January 2017 archive

Evaluative report – Part A

An evaluative statement based on three experiences documented in your OLJ as evidence of meeting the learning objectives of the subject.

The first blog post in this subject began by examining Web 2.0 and the emergence of social networking technologies which have helped define a new era of user interaction and engagement on the web (Riddle, 2016a). Cavazza (2016) describes these existing and emerging platforms as an ecosystem comprising of six predominate uses including publishing, sharing, messaging, discussing, collaborating and networking.

Social networking tools are continually evolving and adapting with the emergence of new technologies but can be characterised as dynamic and interactive (Riddle, 2016a) platforms that place the user at the centre and are a distinguishing feature of Web 2.0. A major shift in emphasis in Web 2.0 is the role of the user from passive to active, as reflected in opportunities for interactivity and user-generated content (Schwerdtfeger, 2013, March 17).

The second  blog post ‘What is Web 2.0’ reflected on the global rise of MED’s (mobile electronic devices) and access to the internet which has helped facilitate the adoption and growth of social networking (Riddle, 2016a). The global proliferation of social networking technologies and their adoption has had a profound affect on society in terms of how we socialise, search for information, and organise ourselves. This is evident when we look closely at how various organisations now function.

Library 2.0 represents how libraries and information agencies adopt Web 2.0 technologies and guiding principles. Casey & Savastinuk (2006) state that the heart of this movement is the user-centre concept that defines Web 2.0. O’Connell (2008) expounds this idea in reference to the opportunities Library 2.O offers for flexibility and personalization within information literacy instruction (p. 53).

Frank & Quan (2014) researched how Web 2.0 principles were adopted in the top 100 academic university libraries in the US (p.120). They concluded that they were increasingly utilising social networking tools and Web 2.0 technology and principles for their marketing, services and interactions with patrons (Frank & Quan, 2014, p.131). While these findings are based on a relatively small scale study of libraries and limited to an academic setting, the information is useful in highlighting the dominant trends and application of Web 2.0 (Frank & Quan, 2014, p.131).

Many of Frank & Quan’s (2014, p. 131) findings correlate with the development of Arizona State University’s library 2.0 environment. The library’s integration of Web 2.0 tools are discussed in third web post ‘Arizona State University (ASU) Youtube and Web 2.0 tools’ (Riddle, 2016b) and include Youtube videos, a blog, Twitter and Facebook. The interactivity with a variety of platforms appealing to different users, embraces the principles of Web 2.0. These principles include the ethos of collaboration, conversation, community, and content creation (CSU, 2016).

ASU Library is a good example of how information professionals use social networking tools to meet the information needs of users. The Youtube videos are short and informative. The content markets the libraries’ facilities, events, resources and provides guides and tutorials (Riddle, 2016b). ASU Library use Twitter, Facebook and Instagram for social and educational engagement. One major benefit of these tools is that they provide libraries with an opportunity to respond quickly to users (Ramsey & Vecchione, 2014, p.72) as well as facilitating discussions, sharing ideas and creating a sense of community.

ASU Library’s social accounts are also connected to the wider university and other departments. This collaboration is good practice because it enables ‘cross-pollination’ to happen. When ‘retweets’ , reposts, ‘likes’ and ‘favourites’ occur across different departments on the same campus, it is possible to extend the reach of content (LePage, 2014) and furthermore, can add a sense of community (Ramsey & Vecchione, 2014, p.77).

‘Cross-pollination’ can be successful when an organization collaborate to create a unified voice (Ramsey & Vecchione, 2014, p.71), but policies need to be in place to enable this to happen efficaciously. In the third blog post, the importance of developing a strategy was discussed in relation to being successful on social media platforms (Riddle, 2017). For information professionals working as part of a wider organization, these policies might not currently exist. The faculty at Albertson library were in this position but developed policies based on best practice. They then collaborated with their centralised marketing and communication team so that information was cascaded and shared between departments (Ramsey & Vecchione, 2014, p.73). What the faculty recognised was the need for the educational and technical management of their platforms (Riddle, 2017). This was achieved in part by using Google Drive shared calendar to coordinate contributors, and having regular meetings and discussions. Social media analytics were also used as a way to measure the impact and success of their activity towards their social media goals (Riddle, 2017). Albertson library provided the contributors for their social networks with guidelines and vetted student contributors. This is a valid concern in our increasingly networked world where one tweet can be negatively received because of real or perceived ethical concerns.



Cavazza, F. (2016). Social media landscape 2016. In Fredcavazza.net. Retrieved from https://fredcavazza.net/2016/04/23/social-media-landscape-2016/

Casey, M. & Savastinuk, L. (2010). Library 2.0: Service for the next-generation library. In Library Journal. Retrieved from http://www.libraryjournal.com/article/CA6365200.html(pp. 51-62).London: Facet Publishing.

CSU (2016). What is library 2.0? [INF506 Module 4.2]. Retrieved January 2, 2017, from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearningUnit?course_id=_14531_1&content_id=_1141195_1

Frank, B., & Yan Quan, L. (2014). Web 2.0 applications’ usage and trends in top US academic libraries. Library Hi Tech, 32(1), 120-138. doi: 10.1108/LHT-07-2013-0093

LePage, E. (2014, October 29). How to create a social media marketing plan in 6 steps. [Blog post]. Retrieved from http://blog.hootsuite.com/how-to-create-a-social-media-marketing-plan/

O’Connell, J. (2008). School library 2.0: new skills, new knowledge, new futures. In P. Godwin & J. Parker (Eds.), Information literacy meets Library 2.0 (pp. 51-62). London: Facet Publishing.

Ramsey, E., & Vecchione, A. (2014). Engaging library users through a social media strategy. Journal of Library Innovation, 5(2), 71-82.

Riddle, K. (2016a, December 16). What is Web 2.0?. In Kate loves books. Retrieved from http://thinkspace.csu.edu.au/kate/2016/11/25/88/

Riddle, K. (2016b, November 25). Arizona State University Youtube and Web 2.0 tools. In Kate loves books. Retrieved from http://thinkspace.csu.edu.au/kate/2016/12/16/arizona-state-university-web-2-0-tool/

Riddle, K. (2017, January 5). What is Web 2.0?. In Kate loves books. Retrieved from http://thinkspace.csu.edu.au/kate/2017/01/05/applying-ideas-from-the-literature-to-develop-a-draft-marketing-strategy/

Schwerdtfeger, P. [Patrick Schwerdtfeger]. (2013, March 17). What is Web 2.0? What is social media? What comes next?. Retrieved from https://www.youtube.com/watch?time_continue=119&v=iStkxcK6_vY

Evaluative report – 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.

As I began this subject, I stated In my first online Journal (OLJ) entry that I was particularly interested in the transformative nature of social media; how information and ideas can develop when they are shared, discussed and interpreted (Riddle, 2016). However, as I progressed through the module, I also began to think more deeply about the process, the content and the impact of what we share. This was directly connected to my role as an information professional.

As a primary school librarian, I run the library’s Twitter page. The literature discussing Web 2.0 emphasizes inclusion and participation as key drivers for Library 2.0 (UC Berkeley Events, 2007, November 19) but by contrast, I am the sole contributor to the library Twitter page. I started considering how students and library staff could become contributors. The final module in this subject was very important in developing this idea in practical terms and how I could coordinate this in the future. I started to understand the importance of policies and guidelines to support a social networking strategy. I decided that for the next academic school year, I would include social media and networking in my yearly strategic plan; that I would set goals, and develop guidelines and policies so that they could be properly implemented with consistency across the platforms. Regarding my Twitter account for example, the guidelines could specify the contributors, the frequency of posts and the core messages that will be delivered.

Throughout the modules, I started thinking about social media in a wider sense – organizationally rather than just focusing on the library. Indeed, there is no coordinated whole-school social networking policy in my school. One issue which arises from this is that there is no consistency regarding social media presence. This means if someone leaves the school, there is no continuity of service to the platform. This could be quite negative for student engagement and from a school marketing perspective. The advantage of a coordinated approach however is evident in the literature which stresses the benefits of cross-promoting of social media accounts to increase the reach of the audience as well as presenting a synergetic school (LePage, 2014, Ramsey & Vecchione, 2014, p. 72).

In my first OLJ entry I stated ‘I think it is vital to think logically and rationally about the purpose and intended outcomes for using a particular social networking site’ (Riddle, 2016). My understanding of analytics made me start considering the value of assessing particular platforms after they have been adopted. As librarian, I use Twitter, Youtube and Pinterest accounts to share, communicate, collaborate and promote the library. Looking at the analytics was fascinating. While I previously understood the basics of analytics, in this subject, I was introduced to comparative tools to compare accounts which is something I would definitely adopt in the future. I also started looking at analytics in terms of informing future decisions and next steps regarding my social networking usage. For example, studying my Youtube account analytics, I realised that our views were concentrated around the upload date only. As our Youtube club is only in Term 3, it made me think about how we could begin regular uploads in order to gain more views, increase subscribers and most importantly, to keep the channel relevant.

Mapping out my Personal Learning Network (PLN) in module 4, I started reflecting on the multiple tools and networks I am part of personally and professionally, the interconnections, and the growing need to evaluate the tools I am using. I feel it is important to prioritise, as there are an increasing number of platforms continually emerging. Indeed, I reflected in my OLJ that I was trying to achieve Utrecht’s 5th stage of ‘balance’ in his model of PLN adoption (Riddle, 2016). This involves keeping an open mind and trying out new social networks but also critically assessing what works, and making decisions about the value of engagement that is experienced. Library users and followers of my social networking accounts are likely to experience similar feelings. I love the quote “Passion is what drives us to connect” (Ishizuka, 2010, p.32). I believe this is true and that we need to always keep in mind how to keep people connected. On a professional level, it is critical to have clear social networking goals, supported within a framework of policies, strategies and evaluation to keep people engaged.



Ishizuka, K. (2010). People Who Need People. School Library Journal, 56(2), 32.

LePage, E. (2014, October 29). How to create a social media marketing plan in 6 steps. [Blog post]. Retrieved from http://blog.hootsuite.com/how-to-create-a-social-media-marketing-plan/

Ramsey, E., & Vecchione, A. (2014). Engaging library users through a social media strategy. Journal of Library Innovation, 5(2), 71-82.

Riddle, K. (2016, November 19). INF 506 Assignment 1 OLJ first entry. In Kate loves books. Retrieved from http://thinkspace.csu.edu.au/kate/2016/12/27/creating-an-online-personal-learning-network/

Riddle, K. (2016, December 27). Creating an online Personal Learning Network. In Kate loves books. Retrieved from http://thinkspace.csu.edu.au/kate/2016/12/27/creating-an-online-personal-learning-network/

UC Berkeley Events. (2007, November, 19). Building Academic Library 2.0. [Video file]. Retrieved from https://www.youtube.com/watch?v=q_uOKFhoznI

Applying ideas from the literature to develop a draft marketing strategy

Developing a strategy is an essential process to being successful on social media platforms (Ramsey & Vecchione, 2014, p. 72). As a first step towards developing a strategy, I would begin by thinking deeply about my organisation and what goals and targets we are trying to achieve.

Indeed, LePage (2014) believes that every interaction on social media should take place within the context of a larger social media strategy which in turn is working towards a common organisational goal. Bradley (2015, January 13) emphasises the important initial first step of goal setting because it helps to focus on the activities and as a corollary, the social media tools which can best support these aims.

Next I would conduct a social media audit (LePage, 2014) in order to have an overview on what we are currently doing, who is assigned to the various responsibilities and to assess how successfully we are in comparison to similar organisations.

Part of my strategy would involve continual monitoring and evaluation of the social media platforms. Analytics was one of the rapidest emerging technology trends in 2014 (Olavsrud, 2015) and is one way to measure the impact and success of a libraries social media activity towards set goals (King, 2015, p.26). Analytics provided on social media vary according to the platform but frequently include data on engagement, reach and comparison of data against similar users (King, 2015, p. 26).

The faculty at Albertson library studied the analytics of individual platforms in order to adapt their message according to their particular audience. (Ramsey & Vecchione, 2014, p.73). Indeed, It is important to be aware that different platforms attract and reach different audiences and that content should be tailored with this in mind (Ramsey & Vecchione, 2014, p. 72). Creating a mission statement, specific to each network is one to help focus on specific goals suited to that network.

Organisationally I would plan ahead with my team, coordinating contributors through regular meetings and discussions (Ramsey & Vecchione, 2014, p. 74). However, while is important that a structure is in place there should also be the flexibility to change this in response events, activities or developments.


Bradley, P. [Facet Publishing]. (2015, January 13). Introduction – Social Media for Creative Libraries by Phil Bradley. [Video file]. Retrieved from https://www.youtube.com/watch?v=4zSsloDyvUg&feature=youtu.be

Ramsey, E., & Vecchione, A. (2014). Engaging library users through a social media strategy. Journal of Library Innovation, 5(2), 71-82.

King, D. L. (2015). Analytics, goals, and strategy for social media. Library Technology Reports, 51(1), 26-32.

Olavsrud, T. (2015) 8 analytics trends to watch in 2015. In CIO from IDG. Retrieved from http://www.cio.com/article/2881201/data-analytics/8-analytics-trends-to-watch-in-2015.html

LePage, E. (2014, October 29). How to create a social media marketing plan in 6 steps. [Blog post]. Retrieved from http://blog.hootsuite.com/how-to-create-a-social-media-marketing-plan/