Being part of the millennial generation led me to believe I was well equipped to take on INF506 – I was wrong! Although I have actively used social media platforms in my personal life since 2005 (when MySpace reigned supreme), Social Networking for Information Professionals has broadened my understanding and competency in assessing the “bigger picture” of the effects these platforms have in organisations. In addition to comprehending the effects of social media on society, it was also imperative to understand the benefits and risks associated with the use of these platforms in a professional setting, and the procedures and policies that should be implemented as a result. I use Facebook in a professional capacity for my role and have learnt valuable information within the subject that will be relevant to my application of the tool currently and in the future. I have also discovered what my personal preferences are regarding social media platforms; the subject content prompted me to consider my own ‘user needs’ when scrolling through daily news feeds.

Prior to beginning the subject, I was in a constant conflict with myself as to whether I should distance myself from social media altogether. This was a result of watching a documentary on Netflix called “The Social Dilemma”, a film exploring the dangerous impact of social networking and includes interviews with whistle-blowers who have worked within these private organisations as tech-experts (Orlowski, 2020). Now at the conclusion of the subject, I can appreciate the opportunities that social media presents, but also acknowledge the risks and know how to navigate through the noise. An influence on this shift in my perception was Cliff Lampe’s Ted Talk in Module 1, where negative opinions such as social media resulting in disconnected relationships were broken down and discussed. Lampe addresses the positives of social media through the means of community support, fund raising, and building relationships with people unlike ourselves (TED, 2015). The video resonated with me and demonstrated that not all is doom and gloom in the social media universe – I was feeling positive again! I realised that social media is not going anywhere; to be progressive as an information professional is to become literate in utilising it (and in turn teaching others).

One aspect of social media use has not changed throughout my progress in the subject – and that is my dislike of Twitter. The last time I attempted to jump on the Twitter bandwagon was many years ago when it rose in popularity, and at the start of the session I downloaded the app again and fired up my old account. The information provided on Twitter as a tool in Module 3 gave me a better understanding of its functionality and its position within the microblogging space (Engadget, 2017). Despite this, I cannot grasp the attraction of Twitter and have established that as a user I much prefer visual content through apps like Instagram and TikTok. Throughout the subject content it has become apparent that some users are visual, and others are more text-based, such as preferring to read status updates or blog material/articles. As a consumer, I have identified what appeals to me and which posts I will more likely invest in through the means of tagging, sharing, and publishing content. David Lee King’s slideshow presentation contributed to this thought process throughout the module material, as my personal preferences aligned with the overall shift in customer experience due to technology (King, 2014). In turn, I have also reflected upon my online identity throughout my learning within the subject. A journal article in Module 5 by Huang-Horowitz & Freberg (2016) encapsulated the importance of linking organisational identity and reputation messages online. Evidence has demonstrated that the rise of social media’s prominence has brought a new urgency for the need to manage this identity effectively to successfully disseminate branded content (Huang-Horowitz & Freberg, 2016. p.196). After reading this article and other related module content, it prompted me to reflect on my organisation’s reputational messages that are published on social media, as well as how my own online identity is presented to others via what is posted and shared. I acknowledged that I take a lot of care into what is published on behalf of the organisation, especially if it is in response to negative feedback or a complaint. The learnings from this subject are applicable to my current responsibilities in the workplace and I feel that I can harness these skills for my future social media endeavours.

A valuable lesson that I have learnt from INF506 is the need to continuously add to my skillset and professional development as an information professional. The role of the librarian will continue to evolve beyond Web 2.0, so it will be my responsibility to grow and adapt along with these transformations in the future. As Module 4 states, the ability to network has become an important part of a Librarian 2.0’s professional toolkit (O’Connell et al, 2018) and will ensure sustainability of the role. Another big takeaway from the subject was learning and researching about how to implement a social media project, to successfully complete Assessment 1. I enjoyed this task due to its practicality and element of a “hands on” approach by completing a dummy Instagram page for an imaginary library. I appreciate that a lot needs to be considered in a business proposal such as this, by identifying all stakeholders and potential impacts of the implementation. The aspect of introducing supporting policies and documentation to the organisation for the social media proposal was applicable to real life working environments. Again, I was prompted to consider what strategic plans exist in my current workplace to support social media use.

One aspect of the subject requirements I did wrestle with are the OLJ Tasks. I have never written a blog post, so the prospect of publishing informal content was a little daunting to me. I did find it reassuring when other students would comment on my posts providing positive feedback, and I also enjoyed the interactive nature of commenting on others. I found it beneficial to gain insight from other students who already work in the industry as I have no experience yet – it is like receiving the “inside scoop”! One comment posted on my Module 6 OLJ left a lasting impression, as Lisa recommended her own blog to extend my learning further (https://thinkspace.csu.edu.au/amywriggleswortholj/2021/01/09/module-6-on-to-the-future/#comments ). This exchange of knowledge has broadened my perception of social media, therefore contributing to my competency as an information professional.

INF506 has been one of the more practical subjects that I have undertaken within my studies, as it is undeniable that social media skills are fundamental in today’s information world. I now understand the weight and responsibility of creating a social media presence for an organisation and appreciate the opportunities that these tools present. I view social media in a more positive light due to the content provided within INF506, as I have experienced firsthand how it allows information professionals to collaborate and be empowered for the future.

References

Engadget. (2017, October). Twitter: From microblogging to the president’s mouthpiece.

[Video]. YouTube. https://www.youtube.com/watch?v=ekCAlWK_O3M

Huang-Horowitz, N. C. & Freberg, K. (2016). Bridging organisational identity and reputational

messages online: A conceptual model. Corporate Communications: An International

       Journal, 21(2), 195-212. https://doi.org/10.1108/CCIJ-06-2014-0034

King, D. L. (2014, May). Improving the Customer Experience: on the web, in the library, in the

       community. [Slideshow]. Slideshare. https://www.slideshare.net/davidleeking/improving-the-customer-experience-35320670?qid=7979cd46-aedb-4a25-9fd3-eee57f108f1b&v=&b=&

O’Connell, J., Liu, Y. H., & Wallis, J. (2018). Information Professional 2.0. [Study

notes]. In C. Gerts & C.Chans (Eds.), INF506 – Social Networking for Information

         Professionals. Interact 2. https://interact2.csu.edu.au/

Orlowski, J. (Director). (2020). The Social Dilemma [Film]. Netflix Films.

TED. (2015, April). Cliff Lampe: Is social media good for you? [Video]. YouTube.

https://www.youtube.com/watch?v=po01VlNvCcQ

The term ‘social media’ has come a long way since its introduction to scholarly literature in the early 2000s, and has been a major topic of interest within research (Gruzd et al., 2017. p. 647). The impact of social media on libraries has created both opportunities and challenges, with the integration of a range of technologies and networks that have extended the reach of the digital revolution to both patrons and professionals (Nisar et al., 2019. p. 264).  According to Van Dijck (2018), social media has become so ingrained in our communities that terms such as “platform society” have been coined to demonstrate the inextricable link between online platforms and societal structures (p. 2). Platform societies produce the structures we live in, due to online networks that offer personalised services, and contribute to innovation and economic growth (Van Dijck, 2018. p. 2).

Another term created to define the current online landscape is ‘Web 2.0’ and ‘library 2.0’, which reflect the sites and services that rely on user-generated content to function (Newman et al., 2016. p. 591). Web 2.0 facilitates two-way communication, and the impact of social media has transformed the nature of marketing within libraries – allowing them to adapt and capitalise on the effects of online reach (Newman et al., 2016. p. 592). The benefits of using social media in marketing and taking advantage of various functions to share messages easily to a wider range of online users has enabled libraries to adapt to the Web 2.0 environment (Joo et al., 2018. p. 941). Social media accounts have been widely adopted by libraries, with over 70% reported as actively engaging in an online presence within a 2014 report (Sparks et al., 2020. p. 2908).

According to research, social media use in libraries facilitate four types of interactions: knowledge sharing, information dissemination, communication and knowledge gathering (Joo et al., 2018. p. 941). Interactions with the public occur through a variety of social media platforms including Facebook, Instagram, Twitter, YouTube, and blogs. The medium of choice for libraries is predominantly Facebook, as it is one of the most popular social networks available and can be used in educational contexts in multiple different ways (Akcaoglu & Bowman, 2016. p. 582). Research performed by Akcaoglu and Bowen (2016) described the benefits of using Facebook as a formal learning space within organisations, where information is “pushed” to users, or learners can “pull” knowledge and share with others (p. 582). Other tools such as blog platforms have flexible formats, and libraries (as well as professionals) use blogs to advertise the organisation and communicate with patrons (O’Connell et al., 2018a). It is attributes like these that make social media platforms dynamic tools for connecting communities, and place libraries at an advantage to promote their services.

A challenge for professionals in the information world is being ready for the newest technologies and determining when the right time may be to implement these in libraries. An article by Adner and Kapoor (2016) highlighted the transformative innovations that could potentially proceed Web 2.0, including the internet of things (IoT), 3D printing, cloud computing, and virtual reality (p. 62). The biggest threat to libraries will be missing the revolution by being ready too late or preparing too far in advance and then exhausting all resources before the technology has gained traction (Adner & Kapoor, 2016. p. 62). For many of the Web 2.0 services to continue to thrive throughout technology advancements, cycles of human activity and real-world events will need to be monitored as these will have an impact on demand (Newman et al., 2016. p. 592). Librarians themselves will need to be embedded in social media to understand the environment and upcoming trends – for example, the dominance of Instagram stories and video content in recent years (Barnhart, 2020, para. 5).

The principles of Web 2.0 for libraries include what is known as the ‘4Cs’: collaboration, conversation, community, and content creation (or co-creation) (O’Connell et al., 2018b). Web 2.0 represents a changed model in library services, as organisations have adapted to going places online where their users can be found (Williams, 2020. p. 137). Social media has created a new environment for connectivity with users, and in turn has transformed the workplace for professionals. Dodd (2019) states that the success of libraries is determined by the actions of the individuals that work in them, hence the competencies required for these roles are continuously impacted by technological demands (p. 685). Professional development will be ever-present within the age of Web 2.0 and beyond, as librarians will be expected to add to their existing skillset. A survey performed in 2019 showed that the most important skills for information professionals in the digital age are people management, academic liaison, and information literacy education/training (Burton, 2019. p. 44). Traditional skills such as cataloguing are still important, although technology is changing how this is performed through automation and outsourcing (Burton, 2019. p. 45).

The uprise of social media has led to the adaption of policies and strategic plans that reflect the organisation’s main goals. Any communication through social platforms needs to be aligned with the library’s broader values, mission, and vision (Rossman, 2019. p. 1). Communicating through social media networks can present unique challenges such as privacy concerns or the risk of reputational damage. A clear and consistent social media policy will assist in keeping the organisation’s voice authentic to users, as well as guide librarians in how to appropriately behave and navigate online platforms (Rossman, 2019. p. 2). Business plans for organisations have changed dramatically since the introduction of social media, as it presents a low-cost opportunity to create exposure and reach a wide audience.

Social media use does not come without its downsides. As regulation of content and reducing the spread of misinformation has become a major issue in recent years, social media organisations have begun to take more responsibility (Iosifidis & Nicoli, 2019. p. 60).  Most recently, President Donald Trump has been effectively banned from Twitter amongst concerns of further incitement of violence following the storming of the US Capitol (McElroy, 2021). Because of its influence, social media can be weaponised in spreading inappropriate (and potentially harmful) information rapidly and globally (Iosifidis & Nicoli, 2019. p. 66). As a result, policy reform for social media platforms is being drafted or amended to reflect their stance on the spread of fake news (Iosifidis & Nicoli, 2019. p. 61).

The introduction of social media into organisations such as libraries has enabled professionals to extend their role to managing content and interactions with the community instantaneously. Information can be presented in a fun and innovative way to engage patrons and fosters connectivity using Web 2.0 technologies. Social media presents both opportunities and challenges in the professional environment, but it is meaningful to remember that progress never comes without risk in today’s digital world.

Photo by Martin Shreder on Unsplash

References

Adner, R., & Kapoor, R. (2016). Right tech, wrong time. Harvard Business Review, 94(11), 60

-67.

Akcaoglu, M., & Bowman, N. D. (2016). Using instructor-led Facebook groups to enhance

students’ perceptions of course content. Computers in Human Behaviour, 65(C), 582-

590. https://doi.org/10.1016/j.chb.2016.05.029

Barnhart, B. (2020, January 5). The most important social media trends to know for 2020

[blog post]. https://sproutsocial.com/insights/social-media-trends/

Burton, S. (2019). Future skills for the LIS profession. Online Searcher, 43(2), 42-45.

Dodd, J. (2019). Competency or capacity: Measuring librarians’ potential for success. Journal

         of Library Administration, 59(6), 684-692.

         https://doi.org/10.1080/01930826.2019.1626648

Gruzd, A., Jacobson, J., Wellman, B., & Mai, P. H. (2017). Social media and society:

Introduction to the special issue. American Behavioural Scientist, 61(7), 647-652.

https://doi.org/10.1177/0002764217717567

Iosifidis, P. & Nicoli, N. (2019). The battle to end fake news: A qualitative content analysis of

Facebook announcements on how it combats disinformation. The International

       Communication Gazette, 82(1), 60-81. https://doi.org/10.1177/1748048519880729

Joo, S., Choi, N., & Baek, T. H. (2018). Library marketing via social media. Online Information

        Review, 42(6), 940-955. https://doi.org/10.1108/OIR-10-2017-0288

McElroy, N. (2021, January 10). Social media platforms banning or restricting Donald Trump

in wake of US Capitol violence. ABC news. https://www.abc.net.au/news/2021-01-10/social-media-platforms-that-have-banned-donald-trump/13045730?fbclid=IwAR28N_3_oNGNema1PYzqVzVjW9Q6VtkY3F-VLdLR6fLbQWRuskmqNqoVOtA

Newman, R., Chang, V., Walters, R. J., & Wills, G. B. (2016). Web 2.0 – The past and the

future. International Journal of Information Management, 36(4), 591-598.

https://doi.org/10.1016/j.ijinfomgt.2016.03.010

Nisar, T. M., Prabhakar, G., Stravoka, L. (2019). Social media information benefits, knowledge

management and smart organisations. Journal of Business Research, 94, 264-272.

O’Connell, J., Liu, Y. H., & Wallis, J. (2018a). Social media tools and platforms [Study notes].

In C.Gerts & C.Chans (Eds.), INF506 – Social Networking for Information Professionals.

Interact 2. https://interact2.csu.edu.au/

O’Connell, J., Liu, Y. H., & Wallis, J. (2018b). Library 2.0 – Making it work in your organisation

[Study notes]. In C. Gerts & C.Chans (Eds.), INF506 – Social Networking for Information

        Professionals. Interact 2. https://interact2.csu.edu.au/

Rossmann, D. (2019). Communicating library values, mission, vision, and strategic plans

through social media. Library Leadership and Management, 33(3), 1–9.

https://doi.org/10.15788/2019.08.16

Sparks, J., Bell, K., & Bregman, A. (2020). From handpress to handheld: Rare book and

      special collections libraries forming the #LibrariesOfInstagram [Paper presentation]. 53^rd

Internationa Conference on System Sciences, Hawaii.

https://scholarspace.manoa.hawaii.edu/bitstream/10125/64097/0286.pdf

Van Dijck, J. (2018). Introduction. In J. Van Dijck (Ed.), The Platform Society. Retrieved from

Oxford Scolarship Online.

Williams, M. (2020). The adoption of Web 2.0 technologies in academic libraries: A

comparative exploration. Journal of Librarianship and Information Science, 52(1), 137-

149. https://doi.org/10.1177/0961000618788725

According to Hussain (2020), information professionals are constructing a better world for their patrons by experimenting with the latest technology, however, they are also struggling to keep up the implementation of cutting-edge innovations (p. 16). This brings about considerations for the adaptability of future libraries to the creation of new technologies, and the impact these evolutions will have on the information professionals themselves. The future of public library institutions, such as Eastern Regional Libraries in Melbourne, will need to prepare for the fact that virtual and augmented reality is now a technology being utilised in the present (Hussain, 2020. p. 18). Social media filters are an example of this, as well as virtual tours which have enabled patrons to conveniently access libraries from home (Hussain, 2020. p. 18). Artificial intelligence may also become integrated with institutions such as Eastern Regional Libraries, with Futurice creating a social robot that guides people to books in 2019 (Axelsson, 2019). It will be important for librarians to not feel threatened at becoming obsolete with advancements of artificial intelligence or robots, as this will only enhance user experience and create efficiencies in the working environment (Hussain, 2020. p. 19).

The next phase for public libraries is predicted to be the Internet of Things (IoT), moving on from what we have known as Web 2.0 currently (Hussain, 2020. p. 19). IoT is already on the uprise with human connectivity due to the creation of tools such as smart home devices. These enable voice commands and have an in-built home assistant. Eastern Regional Libraries will need to consider and incorporate IoT in different segments of smart building technology that will assist with cooling, heating, and lighting – which can all be controlled from smart phones and applications. Librarians themselves will need to keep up with the use of mobile apps so that they can readily adapt to an implementation of an IoT technology in their workplace. Libraries have already implemented mobile applications for their patrons, which provides 24/7 access to collections and e-resources (Hussain, 2020. p. 19). It will be important for librarians to progress within their professional development and understand the functionality of applications to remain resourceful to their users.

The potential for libraries to remain relevant is endless if new tools such as 3D Printers and drones are utilised, providing valuable resources to their communities. Drones can provide services to the handicapped as they can be controlled remotely, therefore enabling equal access to the library’s services (Hussain, 2020. p. 19). Many libraries have already introduced such technologies (Hussain, 2020. p. 19), so the possibility for organisations like Eastern Regional Libraries to become creative with these tools is imminent. The future of public libraries and information professionals will rely heavily on the openness to transform and adapt to new technologies that can assist their users.

Photo by Sara Kurfeß on Unsplash

References

Hussain, A. (2020). Cutting edge: Technology’s impact on library services. In Innovations in

        the Designing and Marketing of Information Services (pp. 16-27): IGI Global.

Axelsson, M. (2019). The little robot that lived at the library [Blog post]. Retrieved from

https://towardsdatascience.com/the-little-robot-that-lived-at-the-library-90431f34ae2c

Social media has become a valuable tool for libraries to connect with their patrons, promote their collections and services, and expand their online presence (James, n.d, para 1). Before any organisation presents themselves online, the identity of the business (and individuals) needs to be considered carefully to establish rapport with the audience. It is crucial to the success of a digital identity that guidelines and strategies are created and communicated to staff responsible for engaging with the public platforms – including a clear social media policy (James, n.d, para 3).

According to a paper written by Huang-Horowitz and Freberg (2016), social media platforms present new challenges given the value of online identity and reputation messages for any communication strategy (p. 195). The image projected by the organisation enables the audience to share its content with others, therefore spreading information online rapidly. It is important that what is posted and shared on the organisation’s social media page is appropriate and relevant to the aims and goals of the business. For example, a public library would share content relevant to new collection items, upcoming authors, community announcements, events, and services. It would not be an appropriate platform for an individual staff member to create a post like they would on their personal page, such as uploading photos of their recent holiday trip. An approval process is critical for any scheduled material to be published on behalf of the organisation, to ensure that content is accurate and a reflection of strategic goals. The organisation’s online identity is fundamental to its existence, as it is often articulated by management and shared by individual members (Huang-Horowitz & Freberg, 2016. p. 199).

It is imperative that all individuals remain professional when interacting with clients to maintain the integrity of the online image. It is understood that irreversible damage can be caused through the publication of inappropriate material, or negative interactions with the audience. This is due to technological advancements such as screenshotting, saving images, and sharing via direct messaging applications. Research indicates that online and offline selves are interpenetrating, so it is important that behaviour and communications performed by individuals are relevant to the context (Ozansoy Cadiri & Sagkaya Gungor, 2019. p. 273). A positive online identity has a voice that is clear, consistent, and takes into consideration the management responsible from both the organisation and individuals.

Photo by Glenn Carstens-Peters on Unsplash

References

Huang-Horowitz, N. C., & Freberg, K. (2016). Bridging organisational identity and reputational

messages online: A conceptual model. Corporate Communications: An International 

       Journal, 21(2), 195-212. doi: 10.1108/CCIJ-06-2014-0034

James, S (n.d). Social media ethics: Why you should have a policy. [Blog post]. Retrieved

from https://www.streamcreative.com/blog/bid/52570/Social-Media-Ethics-Why-You-Should-Have-a-Policy

Ozansoy Cadiri, T., & Sagkaya Gungor, A. (2019). Love my selfie: Selfies in managing

impressions on social networks. Journal of Marketing Communications, 25(3), 268-287.

doi:10.1080/13527266.2016.1249390

The core knowledge, skills, and attributes necessary for information professionals has transcended due to the advancements of technology in Web 2.0. Librarians have long left behind the traditional stereotype of the older lady with the stern voice and “shushing” of patrons. Rather than solely being a guardian of books, librarians have now become intertwined with information communication technologies as well as supporting their communities in harnessing these new tools. According to the ALIA, requirements for this role include an understanding of the information environment, services, management, literacies and learning, digital technologies, community engagement, research, behavioural skills, and professionalism (ALIA, 2020). A bit more complex than just looking after books!

It is crucial for librarians in the twenty first century to understand and apply information science knowledge to a variety of diverse information environments, as well as have the willingness to adapt to the changing nature of the library (ALIA, 2020). Core knowledge on how information is originated, stored, organized, preserved, retrieved, modified, and used is a foundational skill for Web 2.0 librarians (ALIA, 2020). The information professional requires a strong skill set in how to utilise library management systems, eResources, mobile technologies and applications, social media and web tools, data analytics, and awareness of emerging technologies for future practice (ALIA, 2020). This competency will reflect the librarian’s interactions with the clients and how information services are provided, as the most up to date resources and publications will be relevant in meeting the patron’s requests.

Librarians need to maintain a keen interest in their communities and engage with them on a professional level, enabling access to information for all people and understanding individual learning requirements. A very important attribute is that information professionals acknowledge Indigenous Australian cultures and work effectively in Indigenous contexts within their role (ALIA, 2020). Web 2.0 librarians require an enthusiasm for lifelong learning and a commitment to ongoing professional development, as the working environment will continue to transform. To be ready for the future, librarians require problem-solving skills, the ability to communicate effectively in different ways, and be unafraid to take risks to adapt with the needs of their patrons (Chun, 2018. p. 37).

Photo by Museums Victoria on Unsplash

References

 Australian Library and Information Association. (2020). Foundation knowledge for entry-level

       library and information professionals. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/library-and-information-sector-core-knowledge-skills-and-attributes

Chun, T. (2018). “Brave before perfect”: A new approach for future-ready librarians. Teacher

      Librarian, 45(5), 35-37.

Twitter is utilized by many libraries to broadcast information to their stakeholders, as well as communicate and engage with their communities. Research has been conducted on the effectiveness of Twitter in outreach and gaining public interest, such as Al-Daihani et al.’s analysis that concluded regular updating and maintaining of Twitter feeds attracts more users (Al-Daihani et al., 2015). Although these is no concrete rule book in how to use Twitter effectively, there are certain ‘how-to’ criteria that formalizes best practice and should be taken into consideration by libraries (Humphreys, 2019. p. 3). This criterion includes approaches such as activity, utilizing tools fully and correctly, considering the audience, strategies, as well as tact and style (Humphreys, 2019. p. 3). Let’s examine and compare two separate Twitter feeds to see how they best utilize social media: American Library Association (@ALALibrary), and Australian Library and Information Association (@ALIANational).

A notable difference between the two feeds is their account name. American Library Association (ALA) makes the ‘library’ word clear in their Twitter handle, enabling any search results containing the term ‘library’ to easily direct users to their page. Australian Library and Information Association (ALIA) do not include the word ‘library’ in their handle, which could lead to their profile being a little ambiguous to users. ALIA does elaborate in their description to make discoverability easier, however it is not completely clear from the outset and may be a barrier to reaching more followers. Both Twitter accounts were created in 2009, which is when the surge of library registrations with Twitter originally occurred and has remained steady since (Humphreys, 2019. p. 7). This is important to note as research has “suggested that the number of followers is dependent on the date on which an account has been created (Humphreys, 2019. p. 16)”. There is a significant contrast in how many followers each page has, with 218,000 following ALA and 11,300 following ALIA as of December 2020.

Comparing the two Twitter feeds, both accounts tweet (and retweet) similar content such as events, new resources, promotions, recent news, and community. Both feeds are very active, with ALA posting at a minimum of 1-2 times daily, while ALIA posts more frequently with 22 tweets on 11^th December alone! Studies have revealed that tweeting at least once a day is a powerful way to keep the library’s audience (both users and non-users) engaged (Alsuhaibani, R. A. 2020. p. 197). The main difference in the content is that ALA posts a lot of original material that they have created, whereas ALIA mainly utilizes the tool of retweeting. Both Associations take full advantage of using imagery to draw attention to their tweets, as well as using hashtags and tagging as a method to attract non-users. The opportunity to improve communication with users has proven to be effective within the presence of both Twitter feeds, therefore bringing about new ways for libraries to remain present and connect with the social media world.

Photo by Chris J. Davis on Unsplash

References

Al-Daihani, S.M. & Alawadhi, S.A. (2015). Exploring academic libraries’ use of Twitter: A

content analysis, The Electronic Library, 33(6), 1002-1015.

https://doi-org.ezproxy.csu.edu.au/10.1108/EL-05-2014-0084

Alsuhaibani, R. A. (2020). One hundred tweets from library land: A case study of RMIT

University Library (Academic library) and State Library of Victoria (public state library) in

Australia. Journal of Librarianship and Information Science, 52(1), 197-207.

https://doi.org/10.1177/0961000618792367

Humphreys, S. (2019). Tweeting into the void? Creating a UK library Twitter list and analysing

best practice – successes and myths, Insights, 32(1), 1-23.

https://doi.org/10.1629/uksg.471

It is undeniable that technology plays a major role in how organisations function within our society. Social media in particular enables organisations to promote business, advertise, and interact directly with clients. Technology has permitted these activities to function beyond the time restrictions of the organisation’s operating hours, allowing the economy to flourish. Along with technology advancements, many job roles have been created to support the harnessing of these tools such as social media analysts, experts, strategists, as well as the creation of global agencies supporting the movement. One example is We Are Social – a group of more than 850 “social thinkers” who believe in the power of social insight to drive business value and work with clients such as Adidas, Netflix, and Amazon (https://wearesocial.com/au/). Any google search will also bring up a variety of social media agencies designed to market and manage platforms for organisations.

Today, organisations need to acknowledge the importance of technology and learn how to harness it correctly. As this was not a consideration previously, businesses run a great risk of failing to thrive if they do not keep up with advancements and take advantage of reaching a greater audience through the internet. Another issue to consider with technological shifts is the timing of investment and implementation. According to Adner and Kapoor (2016), “some technologies and enterprises seem to take off overnight, others take decades to unfold” which can understandably lead to a lot of hesitation from the organisation’s point of view. Not knowing when such transition should occur leads to the fear of being ready too late and missing the boat, or being ready too soon and exhausting resources before the technology revolution begins (Adner & Kapoor, 2016).

An additional consideration for organisations is how to appropriately engage on social media, as one incorrect step can lead to reputational damage that may be irreversible. Posting and sharing on social platforms has a lot of positive benefits as mentioned previously, but it can also have severe consequences to a business if something is leaked or spread amongst users. Even once this original post is deleted, there remains the capability of users to save or screenshot data/photos/videos. Organisations need to consider training staff on how to conduct posts and interactions via these tools to ensure success and sustainability. Privacy is also a massive concern for organisations, given the ability for information to be disseminated so rapidly with the use of technology.

In 2020, The Educause Horizon Report identified key upcoming trends in educational technology including elevation of instructional design, adaptive learning technologies, and artificial intelligence and machine learning (Educause, 2020). Providing insight into the future of technology advances, it is inevitable that innovation will continue at a fast pace, and organisations will be required to adapt and evolve to remain relevant in society.

Photo by Rami Al-zayat on Unsplash

References

Adner, R., & Kapoor, R. (2016). Right tech, wrong time. Harvard Business Review, 94(11), p. 60-67.

Educause. (n.d). 2020 Educause Horizon Report – Teaching and Learning Edition.

       https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-teaching-and-learning-edition

Published in October 2020, Bloemen and Coninck present a study they performed which examines the role of family in correlation to social media use in adolescents and the concept of FoMO (Fear of Missing Out). The concept of FoMO has been explored in previous journal articles, and occurs when three needs are not met: the competence to participate in the world, personal independence, and feelings of social connectedness (Beyens et al., 2016; Przybylski et al., 2013).

The hypotheses within the study predicted that:

1. Adolescents from intact families will experience lower levels of FoMO than those belonging to non-intact families,
2. Those who have high quality relationships with their parents will also experience less FoMO on social media, and
3. Teenagers whose parents have a high-quality relationship with one another will also experience less FoMO than adolescents whose parents have a low-quality relationship.

(Bloemen, N., & De Coninck, D. 2020, p. 3)

The hypotheses for the work performed by Bloemen and Coninck suggests that the greater support an adolescent receives, the less likely they are to feel FoMO in relation to their social media activity. This theory indicates that there is a strong and positive link between social media use and family structure, relationship quality with parents, as well as the relationship quality between parents. Although previous literature has indicated this to be accurate, the findings within Bloeman and Coninck’s 2020 article provided a back-flip, opposite view. It was found that adolescents from intact families experienced MORE FoMO than those who belonging to non-intact families. It is discussed that this could be in relation to adolescents from non-intact families taking on more responsibility at a younger age regarding household duties or caregiving for other siblings, resulting in independence. Interestingly, it was also found that teenagers from non-intact families reported a greater number of social support available to them – potentially due to becoming more reliant on relationships outside of the family unit.

Reflecting upon my personal relationship with social media, I would agree that these findings throughout Bloemen and Coninck’s research to be accurate. Coming from a nuclear, intact family has not resulted in experiencing less FoMO and the feeling of connectedness throughout platforms such as Facebook and Instagram have enabled me to keep up to date with my inner social circles. I do begin to experience feelings of being on the outer if I’m not active on these sites at least once a day, and this could be due partly to the rise of online profiles being introduced while I was an adolescent myself. As a GenY, MySpace was all the rage and a great way to form new social relationships as well as stayed connected with friends. This was an important part of my development and fostered creativity online, I guess you could say it was the gateway to social media addiction!

Although Bloemen and Coninck’s study indicates that adolescents from non-intact families experience less FoMO, I would be interested in learning more about how this is effected by the contact time of parents. As my generation are now raising children within the social media climate, there are increased research possibilities with both parents and adolescents active on social media the effects this has on their relationships and development of FoMO.

Photo by Alexandre Desane on Unsplash

References

Beyens, I., Frison, E., Eggermont, S. (2016). “I don’t want to miss a thing”: Adolescents’ fear of missing out and its relationship to adolescents’ social needs, Facebook use, and Facebook related stress. Computers in Human Behavior, 64, 1–8. https://doi.org/10.1016/j.chb.2016.05.08

Bloemen, N., & De Coninck, D. (2020). Social Media and Fear of Missing Out in Adolescents: The Role of Family Characteristics. Social Media + Society. https://doi.org/10.1177/2056305120965517

Przybylski, A. K., Murayama, K., DeHaan, C. R., Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29(4), 1841–1848. https://doi.org/10.1016/j.chb.2013.02.014