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] http://mashable.com/2009/04/27/social-media-policy/

Lauby, S. (2009) 10 Must-Haves for Your Social Media Policy, Mashable, 6 February [blog] http://mashable.com/2009/06/02/social-media-policy-musts/

David Fleet’s Social Media Policies E-book (2009). Available http://www.slideshare.net/davefleet/social-media-policies-ebook

Chartered Institute of Public Relations, Europe. (2009). CIPR Social Media Guidelines (January). http://www.cipr.co.uk/socialmedia/

Society for New Communications Research. (n.d.) Best practices for developing a social media policy. Available http://www.socialmedia.biz/social-media-policies/best-practices-for-developing-a-social-media-policy/

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 http://works.bepress.com/anne_arendt/7 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 http://works.bepress.com/anne_arendt/7

Lauby, S. (2009, April 27). Should Your Company Have a Social Media Policy? Retrieved February 7, 2015, from http://mashable.com/2009/04/27/social-media-policy/

Society for New Communications Research. (n.d.). Best practices for developing a social media policy. Retrieved February 6, 2015, from http://socialmedia.biz/social-media-policies/best-practices-for-developing-a-social-media-policy/




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 http://lib.asu.edu/librarychannel/.

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.

OLJ task: Second Life


Posted by Liz Eckert | Posted in INF506, required blog tasks | Posted on January 30, 2015

If you wish to use this task as one of your three (3) OLJ tasks for Assignment 2, you will need to write a short evaluation (no more than 400 words) of your use of Second Life as a 3D virtual world throughout this session. Include a critical evaluation of the effectiveness of different features/functions and learning experiences encountered, as well as a brief statement on the different ways an information organisation may be able to utilise Second Life to support information services, learning and/or collaboration of users and/or employees. 

A review of my experiences in Second Life. I first attempted Second Life back in 2007 for my previous M Ed (Teacher Librarianship) degree. Unfortunately I couldn’t get it to run on my laptop at the time so abandoned it. I couldn’t remember my avatar name when I went to login this time and the email address that I used to log in was closed as the provider no longer provides access to emails so I couldn’t get a reminder email.

I explored Second Life twice through INF506, 11 December 2014 & 21 January 2015.  I have included some photos of my visits at the end of this post.

In some ways I found the first time a lot easier to control my avatar. The second time I got stuck in a lowered area in the Standford Uni Plaza and had a lot of trouble trying to get out to see what everyone was doing. I was concentrating so hard on getting out that I missed what Carole was saying about the area and had to ask for a repeat of what we were supposed to be doing.

The first visit was basic and simple with expectations of what we were to attempt to do. Apparently I had my hand up while sitting on the floor rather than a chair which I thought I was sitting on.  With only one teleport location to go to it was fairly easy to get around the location.

While the second visit did go to more places, I had trouble directing my avatar a lot more in general space. I was not the only person to get stuck in something, one of the others got stuck in an artwork at Uni WA.

Some of the places we visited I could see having some use in the secondary classroom setting, the exploratorium was interesting and engaging. However, there are concerns with the potential adult content that students could encounter, which at this stage, is a little too off-putting for me. I can’t see education departments letting students have ready access to this at school for this reason. Many still block most social media/networking sites for students. South Australian education department has blocked/limited much of the networking capabilities of Microsoft Office 365 which doesn’t lead me to expect Second Life to have much of a chance of being able to be used in the secondary school setting.

The bandwidth needed to have smooth operation of the avatar is also of note, the second visit for some reason for me was a lot more jagged and stuttery in the movement of the avatar. This didn’t help my finesse of movement and actually detracted from the experience for me.  I suspect that if students were trying Second Life, this could be a turn off, along with the need for time to practice movements, which many may feel lessens the time that they could be spending time learning other things related to their subject.

Overall, at this stage I don’t see Second Life being taken up by many secondary schools. The main concern being the adult content that can be readily accessed and the blocking of many social networking sites by education departments. Areas may be useful and worth exploring but until education leaders in schools/departments are ready to come on board with such experiences possible in Second Life, I don’t think it will have a huge uptake amongst secondary schools.

Snapshots of 11 December visit to Second Life

Snapshot 11 dec

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Snapshots from 21 January visit

Uni WA  #4

Uni WA #4

Uni WA #3

Uni WA #3

Uni WA #2

Uni WA #2

standford 5 book garden 2

standford 5 book garden 2

standford 4 book garden 1

standford 4 book garden 1



Standford archives

Standford archives



Exploratorium #1



OLJ Task: RSS feeds


Posted by Liz Eckert | Posted in INF506, required blog tasks | Posted on January 13, 2015


Now that you have explored some examples of how libraries and the media make use of RSS to deliver updated information and the applications that can tailor and aggregate feeds for specific users, find two (2) additional examples of ‘RSS in action’, and develop a 350 word post to your OLJ on how RSS can enhance a library or information service’s ability to meet the information needs of its users.

RSS in action

NSW Department of Education and Communities School Libraries and Information Literacy RSS


This looks interesting especially as a teacher librarian. A pity for me that it’s NSW based and I’m in SA and looks not have been updated for a while. 2010 seems to be the latest article.

Prince Alfred College (PAC), Adelaide, South Australia


Private school library with several RSS feeds in operation, ABC radio & news sites, The Advertiser (local state paper). It also offers a RSS subscription for updates to the page.

Berri Barmera Library (school & public library in country South Australia)


This looks more like a public library than a school library. However some rural schools also host the local public library as a community library as a combined resource in the community. Berri Barmera library look like they only offer RSS feed for book reviews.


I can see the use of having some RSS feeds on the library page. However, this would depend a little on the clientèle of the library.  In a school library, I can see that having a feed for the local/state newspaper would be useful, particularly in secondary schools where students need to research a current issue/topic for class. Being able to create the library page updates to go on a rss feed would also be useful to students and parents. It would probably also encourage the updating of the library page regularly. The PAC page hadn’t been updated since Sept 2014 when I looked. I thought it might have updated in October at least, given that Yr 12 students are completing work until late October/early November in South Australia.

Of the 10 ways libraries can use RSS, there are some that I would not use in the school library setting.

5.  Create an RSS feed for press releases and other media advisories.

7.  Create an RSS feed for library job openings.

10.  Subscribe to a few professional RSS feeds and share with library staff on the library intranet.

I’d probably encourage any library staff to follow professional RSS feeds but I wouldn’t be sharing them on the school library site. At this stage I’m not sure that #5 & #7 would be appropriate for school libraries that I have usually worked in. It would be pointless having job opportunities in the library page for a school library, however this could be okay on a public library or university library page. Most of the time these would be on the school’s main site (or advertised via the education department’s website).

However, I would like to consider using or creating RSS feeds for the following in a secondary school library.

1.  Create an RSS feed for new additions to the online catalog.

2.  Create an RSS feed tied to a library card account for hold notifications and/or overdue materials.

3.  Create an RSS feed for new programs and events posted on the library website.

4.  Create an RSS feed for the library’s electronic newsletter.

6.  Create an RSS feed for library closings, including emergency closings.

8.  Subscribe to a few RSS feeds, such as local news websites, and share the content on the library’s website. This could be included on a page containing other local resources and local links.

9.  Subscribe to RSS feeds of interest to library customers and share the content on the customer’s personalized library webpage. Customers can choose to access selected RSS feeds, their library account information, subscription databases, and email/chat with a librarian all in one spot.

I’m not sure #2 would work in a school library context but it may, if students have authenticated logins for the library page. #9 may work in a school library but I don’t know how many RSS feeds of school library information there would be able to be with reasonable  time constraints to set up. Often it seems that the school library is staffed by one or two people (larger schools may have more).


I think that I’d like to include some RSS feeds in my next school library. I’d like to have a basic (at least) website that I could include some of these RSS feeds in. Most of my previous schools haven’t had a dedicated school library webpage. It would certainly help senior students at the least with Research Project ideas and resources.



Berri Barmera Council. (2015). Berri Barmera Library Service. Retrieved January 13, 2015, from http://www.berribarmeralibrary.org.au/

Cathryn Harris, M. G. (n.d.). LibGuides. The Frederic Chapple Library. Library Home. Retrieved January 13, 2015, from http://pac.libguides.com/content.php?pid=460610&sid=3770518

School Libraries and Information Literacy RSS. (n.d.). Retrieved January 13, 2015, from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/rss/index.htm

Wolfe, C. (n.d.). 10 Ways Libraries Can Use RSS. Retrieved from https://moxielibrarian.wordpress.com/2008/02/27/10-ways-libraries-can-use-rss/

OLJ Task: Tagging


Posted by Liz Eckert | Posted in INF506, required blog tasks | Posted on January 12, 2015


Set up an account a social bookmarking service such as Diigohttps://www.diigo.com/ – or Delicioushttp://delicious.com/

Explore the functionality for storing, tagging and sharing your bookmarked resources.

Get started – go out and tag a few resources!

If you wish to use this task as one of your three OLJ tasks.  You could write a short evaluation (no more than 350 words) of your use of social bookmarking – include a critical evaluation of the effectiveness of different features and/or functions, as well as a brief statement on the different ways an information organisation may be able to utilise such a tool to support information services, learning and/or collaboration of users and/or employees.

I’d created a Diigo account early in 2014 as a part of my INF530 studies and then INF536 studies and started occasionally tagging into Diigo. I haven’t really started to use this as fully as it could be.  One reason is probably time and another that I haven’t been able to easily add the extension to my school laptop to tag things easily. Another problem for me in using Diigo better is that I don’t tend to browse of search for stuff generally on the web. I typically use ideas from textbooks, or if I’m looking for a particular topic & type of media, I’ve saved it in a bookmark in my google chrome bookmarks bar as I’ve usually got access to that at home & school. Although I did find that I was having trouble accessing some saved resources as my bookmarks weren’t updating at school unless I’d taken my laptop home to allow it to sync outside of the school network. However, this has made me consider using Diigo more. I have set up an educators account and an working on developing my Diigo use throughout 2015 and beyond.

Having seen how often some M Ed (DI&KN) people tweet about what they’ve saved to Diigo, I’m starting to understand and see how useful it can be, especially sharing articles & resources with others who are interested in similar topics. I can see the possibilities for helping students who are doing research topics that I can provide some resources on a topic to get them started or to further their research and ideas.

I can see how Diigo can be useful. I just need to use it more for my school related bookmarks more and make sure I know what the url for Diigo is so that I can easily add it to my school computing device wherever and whatever that may be.

This will revolutionise education


Posted by Liz Eckert | Posted in INF506 | Posted on January 8, 2015

An interesting listen, particularly when considering what we (teachers) keep getting told that we have to learn how to use a new tool as it’s going to change everything(!!) about teaching. I don’t think they’ll change everything but it does impact on teaching. We need to select the right tool for the occasion.

Survey Request Information


Posted by Liz Eckert | Posted in INF506 | Posted on December 17, 2014

If you’re a teacher who is a member of a Facebook teaching group please complete the following survey for me. I have posted in 2 groups that I’m a member of, so if you are part of either of those groups please fill this survey out. I have posted the link there as well.

I’m studying towards M Ed (Knowledge Networks & Digital Innovations) at Charles Sturt Uni and I’m required to do a case study using social media/ networking for my current subject. As part of this case study I am looking at Facebook groups for teachers.

I would appreciate it if you could fill in the survey (link below) to help me out. The raw data will only be seen by my lecturer and me. The statistical results may be published via my blog for uni purposes. There is no personal identifying data attached to this survey and more than one group is being asked to complete this survey.

The survey will be open until Christmas Day. I understand that many teachers are exhausted coming in the Christmas break but I do appreciate the time taken to fill out the survey. It shouldn’t take more than 5 minutes.
Thank you for your assistance.


INF506 Case Study Proposal


Posted by Liz Eckert | Posted in INF506 | Posted on December 8, 2014

Technologies to be used:

  • Facebook groups
    • Relief Teaching Ideas Community (RTIC)
    • Teachers of Adelaide (ToA)
    • Survey monkey

Proposed title:

How teachers can use Facebook Groups to connect with and support others as part of a Personal Learning Network (PLN).


RTIC has over 10,000 members and ToA has over 2,000 members in closed Facebook groups. RTIC is Australia wide. ToA is for teachers in South Australia. Professional development and classroom activity ideas are shared. A number of questions are asked about registration requirements and are often state related. There are topics which are national rather than state based which are also discussed in both groups. Both of these groups are not age, subject or educational sector specific.

Expected outcomes

It is anticipated that this case study will attempt to answer some of the questions of why and how a Facebook group such as RTIC and ToA can be useful as a part of a teacher’s e-PLN. It will also consider why the creation of such groups is useful and helpful for non-permanent teachers.

Project plan timeline

  • 8 Dec – 14 Dec
    • Review literature
      • In particular, regarding connecting when not with school sites regularly – eg accessing  Professional development
      • Develop survey questions
      • Develop interview questions for Group admins of both FB groups
      • Ask group admins if they would respond to written interview questions
  • 15 Dec – 21 Dec
    • Survey groups via survey monkey
    • Interview group admins
    • Send interview questions
    • Continue literature review
  • 22 Dec – 28 Dec
    • Draft case study report
    • Further research as required
  • 29 Dec – 5 Jan
    • Complete case study report


Social media/networking and libraries


Posted by Liz Eckert | Posted in INF506 | Posted on November 27, 2014

Having started reading and participating in INF506 Social Networking for Information Professionals I’ve come to realise that there are a lot of people out there in library land that aren’t aware of how to use social media & social networking sites to advantage of their library.

Some of what I expected to be doing in this course isn’t happening; we aren’t modelling and trying out some of these new (for some) tools that are out there to connect with the internet savvy communities that libraries are a part of. I was expecting that people would be having a go at twitter, sharing blogs publicly (mostly), playing around in Facebook, Google+ and other social networking sites. Some fellow students are only just now having a play in Facebook and they think it’s scarily new. I guess I kind of understand that for the older than 40 year olds that they wouldn’t be comfortable with the idea of Facebook (or alternate social networking site) given that they are not a so-called digital native (those born after 1980 apparently  http://www.oclc.org/content/dam/oclc/reports/pdfs/sharing_part1.pdf p1-1). However, there are quite a few in this age group that are beginning to use social networking sites, particularly to stay in touch with extended family members, given the wide and varied locations people can be across the globe these days.  While I am also classed as a digital immigrant, being born in the late 1970s, I am aware of and use social networking sites to maintain and develop connections with friends and family and make professional connections. Some of these are far reaching, in both ideas and locations. I may be more used to the slower pace of the connections of Facebook compared to twitter where things can move very fast. I am trying out new tools and having a go at them. People usually are forgiving if you let others know that you’re just starting out using a particular tool. There are how-to-guides out on the internet to help people out like http://mashable.com/2012/06/05/twitter-for-beginners/.

I’ve found that twitter can give me some good ideas for the classroom from some of those whom I follow. I’ve also found it helpful in discussing ideas and expectations about different assignments for uni subjects. Twitter is very much read as you go, and don’t panic when you miss something. . I’ve not read my twitter feed during the day at school and come home to more than 300 tweets that I’ve missed. I haven’t tried to read them all (particularly after trying the first couple of times that happened) trying to catch up. It’s like coming into the staffroom at lunch and not always hearing the entire conversation about a topic, generally you pick up the gist of what it’s about without having everyone repeat everything previously said.


Having said all that about this subject, I see the place for having social media/networking accounts for libraries, even if they are closed to a select few people in a private library. The public and many of the patrons/customers that our libraries rely on to ensure that they are funded and maintained, use social media to keep up with what’s happening.

Having a Facebook page for the local public library makes sense to allow promotion of events and other happenings at the library. Connecting with parents about school holiday programs, and pre-school programs makes sense via Facebook as these people are likely to be using Facebook to connect with their extended families. It’s an easy and relatively simple way to connect with the community the library serves. Those who need to have fewer people knowing about their services for privacy reasons, can create a closed group page where only the people in that group can find information about the services offered. Links can be shared that are not part of the direct library (ie those on other websites) to offer supporting ideas and materials.



Reference List:

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. ([ebook].). Dublin, Ohio: OCLC. Retrieved from http://www.oclc.org/content/dam/oclc/reports/pdfs/sharing_part1.pdf
The Beginner’s Guide to Twitter. (n.d.). Retrieved November 27, 2014, from http://mashable.com/2012/06/05/twitter-for-beginners/
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