school.

My workplace, a K-12 independent school, is only at the very beginning of social media adoption – for example the setting up of a blog for year 6 students last year was a very big deal. For most of our students having their own social media profile is not an option as they are aged under 13 so we would not consider having a library Facebook page unless it was exclusively promoted to senior students. However I think there would be support for class and library Twitter accounts, managed by a teacher or me, that could be used to interact with an author or expert, or to crowd-source information or similar (Harris & Cusick, 2014). Our Twitter feed could also be featured on our library website which we are just starting to develop using LibGuides so we could use it to broadcast and connect outside the school but not directly with our students. An unexpected bonus of this subject was what I learned from exploring effective library website design which will be applied to our LibGuides development.


Anderson, S. (2013). How to Create Social Media Guidelines for Your School. Edutopia. Retrieved from

Bailie, H. (2014, December 11). Community, collaboration, conversation and content creation. Retrieved from

Bailie, H. (2015, January 15). Social media policy. Retrieved from

Bailie, H. (2015, January 29). Why should libraries be on social media?. Retrieved from

Bartlett, H. (2014, February 27). Best Practices for Library Website Design. Retrieved from

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. Retrieved from

Harris, F. J., & Cusick, M. M. (2014). What’s Not to “Like”? School Library Journal, 60(3), 46. Retrieved from

Holmes, K., Preston, G., Shaw, K., & Buchanan, R. (2013). ‘Follow’ Me: Networked Professional Learning for Teachers. Australian Journal of Teacher Education, 38(12). Retrieved from

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). NMC Horizon Report: 2014 Library Edition. Austin, Texas: The New Media Consortium. Retrieved from

King, D. L. (2015). Managing your library’s social media channels. Library Technology Reports, 51(1), 5. doi:10.5860/ltr.51n1

Lupton, M. (2013). Social media and Web 2.0: Teacher-librarians, risk and inequity. Synergy, 11(1). Retrieved from

Nielsen, L. (2014, November 12). Conversation topics for educators in the age of social media. Retrieved from

Schrier, R. A. (2011). Digital librarianship & social media: the digital library as conversation facilitator. D-Lib Magazine, 17(7/8). doi:10.1045/july2011-schrier

Souza, J. (2014). 10 Best Quotes from Seth Godin on PR and Marketing. Retrieved February 2, 2015, from

The Social Media Revolution 2015. (2011). Retrieved from

Wallis, J., O’Connell, J., & Liu, Y. (2014a). Social media tools: Blogs and micro-blogs [INF506 Module 3]. Charles Sturt University. Retrieved February 2, 2015, from

Wallis, J., O’Connell, J., & Liu, Y. (2014b). Social media tools: RSS [INF506 Module 3]. Charles Sturt University. Retrieved February 2, 2015, from




Social Networking and me

INF506 Assignment 1 – OLJ first entry

Social MEdia by John Atkinson is licenced under CC BY NC ND 3.0

Social networking is the use of online tools to connect, communicate, share and collaborate with other people. Social networking can be used for purely social reasons or for education or work. Social networking enables people with common interests to connect in ways unthinkable before the birth of the world wide web and particularly the development of participatory web 2.0 tools which allow an individual to publish their writing, photographs, videos and so on.

I am proud to be Twitter user no.16,589,509 having joined in October 2008. At that point I already feared I was a late-adopter! Twitter is the heart of my PLN and is invaluable for my work in a school library, my interests in education and technology, and was a key driver for the connections I’ve developed with my fellow MEd (Knowledge Networks and Digital Innovation) students. That said, I also follow various accounts for news purposes and quite a few people/accounts just for their entertainment value.  Last year I set up and used a Twitter account for the Disaster Resilience Education project I worked on at Australian Red Cross and at my previous school I set up an account mainly to follow accounts to generate a Paperli daily news edition.

I use Facebook mostly for personal and social connections, all my Facebook friends are people I knew in real life before we became Facebook friends. In contrast in my early days on Twitter there were very few people I followed who I’d actually met. One of the great joys of Twitter though, is how wonderful it is when I actually get to meet one of my “old friends” and I’m happy to say that I now know many of the people I follow on Twitter and we were able to connect in real life because of the Twitter connection.

I belong to a few Facebook groups that are education/library/technology focused but I’ve not been an active user of them (until now with the INF506 group).

I’ve been using Google+ more and more of late, particularly since my experience at the Google Teacher Academy in September. I like the way the communities work and how everything integrates really well with other Google tools like calendar and hangouts.

I’ve used Diigo for bookmarking for a long time and before that I used Delicious. I don’t regard it as “social” in the way Twitter and Facebook are but I belong to a number of groups and have also created groups for work purposes.

Over the years I have belonged and contributed to a number of Ning networks and at my previous school I set up and managed a Ning network for our year 12 students and their teachers.

This is where you can find me:

Through studying this subject I hope to gain a more informed basis on which to draw on in order to advocate for the use of social networking within my library and school. Like many schools, mine is protective and wary of social media, particularly regarding the participation of students. I would like to develop my knowledge of the research about best practice in this field in order to make informed contributions to decision-making processes.


#INF536 Critical Reflection

I have found this subject very challenging. Whilst comfortable working as an educator in both digital and physical environments my knowledge and understanding of how those spaces are constructed and the impact of design (good or bad) upon them was minimal. Sure, I could recognise when something didn’t work, possibly due to bad design, but I would have been hard-pressed to articulate why or even come up with an alternative. I hadn’t really considered how the design of space actually impacted on learning.

Through the activities, readings and tasks I have developed new capacities in observation, ideation, constructing and deconstructing knowledge, and new confidence in my own opinions. The task to make a small change to a learning space has inspired me to keep seeking and acting upon opportunities for other small changes. I had been content to wait till we move to our new spaces over the next 1-2 years but these are learning spaces now! If they can be improved now then they should be. The idea of library as Fab Lab (Belbin & Newcombe, 2013) or Makerspace is something I will be exploring further.

One of the most challenging readings was Hatchuel, Le Masson and Weil (2004). It literally made me cry as I started doubting my capacity to make sense of the written word. Strangely it was the anti-depressive toothbrush  that helped me turn the corner on this one and I was quite pleased I was able to reference C-K theory in my case report.

Being taken through a design thinking process observing, empathising and developing a design brief for my local station was a revelation to me and excellent preparation for the Google Teacher Academy I was fortunate enough to attend recently (facilitated by Ewan’s NoTosh colleagues Tom Barrett and Hamish Curry). From this experience I now add “It’s not right that…” as an excellent prompt when struggling with framing “How might we…?” questions.How might we?

I learned that a design brief is not a list of demands and now wish I could persuade the powers that be at my school that developing a document like Dear Architect (Engine Service Design & Walker Technology College, n.d.) for our major consolidation and rebuilding project could have enormous benefits for the school in the long term. Unfortunately it is too late for that. The architects have visited for “consultation” bringing with them their already drawn-up plans. At least I now have some solid research behind me when I start ranting to whoever will listen about what a disaster having the year 8 lockers in the middle of the library will be.

I have discovered the value of a war room and sticky notes. Last semester I prided myself on not printing anything; this semester not only have I printed, I’ve cut up, re-arranged, stuck back together and (cue drum roll) hand written.

Sticky notes

Scissors and sticky-tape

Attending Simon and Graham’s creative coffee morning revealed the value of semi-structured conversation between people of different backgrounds but common interests.

Participants at the TeachMeet Bec and I hijacked as a pseudo creative coffee morning appreciated the opportunity for focused discussion as an alternative to the usual presentations.

Once again the support of this network (the class) has been phenomenal – I can’t imagine what it’d be like without the forums, tweets and hangouts. Thanks everyone, it’s been one helluva ride!



Belbin, N., & Newcombe, P. (2013). Fab Labs at the Library. Education Digest78(7), 65-68.

Engine Service Design & Walker Technology College. (n.d.). Dear Architect: A Vision Of Our Future School: Walker Technology College.

Hatchuel, A., Le Masson, P., & Weil, B. (2004). CK theory in practice: lessons from industrial applications. In DS 32: Proceedings of DESIGN 2004, the 8th International Design Conference, Dubrovnik, Croatia.



Blog task 4

My experience for this task is fully described in this Storify.


I was also fortunate enough to be able to attend Simon and Graham‘s Creative Coffee morning in North Melbourne last Sunday. Their event was much more in the true spirit of the creative coffee morning movement than what Bec and I could manage in 14 minutes at a teachmeet. I do hope Simon and Graham have started a new creative chapter in Melbourne and I look forward to participating again.

I have commented on Michele’s post; Simon’s post and Liz’s post.

Blog task 4: The three R’s: Resources, Research and Reflection

creative commons licensed ( BY-NC-SA ) flickr photo shared by gcouros

Since the dust has settled on the scholarly book review I have thought of little else beyond my digital essay but don’t think for a moment that that means my thinking, reading and engaging have narrowed – far from it.

My topic for the digital essay is “Curation as a tool for teaching and learning”. Starting with the resources in the module I have been gradually extending my horizons and have been rewarded with a wealth of resources. What started as something I thought a neat and contained topic, well suited to the 1800 words or so we are allowed, has broadened and deepened and I’m starting to be concerned about giving all the important stuff the attention it deserves. Just today I learned about metaliteracy, a term that I don’t think has been used in the modules (but I’m happy to stand corrected on that if I’m wrong).

Accessing information can still have its challenges. I had an interesting time getting to that particular article – it’s a nice example of the research process I’ve been following.

Last week I set up a Google Scholar alert for my topic. Yesterday an alert email came through with this link Teaching metaliteracy: a new paradigm in action.  It looked really interesting and relevant but there wasn’t any access to the full text there (and the fact it was labelled “EarlyCite” made me wonder if it was in fact published and available). Next I searched the article title and authors through Primo but didn’t have any luck. I then successfully searched for the journal title in Primo and was able, through the journal’s site, to navigate to a page where I could access the article in a PDF. As suspected this article is not officially published yet and the PDF lacks tables, illustrations and page numbers.

This same process has worked in other cases too and I’ve felt quite proud of myself when I’ve been successful in tracking down articles that at first try weren’t showing up. I guess the databases aren’t always up-to-date or complete.

I have been saving what I find to Evernote and highlighting and making notes for each article or site as I go. I was very excited to discover recently that the Table of Contents function is now available in Evernote for PC. My next step will be to start making sense of all the information I have by using table of contents notes to organise the information into sections and make linking annotations. The TOC function isn’t perfect – the links appear in the order they appear in the notebook and there’s no easy way to sort them differently – but the good thing is you can make them whenever you like, add text or delete links and rearrange everything manually.

As I’ve been researching and reading I’ve identified more and more links between my topic and other modules of Concepts and Practices for a Digital Age. In fact, as I flick back through the modules I’m viewing them differently to first time around. In particular topics like digital literacy; connected learning; information behaviour; thinking in networks; connectivism; open, social and participatory media; organising information, and narrative technology all demand another think when considered in relation to curation.

Some of the more interesting aspects of curation I’ve been reading about include: curation as a means of nurturing inclusiveness in online communities; teacher professional development through curation; how content curation is different to content marketing; the role of curation in developing digital literacy capacity, and teacher curated textbooks.

It’s a fascinating topic. I’m looking forward to learning even more over the next two weeks and I hope I can do it justice.


Witek, D. and Grettano, T. (2014) “Teaching metaliteracy: a new paradigm in action”, Reference Services Review, Vol. 42 Iss: 2

Credit where credit’s due

I was on the train on my way to Teachmeet yesterday when the news came through that our Scholarly Book Reviews had been marked and would soon be ready for collection. As I read Judy’s “examiner’s report” on the work of the cohort I started to worry that perhaps I hadn’t done as well as I thought. It was a nerve-racking few minutes battling intermittent connectivity (damn those tunnels) and navigating the not yet familiar EASTS facility before I found my result.

One of the things that has impressed me with this course is how well scaffolded and supported we are in preparing for and submitting assessment items. The rubric for the scholarly book review made things very clear and I don’t think anyone who read it carefully would be surprised at their result. Reading my essay with careful reference to the rubric I had decided that, as much as I might like a distinction, I would be happy with a credit.

But strangely, or not, I was (briefly) disappointed when I got what I knew I deserved. Guess I’m only human!

Today Bec Spink has posted her essay on her blog. As soon as I started reading it I understood why her work earned a distinction, the difference was obvious.

In recent years at my previous school there has been a strong focus on improving VCE results. The practices of teachers who consistently achieve results above expectation have been analysed and all VCE teachers have been trained and supported to change their practice, with some outstanding results. One of the strategies is to provide examples of excellent work for all assessment tasks. So perhaps the only thing we INF530 students lack for is predecessors who have shared their work like Bec has done. It’s the downside of being the first cohort in a new degree I guess.

So, if you want to see what a distinction looks like read Bec’s post. If you want to see what a credit looks like you can read mine. I’d love it if someone with a High Distinction would share theirs – is that you?

Digital essay proposal

Proposal topic

Curation as a tool for teaching and learning


As a teacher-librarian I have been curating information through the informed selection of resources for the collection since pre-digital times, although back then I would have called it “collection development” or simply “selection”. Fast forward to the development of the world wide web and the information explosion of web 2.0, and in an attempt to continue to use my selection skills to resource the curriculum I have switched my focus to the selection and sharing of online resources through a variety of curation platforms.

I’d like to develop my knowledge and understanding of the research around curation and it’s place in the development and embodiment of information and digital literacy. I want to explore how curation can be used as both a teaching tool and learning tool for students and teachers alike.

Proposed digital tools and/or spaces to be used

As this is an essay about curation I am very tempted by the aptness of using a curation platform such as or Storify to present this essay. I plan to prepare the content before making a final decision as I think the appropriate platform will become clear when I better understand what is to be presented. If a curation platform turns out to be unsuitable I will use Weebly to create a website.

250 word rationale for topic focus for the multi-modal essay

“The importance of the teacher librarian is intrinsically linked to effective and responsive information curation and dissemination in distributed environments within and beyond the school.” O’Connell (2011)

“Curation, as an approach to bringing digital and media literacy competencies into the classroom, can help build meaningful teaching and learning approaches for today’s participatory media landscape.” Mihailidis, P., & Cohen, J. N. (2013) p.15.

Moving beyond the library and the role of the teacher-librarian the essay will explore curation as a means of making sense of the information flow and how it is thus an important activity for all learners. It will explore curation in the context of information literacy, digital literacy, information fluency and open, social and participatory media, and examine activities such as peer critiquing, user-generated content, collective aggregation and community formation (Conole).

The essay will explore how curation tools and activities can be used to develop skills, competencies and dispositions outlined in documents such as The Open University Digital and Information Literacy Framework (n.d.), and examine their value for teachers and students alike. It will also examine a range of tools used for curation and compare features looking critically at their value in education.



Conole, G. (2012). Open, social and participatory media, Chapter 4. In G. Conole, Designing for learning in an open world. New York, NY: Springer.

Digital and Information Literacy Framework. (n.d.). Retrieved May 08, 2014, from

Mihailidis, P., & Cohen, J. N. (2013). Exploring curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education. Retrieved 24 March 2014 from

O’Connell, J. (2011, October 27) Teacher librarians are important. [Web log post] Retrieved May 08, 2014, from