Part B. Reflective Blog Post


On a mission to deliver my vision!

When I first began this subject I wrote a brief reflection on my vision for literature in my library. After working through the module readings and completing the assessment tasks, I have gained a better understanding of the importance of providing literature that addresses a broad range of curriculum content strands, not just those associated with English. I have already initiated discussions with teaching staff about what cross curricular topics they are working on and started looking at the possible picture books that they could integrate.

I would also add to my vision, the addition of some literature which empowers, builds confidence and supports lesbian, gay, bisexual, transgender and questioning students. Despite reading about how literature can be controversial (Whelan, 2006), I found reading this module quite interesting. I had never even thought to include this type of genre, not that I didn’t support a collection like this but just that I didn’t realise there were such texts available. The module literature made me think critically about why I don’t have this genre in the collection already and do other primary school librarians? Via Facebook, I asked my teacher librarian network group if they had anything in their collections that supported LGBTQ. Only two did and a couple of others thanked me for bringing it to their attention. I have purchased but haven’t received: and Tango makes three, My Princess Boy. The module helped build my knowledge and understanding of how I can begin to support LGBTQ with the addition of inclusive texts to my collection.

Literature has super powers!

Exploring the literature helped to reaffirm how important my role as the teacher librarian within my school really is. Literature has so many benefits, perhaps most importantly, that students are able to retain concepts better when the concept is embedded within a story structure (Haven, 2007, p.90). When fictional texts such as picture books are used across all curriculum strands, students can be shown different worlds (Gaiman, 2013). It is my duty to show teachers that picture books really do have super powers, if they are integrated within cross curricular learning, they will offer the best vehicle for passing on content knowledge (Haven, 2007, p. 98). The modules helped inform my future practice by developing my knowledge of selecting literature which is the most appropriate, as well as strategies for implementing them in library lessons.

‘Libraries really are the gates to the future’ (Gaiman, 2013)

I could really relate to this quote by, Gaiman, I am quite a tech savvy teacher and I am always encouraging students to ask questions and find their own answers. I try to keep up to date with the interests of my students, as well as trying to show them futuristic innovations that they may not have seen yet. Drones have been a hot topic amongst some of the students who have started noticing them on shark watch at our local beach. After studying this subject I feel that I always ask myself now, what picture book could I integrate into this topic? I recently purchased a picture book called ‘Daisy Saves the Corn’ which is about how a farm uses a drone to keep pests away from their corn crops. I have integrated this text with the early stage one, Farm to Plate unit, along with a visit from a local drone photographer. I have purchased other nonfiction drone books to help students learn more about these machines and try to promote inquiry learning. In my reflection ‘Transliteracy’ I commented on the need for me to improve my organisation of purchasing texts. I have allocated a specific amount of money within my budget to support the addition of picture books which specifically address cross curricular and general capabilities. I have also mentioned this at a staff communication meeting and encouraged my colleagues to inform me of any texts they wish for me to purchase to support their programs. I have noted some of the picture books and literary nonfiction suggestions made by my peers in the subject forum and my Literary Non Fiction Suggestion reflection.

Wordless Picture Books are not SCARY!

Being new to the teacher librarian position, when I would pick up a wordless picture book I would flick through the pages and think that I wouldn’t know where to start if I were to integrate it into my program. After completing both assignments, sorting through a plethora of books and scrolling online for teaching notes, I eventually had the confidence to include ‘Mirror’ by Jeannie Baker into assessment 2. I developed a better understanding of the learning opportunities provided by wordless texts. I feel that I am far more confident in using a wordless picture book now, they really aren’t scary, they too are powerful in the way that their illustrations alone can tell such an in depth story.

Reference List

 Gaiman, N. (2013). Why our futures depend on libraries, reading and daydreaming. The Guardian. Retrieved from EBook Library.

Haven, K. F. (2007). Story proof: the science behind the startling power of story. Westport, Conn: Libraries Unlimited. Retrieved from EBook Library

Whelan, D. (2006). OUT and Ignored. School Library Journal,  52(1), 46. Retrieved from:






I did not know a lot about the term ‘transliteracy’ before beginning this subject. After reading through module 5 I found that I had a better grasp of the term and what it entailed. Transliteracy is imperative in the library and whole school if we are to support our students’ through the changing information landscape. It is becoming more and more important for students to be able to confidently and independently interact across a range of platforms, including and probably most importantly Web 2.0 platforms.

Evidence that my school library supports transliteracy practices

  • My program is very closely aligned with each stages’ cross curricular units. In the library I use literary texts to support the topic and themes the students are exploring in class. I extend on students’ learning by using the topic themes and literary texts to implement hands-on activities which can involve the use of Google Classroom, Google shared documents (to communicate with students), iPad applications (Tellagami, Chatterpix, iMovie), coding, Bee Bots, We Do kits, Ev3s & NXT robotics. The teachers are very supportive of my program and link me into emails which they send across the stage in regards to the themes they are studying so that I can continue to make the student learning meaningfully connect beyond their classroom.
  • I have a library Instagram account @Wyong_PS_iCentre which I use to share students’ work, new texts, highlight authors, events and other relevant information. I think it is a great way to model to the students how to use social media in a responsible and respectful way so that when they are at the age where they can use it they will know its functions.

After watching the presentations on literary learning, I feel that my text purchases could be improved or more organised. I need to establish a system which perhaps focuses on certain topics to focus my purchases on. By researching more into stage topics of work I can find the most engaging and appropriate literary texts for teachers and students. I think I will look into more mathematics focused literary texts as I think this is a real need in our school. I might even add a pin board to Pinterest about it.


Freeman, J. (2011, June 15). Math picture books ’10 [Video file]. Retrieved from

Pear Tree Education. (2012, May 12). Critical literacy: Using picture books to read the world [Video file]. Retrieved from

Hagar, R. (2013, April 14). Using picture books in the middle school [Slide presentation]. Retrieved from



Assignment 4: OLJ/Evaluative Report

Part 2: Evaluative Report


  • Evaluative statement


I have demonstrated an understanding of social networking technologies by immersing myself in a range of social networking environments. Some of these include blogs (Thinkspace), social bookmarking (Diigo), Flickr, Twitter, Instagram and Pinterest. After working through Module 2, and completing an online learning journal blog (OLJ) entry on Web 2.0, I was able to understand that Web 2.0 in short means ‘user generated content.’ In my Web 2.0 reflection I identified that in my teaching program, I already had incorporated a number of Web 2.0 tools.  After working through INF506, I have explored other social networking technologies such as Flickr and Second Life.

The blog post titled, ‘Module 4: Embracing a library 2.0 ethos’ demonstrates an understanding of concepts, theory and practice of Library 2.0 and participatory library service. The reflection shows how after watching Meredith Farkas keynote speech I learned that libraries have taken the concept of Web 2.0 technologies, adapting it to Library 2.0, creating new platforms to provide their users with services and information in new and futuristic ways. The blog post highlights how people are accessing web 2.0 tools to retrieve information anytime, anywhere and the importance of understanding users in order to provide them with the best information services. Feeling inspired after watching Meredith’s keynote I decided to embrace a Library 2.0 ethos and use an information platform that I knew some families were already using at home and one that was free and had good functionality, Pinterest. I based Assignment 3 on implementing a Pinterest account that would aim to support families at home with ideas for reading, provide library information and events and advertise new books. Using Pinterest and Instagram helps to lead our library into a more collaborative model of service where users can give their feedback or make comments via either accounts. I hope I can continue to use Web 2.0 tools to help make my library one that is teacher and student driven, collaborative and place where we can all share content.

– evaluated social networking technologies and software to support informational and collaborative needs of work groups, communities and organisations;
– critically examined the features and functionality of various social networking tools to meet the information needs of users.
A comparative table documenting how Trinity Grammar School Junior, New Trier Library and Maryland’s East Public School used social networking to support information service provision was established as part of the Module 5 OLJ post. All three used either Facebook, Instagram or Twitter as another point of contact, they kept the platforms well maintained and they engaged their communities by sharing information, resources and used comments to initiate feedback. Web 2.0 tools can encourage educators to collaborate on learning opportunities for students, it can help administrators stay on trend and better target their online audience. Understanding users and their information needs is a vital key in being able to identify the social networking tool that will best suit the communities information needs. The module activities allowed me to explore a number of social networking tools, gaining experience in using their functions and features. I explored Flickr, but didn’t like that there wasn’t a batch upload icon. For this reason, I will stick to Instagram, especially because it is free and there are no limits on how much you can download. Second Life was interesting but at times I felt it was a bit slow. I hope there will be something similar to use over the coming years (Library 3.0) as I can see the educational potential for students to collaborate on projects together.

– demonstrate an understanding of the social, cultural, educational, ethical, and technical management issues that exist in a socially networked world, and how information policy is developed and implemented to support such issues.
While completing Assignment 3’s project, a peer brought it to our INF506 Facebook group’s attention that if we were using our school’s name or images we would need to follow the department’s social media policy. It was important to read the information in regards to the department’s expectations for upholding privacy online when sharing content across social media to ensure the privacy of students and teachers was not compromised. Through the study of module 6, I gained a better understanding of policy implementation. It is important to develop a customised social media policy in order to identify the line between private and professional use and outline, enforce, monitor and evaluate the integration of the policy. Discussions around confidentiality, intellectual property, creative commons and copyright are important to have with staff to ensure the Department’s policies are upheld. I feel that I have the information, and after completing the readings and making comprehensive notes, the confidence to initiate and collaborate on a social media policy for my school in 2018.


  • Reflective statement on your development as a social networker as a result of studying INF506, and the implications of your development as an information professional


The knowledge and skills provided by this unit, have allowed me to develop as a more organised and up to date social networker. I have learned that my role as a ‘postmodern’ teacher librarian really does need to be flexible, adaptable, innovative and in order to remain up to date with social media advancements, have skills in marketing, community engagement and collaboration (Huvila et. al. 2013, p. 199). Inspired to continue to ‘move with the times’ I have revisited my Twitter account to read about innovative educational topics and join discussions. Staying apart of this professional learning network will help me stay abreast of the changing information landscape.

I recently tweeted Meredith Farkas (Module 4: Embracing a library 2.0 ethos OLJ) and was lucky enough to get a reply. The power of social media, adding value to my learning journey by enabling me to interact with a professional in the field. I can’t wait to try and use social media to connect with authors, illustrators etc to enhance the experiences of my students.

The modules provided me with a clearer understanding of some of the impacts social media tools can have on students. Sadly cyberbullying is becoming more prevalent in our society, I hope to be able to embed digital citizenship skills into more of my lessons and use the library’s Instagram account to model responsible use of social media.

Reflecting on my original Assignment 1 blog post, I said that I wanted to improve my social networking practice. Reading through the modules and participating in the activities allowed me to most certainly do this. After making a list of the networks that I am professionally apart of in my original post, I decided that rather than trying to juggle so many accounts I would focus on just a few. I will focus on: Instagram and Pinterest to promote the library and Diigo to organise my online resources, Twitter and Google Hangouts to continue to make connections with my professional learning network. I gained a number of tips and tricks for how to create a marketing plan as well as how my Pinterest and Instagram accounts should look after reading LePage’s (2014), How to create a social media marketing plan in 6 steps. In particular, identifying what sets you apart from your competitors? What skills or services you offer that competitors perhaps do not? After visitors visit the social media channel what do you want them to do? LePage (2014) refers to this as a ‘call to action.’ While reading the report I was making adjustments to my Instagram account as well as writing a draft marketing strategy #multitasking. I updated my Instagram’s bio, incorporated a ‘call to action’, and a reading hashtag for the community to share their reading experiences. My ideas and skills with social media use have advanced to be more professional. When I look at social media accounts of other businesses I find myself mentally checking off marketing boxes. These skills will help me to promote my library brand, making it stand out from others and hopefully I will be able to make connections with community and make some partnerships to help provide more information to users. E.g. I have started following the Wyong Milk Factory on Instagram, it would be great to communicate and see if they have any historical images of the factory that I could add to the Pinterest ‘Historical Archives’ pin board.

In my original blog post I also mentioned that I would like to learn about how an information policy is developed. Through the exploration of module 6, I have learned the importance of viewing and understanding information policies in order to avoid social media issues such as privacy and copyright. I have viewed a number of existing policies to gain a better understanding of how to create a policy, how best to set it out and what to include. I found the Policy Tool for Social Media by the National Library of Australia was very helpful and I can see me using this as a conversation starter when collaborating with my colleagues on the policy.

With the knowledge gained from this subject, I will continue to confidently build my library’s online presence and strive to reach not only the school community but a global audience, showcasing my library and the value of libraries in general. Advocating my role as a teacher librarian, promoting the profession and changing the mindset of how people view libraries in the traditional sense. I will use Pinterest and Instagram to provide and facilitate the information needs of my online following and school community, making connections, collaborating and sharing content.


Huvila, I., Holmberg, K., Kronqvist-Berg, M., Nivakoski, O., & Widén, G. (2013). What is Librarian 2.0 – New competencies or interactive relations? A library professional viewpoint. Journal of Librarianship and Information Science, 45(3), 198-205.

LePage, E. (2014, October 29). How to create a social media marketing plan in 6 steps. [Blog post]. Retrieved from


Instagram – @Wyong_PS_iCentre

Pinterest – 

INF 506 – Module 6 Draft Marketing Strategy

Draft Marketing Strategy

Social media platform: Instagram

Social media audit of @Wyong_PS_iCentre as at 7/01/2018

Followers 362
Following 299
Number of posts 1 133


  • To promote the Wyong Public School iCentre, highlighting the services that are available, the collection and educational activities that the students are involved in.

Account manager and content creator: Teacher Librarian, Kylie Adams

Promotion of content will occur by way of images and videos being shared of the school community engaging with resources in the iCentre or community (home). New resources will be featured via Instagram with new arrival blurbs.

Analytics: The account manager will use to regularly identify the statistics of the social media account. The account will be carefully monitored for its performance and user trends.

Goal for Instagram

  • Posts will appear 2-5 times per week days consistently.
  • Gain 5 followers per month
  • Extend the reach of the content by cross promoting social accounts e.g. making reference to the school’s website or Pinterest account. This should occur at least once a week.
  • ⅓ of posts to promote the library (students participating in activities, new books/resources), ⅓ share images that relate to other teachers or teacher librarians, ⅓ of posts to be reposts of followers posts (students reading, quotes, memes etc).
  • Publish at least two photo stories per week.

Target Audience: School community – families, teachers and other educational professionals in the field.

This marketing strategy will continue to evolve as the data is evaluated.


Entrepreneur. 2014. 10 Questions to ask when creating a social-media marketing plan. Retrieved from:

INF 506: Task – Module 3

Trip Advisor and other user review sites

I think that the purpose of sites like Trip Advisor are fantastic for travellers, guests/visitors who do not know where they are going or what is available. I think user review sites have quite possibly more benefits that outway their negatives. Assisting people to make travel plans is very helpful when navigating a new town or country. Negative reviews/comments being a pitfall in some cases. Personally I think that like most things on social media, many people only post when they feel that they have been mislead or hard done by, because they want to see a consequence for the poor service they received or unpleasant experience. Consequence being, that they can say what they like via social media to the world about what service they received without consequence to themselves. In terms of credibility, I am sure that there would be a number of negative reviews that have been embellished to tarnish the establishment they visited. Some of the comments looked credible, clicking the user’s comment icon shows you a table of the number of comments the user has left and whether they were positive or negative. This is something that I would look at if I read a comment that concerned me when deciphering if I would visit the location or not. I am sure a number of users have positive experience but do not leave comments which affects the rating of the establishments significantly.

I definitely do not agree with charging customers to leave negative reviews. If this were put into place, people may not be honest with their experiences which defeats the purpose of the aim of such sites.

INF 506: Task – Module 3

The post that I found particularly interesting was the National Book Lovers Day collection of vintage 1965-1979 literacy posters promoting reading. The posters capture the history of that time period, evident by the dull colours, the hairstyles and outfits of the characters illustrated in them and the style of writing. This collection captured my attention because I thought about how great it would be to show stage 2 these images as part of their ‘then and now’ history unit this year. Looking at the images also allowed me to compare some of the posters I have displayed in my library, bright and colourful, catchy phrases and more characterised animations.

It is clear that the DPLA have tried to cater to adults as their primary target audience. This is based on the images that have been shared. There are a number of images with the tag #gildedhistory which show a man dragging two children, perhaps not appropriate for a younger audience.

Many of the images capture maps, photographs, news footage, oral histories, personal letters, museum objects, artworks and government documents obtained by American libraries, archives, museums and other cultural heritage institutions. The images predominantly seem to capture historical events or issues from what I have sifted through. They do not over share images and the collection is organised by months and years as well as hashtags. The DPLA has established a very organised and engaging online presence connecting people to information found all over America and shared with the world via social media, Flickr.

The DPLA have also tried to share images that correspond with significant days such as St Patricks Day, Thanksgiving, Halloween, Independence Day and father’s day to engage their users by capturing their attention. In some cases, the DPLA invite users to interact with the image e.g. liking, reblogging or commenting. The authenticity of some of the images is engaging, for example the collection of images with the #digitalmaine hashtag show documents and records from the Revolutionary War. There is one photograph of women, titled ‘Cosmopolitan Country Club’ which shows a tair and discolouration, along with all of the women’s names beautiful written in cursive handwriting. Seeing images like this is eye catching as the images uploaded to social media today do not show the effects of  history, merely an abundance of different filters.


Flickr. Digital Public Library of America.

INF 506: Task – Module 4

To help embrace a Library 2.0 ethos, I would apply the following pieces of advice:

Meredith Farkas speaks about libraries not being the only game in town. Meaning, people don’t have to go to the library to find information these days, they can access it using web 2.0 tools anywhere anytime with a number of personal devices. Meredith highlights the importance of  librarians needing to identify the web 2.0 tools that their users are utilising, finding out what makes these tools so attractive and identifying how the library can put content on there. She also highlights that if users are not visiting the school’s web page or other web 2.0 tools, the librarian must find a way to hook users into going there.

Meredith speaks about the importance of librarians being aware of the latest technologies. I thought about this and  thought about how I keep up with technologies. The answer, my husband, he is right into technology and watches TED talks regularly, religiously listens to the Apple update conferences and working in education, reads articles on new and emerging technologies in education. Implementing a web 2.0 ethos requires me to really be up to date with how libraries are using technologies to help deliver information services to their users. For this reason, I have created a TED Talks account and have subscribed to a few speakers and even created a playlist to watch later which includes clips of new and emerging technologies.

A real take home piece of advice that Meredith suggested was to reach out to students as soon as their assignments are distributed. Instead of students going straight to the librarian, the librarian can provide students with avenues to find the information that they need to complete the task. This is something that I am going to discuss with staff and use the school newsletter, Instagram and Pinterest to make suggestions for suggested information sources and resources available from the library or online.

Meredith suggested using web 2.0 tools to highlight collections. She used an example of  historical images being shared via Flickr in the hope that users would stumble across them and become interested in the content. She said that users had been helpful in adding details to the images which made the information more useful and content rich. After completing Assessment 3, implementing a Pinterest library account, I feel that I too can use this tool to promote information as well as build my Pinterest content by allowing followers to collaborate on my pin boards. This would most certainly make the content more valuable.

Reference List

Librarians Association of the University of California, Berkeley Division. (2007). Building Academic Library 2.0. Retrieved from:

INF 506: Task – Module 5


How does the library use social networking to support information services? How does the library use social networking to support educational programs? How does the library use social networking to conduct business?

Trinity Grammar School Junior School, Sydney


TGSJS uses images to show the different sections of the library. TGSJS seem to use Instagram as a way show the programs that they have done in the library and share this with the community. There are images of visits to the museum, sharing their learning with their followers. To promote the library.

New Trier Library


There are lots of images that have been shared to promote the resources available in the library. They have shared a display, images and information to support Veterans Day, encouraging students to come and learn more about the day. To promote the library.

Maryland’s East Public School


The librarian shares links to articles related to library information e.g. The role of leadership in libraries. She has also shared images of her staff with thank you messages. The librarian has shared images of educational activities e.g. students playing their violin in the library, To promote the library.

Why should libraries be on social media?

  • Libraries should be on social media because it is important to build communication networks. Sharing ideas and staying up to date with other librarians and the changing information landscape is imperative if libraries are going to meet the needs of their users. Ishizuka (2010, p. 32), claims ‘social media has less to do with technology and more to do with forging a connections with others.’ The Twitter account for MEPs does this well as it shares a number of articles linked to the library profession to encourage discussion amongst other teacher librarian followers. These discussions can lead to followers linking up and collaborating on learning opportunities for students.
  • Social media can help teacher librarians better understand their community of online users, stay on trend and target their audience. By sharing information they can develop a strong online presence and see how what they share is being viewed, review comments and likes etc. With Facebook being the most popular means of social media, New Trier Library is sure to connect with its library community and help them stay up to dat with what is happening in the library.
  • Social media is a great way to engage the community, showing new resources, sharing favourite books, sharing library updates, requesting comments that outline books students would like to see in the library etc. Social media is a great source of gaining feedback, whether positive or negative. Trinity Grammar School Junior School has used Instagram to show their community what is happening in their library space. They have shared images of learning experiences to promote their library to followers.
  • Burkhardt (2009) claims there are four reasons that a librarian should be on social media: communication, feedback, understanding users, marketing and advertising. All three of these social media accounts incorporate most of these aspects.


Reference List


Burkhardt, A. (2009). Four reasons why libraries should be on social media. Retrieved from:                                media/

Ishizuka, K. (2010). People Who Need People. School Library Journal, 56(2), 32. Retrieved                 from:                   vid=1&sid=a492d205-e3e9-4502-aa15-9dd8b8cab7a2%40sessionmgr103


ETL 402: Reflection 2, Literary Nonfiction Suggestion

Recommendation: Rosie Revere Engineer,
Author: Andrea Beaty
Illustrator: David Roberts

Synopsis: Rosie is a brilliant inventor of gizmos and gadgets and one day dreams of becoming a great engineer. When her Great, Great Aunt Rose (Rosie the Riveter) comes for a visit and mentions her one unfinished goal–to fly–Rosie sets to work building a contraption to make her aunt’s dream come true. Her invention complete, Rosie attempts a test flight–but after a moment, the machine crashes to the ground. Discouraged, Rosie deems the invention a failure, but Aunt Rose insists that on the contrary, it was a raging success. You can only truly fail, she explains, if you quit. Reassured, Rosie returns to her engineering and inspires her classmates to join in the fun.

This picture book is written in verse form (rhyming text) and the water colour illustrations on each page highlight Rosie’s creativity and work to engage young readers. Most pages are filled with little pictures of gadgets that almost everyone would have at home. I think this helps readers to feel inspired to go and create something using materials they have lying around their house. It also has great vocabulary with words such as: perplexed and dismayed

This book is similar to Helle Kirstein’s picture book recommendation on the discussion forum (1/12/2017), ‘Ada Lovelace Poet of Science’ by Diane Stanley. Rosie Revere, Engineer highlights women of aviation, promoting female achievement similar to that of Helle’s suggestion. It could also be used for a ‘Discoveries and Inventions’ unit of work as well as working scientifically and working technologically

Learning outcomes : Science and Technology – ST2 1VA, ST2 4WZ
ST2 – 5WT: Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria.This picture book would also support a kindergarten Toy Unit where students could ‘work scientifically’ to design a toy from recyclable materials. The book is recommended for 6-7 year olds but I feel it would certainly appeal to some 8-10 year old aspiring inventors.

Themes explored:
Science – planning, trial and error, drawing illustrations of procedure
Goal setting
Don’t give up -don’t let other people crush your dreams
Trial and error

‘Life might have failures, but this was not it. The only true failure can come if you quit.’
‘With each perfect failure, they all stand and cheer.’

Beaty, A.(2013. ). Rosie Revere, Engineer. Abrams Books for Young Readers, New York.

Web 2.0

Web 2.0

I like to think that I am pretty up on technology but reflecting on a definition of Web 2.0 was difficult. I know I use it, but exactly what it means I wasn’t sure. After watching the youtube clip within module 2, the phrase ‘user generated content’ is what stood out to me and something I will remember easily. Web 2.0 allows users to generate content such as photographs, text etc. It is accessible, user friendly, collaborative and some examples include: videocasting, podcasting, wikis, facebook (which facilitates communication amongst users) and many more.

With Web 2.0 offering users the freedom to contribute to almost anything on the web, it also creates problems such as cyberbullying. Although many Web 2.0 websites offer user security there are still breaches which I am sure continue to be tightened.

In my teaching program, upon reflection, I can see that I incorporate a number of Web 2.0 tools such as Google Classroom, augmented reality apps on the iPad (Tellagami, Chatterpix etc), youtube, creating content using Scratch coding just to name a few of my favourites. Many of my students create their own content at home and upload it to sites such as Youtube, Facebook and Instagram. I also like to upload some of the creative things they do but must be mindful of the department’s policies and procedures in regards to this.

If Web 2.0 offers so many avenues for users to collaborate in real time and share and create their own content, I cannot wait to see one day in the future what Web 3.0 offers users.

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