INF 506 Assessment 4: Evaluative Report


Posted by Liz Eckert | Posted in Other | Posted on February 9, 2015

Evaluative Statement


Social Networking for Information Professionals begins to develop an understanding of social media and social networks. There are many different platforms to explore and consider. The most common are used by many different organisations to connect with their clientèle. These platforms, typically Facebook, Twitter, Google+, YouTube, Flickr, Instagram, are Web 2.0 and are used to both disseminate information and to converse with others about the goods and services provided (Eckert, 2014b; What is Web 2.0?, 2013). Burkhardt (2009) suggests that libraries should be on social media for at least four reasons, communication, responding to feedback, marketing and understanding the library’s user.

Facebook is generally an easy to use starting point for libraries to connect with their clientèle as they can converse with their community (Eckert, 2014c). There are different sorts of groups that can restrict who can access information shared if the library is a specialised, private one. Many people are aware of and use Facebook so it is a reasonable starting point (“Facebook Statistics,” 2015). Just like any other social media and social networking site, it would be wise to ensure a timely response is possible from staff at nearly any time of the day or night.  This will ensure that the library or organisation does not get a bad reputation for not communicating with the public and clientèle. Today’s world is connected 24/7. This is something that needs to be built into the expectations of a Social Media Policy. Depending on which social media platform is used will vary in the time frame expected to respond. Twitter, should be monitored more heavily than a Facebook page for example as Twitter moves quickly and queries can be lost easily, particularly if there are many followers of the account used. There is an expectation of immediacy in response with Twitter because of this.

One example of a library using social media and social networking platforms well is ASU libraries (Eckert, 2015a). They use a variety of social media and social networking platforms to connect with their students and staff: Twitter, Facebook, YouTube, Flickr, Instagram, Google+, Vimeo and iTunes U and blogging. They engage their users so that they can use the many different resources offered by the library.  This is an effective way to meet the needs of their users. They are ensuring that they are not forgotten in the world of the university student.

University libraries are one type of educational library that can use social media and social networking. Schools are also able to use social media and social networking. However, this often seems harder because of the age of the people involved in using social media and networking (Eckert, 2015b). However, schools should be starting to consider and use social media and social networking platforms to connect with their wider school community. Concerns are strong about privacy, particularly for the students if they are the ones posting in social media platforms. There is also the concern about cyber bullying and harassment which is often an issue in schools for students. However, educating students on how to appropriately use social media and networking for students is a wise decision as these students will continue to use these platforms outside of school, including when they finish school. Because of this it can be recommended to build a social media and social network policy for school extending on from the Information Communication Technology policy that schools have already have in place (Society for New Communications Research., n.d.). Building on these for the school library would help the connected school community understand the value of a school library in the education process. It does not have to be students that are involved in social media for the school and school library. It can be staff, which is less problematic from the privacy point of view. However there can be a number of issues for schools using social media. This can be dependent on the schooling sector where the administration can restrict access to most if not all of these platforms or open up access to some or all of these platforms (Lupton, 2013). It would be something to begin to discuss at school level and if needed, to begin to advocate for access to social media and social networking platforms for schools to ensure that students are able to work appropriately in the Web 2.0 world which is currently in existence. It also allows for an authentic audience of student work. Lotto and O’Toole (2012) demonstrate this in the presentation of their study of Blackawton Bees.

Social media and social networking are vital parts of the information professional’s arsenal of tools to connect with their clientèle and community.


Reflective Statement


Over the course of INF506 Social Networking for Information Professionals, I am not sure that I have learnt a lot that is new to me. Some of this is due to the previous subjects I have studied as part of M Ed (Digital Innovations & Knowledge Networks) which have required me to extend my social networking and media knowledge and usage.

I have found the case study useful and would like to look further into this. Looking at why Facebook groups are used by teachers in a fluctuating work situation was quite intriguing. I found that the word limit for the case study ended up limiting how far I could go in my analysis of the data that I received, as well as the survey tool used. This is definitely something I would like to delve further into as well as why other social networking platforms and groups are used by non-permanent teachers. I think I would like to consider why permanent teachers also use social networking platforms as well. I would also like to look at the limitations and frustrations of using particular platforms make connections. Having completed the case study, I have decided that I would like to look into other social networking platforms and see how they can be used by teachers to support teachers in a variety of ways.

The cohort of students studying with me in this summer session, has made me value the interactivity of social networking platforms and the interactions that people put in them. I feel that I did not connect with many of my fellow students as they seemed to be more concerned with only sharing through the Facebook group set up for INF506. This concept seems the opposite of what social networking should be. (O’Connell, 2014, para. 10; “Social media,” 2015) It seems that people were not interested in sharing their work with others outside of the cohort. I wanted to add fellow student blogs to a RSS reader, Feedly, to follow more easily to see what they were understanding of topics and readings. However, many of the blogs were not public which meant that I was not able to add them. I posted requesting people consider making their blogs public for viewing at least in the Facebook group (L. Eckert, personal communication, November 26, 2014). Comments were also made about having an authentic audience (H. Bailie, personal communication, November 26, 2014). This did allow some to reconsider having closed blogs and change them to public (S. Beltrame, personal communication November 30, 2014). Twitter was also not used extensively by this cohort, which surprised me a little as I thought that people would be sharing and discussing ideas, concepts and useful websites a lot more than they did. This could be because many of the cohort appeared to not yet be at Stage 1 of Utecht’s stages of PLN adoption (Utecht, 2008) particularly in personal and professionally sharing with social networking. I feel that, in a way, for many, the main part of this subject was introducing information professionals to social media and social networking, similar to Burkhardt (2009) in his explanation of why libraries should be on social media. I think I am further along this process than I thought I was originally before starting this subject, especially after seeing fellow students’ interactions in the Facebook group, on twitter and public sharing of their blog. I have also decided to start a teaching and teacher registration evidence blog and website of my own (Eckert, 2014a) to continue after completing my current masters’ course. This is supported by a number of people (Fishbein, 2014; Luehmann, 2008; Sackstein, 2015; tombarrett, 2015). I have also ensured that I have included links to my social networking and social media sites on this page if people want to contact me. In a  way, ensuring that I am sharing my learning and experiences in an ever changing, networked world, hopefully in an information professional area, particularly in a school library setting.

I know that I need to focus on how to implement social networking and social media platforms in a school library setting, where often these are blocked by filters and schools have active bans on the use of mobile technology that is not provided through the school’s internet. This will be one of my big challenges particularly if I am working in a government school where the filtering of sites is done from a central location and there are limits on what can be unblocked at a local level.


Reference List


Burkhardt, A. (2009, August 25). Four Reasons Libraries Should be on Social Media. Retrieved from

Eckert, L. (2014a). Liz Eckert Professional Learning. Retrieved February 6, 2015, from

Eckert, L. (2014b, November 26). OLJ Task: What is Web 2.0? Retrieved from

Eckert, L. (2014c, November 27). Social media/networking and libraries. Retrieved from

Eckert, L. (2015a, February 4). OLJ Task: ASU Libraries. Retrieved from

Eckert, L. (2015b, February 8). OLJ Task: Social Media Policy Working Party. Retrieved from

Facebook Statistics. (2015, January 27). Retrieved February 9, 2015, from

Fishbein, M. B. (2014, May 14). 10 Reasons You Should Start Blogging. Retrieved from

Lotto, B., & O’Toole, A. (2012). Science is for everyone, kids included. TEDGlobal 2012. Retrieved from

Luehmann, A. L. (2008). Using Blogging in Support of Teacher Professional Identity Development: A Case Study. Journal of the Learning Sciences, 17(3), 287–337. doi:10.1080/10508400802192706

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

O’Connell, J. (2014). 1.3 Trends in technology environments. Retrieved February 6, 2015, from

Sackstein, S. (2015, January 11). 6 Reasons Teachers Should Start Blogging Today. Retrieved from

Social media. (2015, February 5). In Wikipedia, the free encyclopedia. Retrieved from

Society for New Communications Research. (n.d.). Best practices for developing a social media policy. Retrieved February 6, 2015, from

tombarrett. (2015, February 5). 8 Reasons You Should Have A Professional Blog. Retrieved from

Utecht, J. (2008, April 3). Stages of PLN adoption. Retrieved from

What is Web 2.0? What is Social Media? What comes next??. (2013). Retrieved from



OLJ Task: Social Media Policy Working Party


Posted by Liz Eckert | Posted in INF506, required blog tasks | Posted on February 8, 2015


these article and blog posts which provide a rationale for organisations to develop a social media policy and advice on the types of issues and content that could form part of a social media policy or policies:

Lauby, S. (2009) Should Your Company Have a Social Media Policy? Mashable, 27 April [blog]

Lauby, S. (2009) 10 Must-Haves for Your Social Media Policy, Mashable, 6 February [blog]

David Fleet’s Social Media Policies E-book (2009). Available

Chartered Institute of Public Relations, Europe. (2009). CIPR Social Media Guidelines (January).

Society for New Communications Research. (n.d.) Best practices for developing a social media policy. Available

Arendt, A.M. (2009). Social Media Tools and the Policies Associated with Them, Best Practices in Policy Management Conference. Utah Valley University, November. Complete paper and Powerpoint slides available Essential reading for all people working in education institutions, esp. colleges/universities

Anderson, J. (2009). Social Media Policies & Museums, Indianapolis Museum of Art blog (8 April).


Based on the above advice regarding the development of social media policies in organisations, identify 5 key points which you would use to advise a Social Media Policy Working Party regarding the development of a policy for organisation with regard to either (a) clients or customers’ use of social media while using your computers/network access or your organisation’s social networking sites, or (b) employees use of Web 2.0 tools and spaces for work and personal use while using your organisations’ computers/network and time.

Post a 350 word summary of your advise to your learning journal.


Focus: Student & Staff use of social media while using school computer network access (in education department schools).

There are a number of reasons to develop a Social Media Policy. One of the reasons to consider would be that social media is moving to mainstream communication (Lauby, 2009) Another is to consider how your organisation is seen in the public social media and social networking sphere.  There are a number of reasons to consider using social media within the school setting, including setting students up to be good digital citizens and life-long learners using 21st century skills (Arendt, 2009, p. 40).

Schools appear to be trickier for developing a Social Media Policy than many other organisations. Part of this is because there are minors involved, which brings in privacy issues potentially for students and their parents/caregivers. Another consideration is, are students blogging/using social media/social networking platforms to promote the school, and/or, are they considered employees of the school? Teachers and other staff are more clear cut about working out how they represent the school organisation in a more traditional employee/employer relationship.

It has been suggested that Social Media Policies can be extended from current policy documents (Society for New Communications Research., n.d.). In this case, it would be helpful to consider the computer usage policy that many schools already have.

These are some points which I would suggest that a Social Media Policy Working Party consider, particularly if students are using social media through school networks.  It would be anticipated that the working party also include students as well as they can articulate to their fellow students why things are written the way they are.

Points for students to consider

  • is what you want to post school/learning related?
  • would the postings be considered harassment & bullying? (this could have legal implications)

Points for staff to consider

  • will students have an authentic audience for their work?
  • will students post negative “reviews” of the school?

Points for the administration staff to consider

  •  Should we have a school twitter/blog/facebook page for parents to connect with us?

Points for the education department to consider (or points to consider putting forward to the education department)

  • Do we need to have the filters which block many social media & social networking sites?
    • It would be better to educate students & staff on appropriate use of these platforms and potential implications particularly seeing as people are now seen as life-long learners.



Arendt, A. M. (2009). Social Media Tools and the Policies Associated with Them. Presented at the Best Practices in Policy Management Conference, Utah Valley University. Retrieved from

Lauby, S. (2009, April 27). Should Your Company Have a Social Media Policy? Retrieved February 7, 2015, from

Society for New Communications Research. (n.d.). Best practices for developing a social media policy. Retrieved February 6, 2015, from




Posted by Liz Eckert | Posted in INF506, required blog tasks | Posted on February 5, 2015


View this slideshow on creating an online personal learning network (PLN) by Bethany Smith:

Then read Jeff Utecht’s post Stages of PLN adoption (3 April, 2008) on his blog The Thinking Stick.

Using a concept mapping or graphic organising tool, develop a meme map of your own PLN which involves social networking sites, people and organizations.

Based on Utecht’s 5 stages of PLN adoption, identify which stage you currently see yourself experiencing and how this impacts on your personal and working lives. Also identify any ‘gaps’ in your existing PLN (ie. areas which you feel you would like to develop further/in the future).

Write up your findings as a post (of no more than 400 words in your OLJ).

PLN map


The five stages of PLN adoption, according to Utecht are Stage 1 Immersion, Stage 2 Evaluation, Stage 3 Know it all, Stage 4 Perspective, Stage 5 Balance.

I would say that I am working between Stage 1, 2, 4 and 5. I am trying out different social networking sites and seeing if they fit me for where I want and need to go. Through the M ED (DI & KN) I am being exposed to different social media and social networking platforms that I would not have considered using before. I wasn’t interested in Google+, Twitter, blogging. I was on Facebook for personal social networking. So I am definitely in the immersion stage with many of my networks. As I’m working through this course, I’m also evalutating whether these tools are useful for me or not in the secondary school setting. A number of sites are blocked by the education department, so that has in a way limited me in the adoption of the different networks as I’m limited to after school hours access on some. I would say that I’ve had a brief stop off at stage 3 know it all but because I have young family, it has meant that I can’t devote endless amounts of out of school time to playing non stop in a social networking site. It also means that I regularly spend time putting things into perspective in regard to my PLN. I am starting to try and find the balance between learning and living (stage 5).

Content of PLN is still a work in progress. I’ve covered the library area reasonably well. However my teaching subjects are a different story as this changes regularly. Being a contract teacher, I’ve had different subjects nearly every year. This has meant that I haven’t tried to make the connections in my PLN. However, I’d like to start looking at the broad subject areas (Geography, History, English & Maths) to start making connections to do this. I’ve general teaching areas covered in my PLN via the Facebook groups that I’m a member of.


Edited to add: I forgot to include my e-lists in my diagram (oztl_net & slasa_net) both of which are school library related.

OLJ Task: ASU Libraries


Posted by Liz Eckert | Posted in INF506, required blog tasks | Posted on February 4, 2015


Visit ASU’s collection of The Library Minute videos and view five (5) of these one minute videos, then visit two (2) of the other Web 2.0 tools used as part of the ASU Library Channel suite at

Write a critical evaluation on ASU Libraries? use of these platforms to achieve the 4Cs of social media (in no more than 350 words).

The 4Cs are collaboration, conversation, community and content creation (or co-creation).

The ASU Library definitely grabs attention and makes their presence known. The use of the library minute youtube videos certainly gives a small snippet of information about the library ending with a cultural reference. An example of this is the ending of  The Library Minute: Fun Things at the Libraries which has references to the James Bond movies. (content creation)


ASU library is reasonably active on Twitter. Plenty of updates are posted regularly. They also interact with followers about any issues and good news on twitter. (coversation and community)

Flicker is also well used by ASU. There are over 1200 photos uploaded to their photostream. Most are related to activities that the library has hosted to promote the libraries. However some include other activities in the library. There are a wide range of ages pictured and a range of ethnicities which shows the range of people that use the resources provided by ASU. All of the photos appear to be uploaded by ASU. (community)


The ASU clearly uses 3 of the 4 Cs of social media through their library channel, twitter and flicker. The collaboration is possibly there but it’s not as clear as the other three areas: conversation, community & content creation.

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