April 2022 – Seoul Learning

OLJ Task 6: Embracing a Library 2.0 ethos (Module 3)

Although Laura Cole spoke six years ago regarding digital libraries, there are several key points that remain highly pertinent to our school library spaces here at Seoul Foreign School (SFS). Although stated at the end of her talk, the key takeaway is that technology is here to stay, and we need to harness and exploit it to our patron’s benefit, otherwise we are actively denying them resources (TedxTalks, 2016). She acknowledged that change is challenging, but we need to get on board (TedxTalks, 2016).

Laura spoke passionately about those who do not have access to physical library spaces, whether it be through reasons such as illness or disability. It did make me reflect on how our libraries supported our students and community through the Covid pandemic when we were all virtually teaching and learning online. I know the teacher-librarians beefed up the e-book availability on the databases we subscribe to, but I don’t think it was advertised well. We don’t have a separate library page within our school website, nor a Facebook account. We do have access to the SFS Instagram account and very occasionally library news is posted there, but there was nothing to do with services available during Covid. I think we are fairly new to this method of promotion and advocacy. This ties well in with a third point made by Laura, that librarians are no longer the custodians or protectors of the physical spaces and books (TedxTalks, 2016). She encourages us to move with changing paradigms and embrace new roles that Library 2.0 provides; to be “navigators and cultivators” of information (TedxTalks, 2016). Our librarians may need to upskill and to exploit the digital resources that we have at our disposal. (I’m thinking particularly about myself as I join the library team in August 2022.)

A fourth takeaway point for me was Laura’s point that the library is often referred to as the “third space” (TedxTalks, 2016). Our community ‘vibe’ has been much dampened by Covid, and parents/guardians have not been allowed on the school campus. However, traditionally our library spaces haven’t catered well for the wider school community, whether it be in digital or physical aspects and I would like to be a part of this change. Although not necessarily linked to technology, a welcoming space with programs run for the community fits in with the collaborative and participatory nature of the Library 2.0 ethos (American Library Association, n.d).

Word count: 408

References

American Library Association. (n.d.). Library 2.0. ALA American Library Association. https://www.ala.org/tools/atoz/library-20

TedxTalks. (2016, April 16). The reimagined library: Where will it find you? [Speech video]. Youtube.

OLJ Task 2: The influence of technology on society (Module 2)

Figure 1. Technology. Note: From Technology. Harris, N. (2015, February 7). Flickr. https://tinyurl.com/mmrb5m89

In my lifetime, I have written letters by hand, listened to the static crackle of a fax machine, tapped basic messages on a Nokia, and streamed Netflix on a smartphone. The changes in technology over such a short period have been extreme and have affected not only us as individuals but as societies as well. Although we are more interconnected, it has thrown up new opportunities as well as challenges for organisations. This post will touch upon the challenges brought about by the fast paced nature of technology, in addition to safety and privacy concerns.

Due to the 24/7 nature of technology that allows contact with employees around the clock, organisations have to think carefully about how to manage their expectations. Emails, posts, reels and tweets sent at all hours of the day can put pressure on employees to be constantly connected and respond in a very short time frame, or risk looking lazy or unavailable. At my school and school library organization, this has resulted in teachers feeling like they had to be available very late at night and early in the morning to respond to students and parents. We were experiencing the positives of having fast internet and digital platforms to use, yet at times our digital learning and teaching lives intruded very much into our personal lives (Bauwens et al., 2020 p. 1). This resulted in a discussion between the employer and employees. The school now strongly encourages the use of scheduled emails and other digital communications only within work hours (8am – 5pm).

Our “platform society” (Van Dijck et al., 2018, p. 1) has raised another challenging issue in regards to privacy and safety online. As teachers, we are particularly concerned with student privacy online. Organisations have had to respond with policies in regards to the use of social media between students and teachers, and what teachers can post on their personal and professional accounts in regards to their teaching environment and their students. In addition, we have had to think carefully about how to teach digital safety and citizenship to our students (Gleason and von Gillern, 2018, p. 200). To be effective, this must be done in a manner that is non-judgemental and undertaken by teachers who are up to date with current trends.

Other areas that organizations need to respond to as a result of technology include copyright and plagiarism issues and the spread of disinformation. The 2021 Educause Horizon Report has also identified mental health and the increasing digital divide as “macro trends” (Pelletier et al., 2021, p. 4 ) that in particular educational organisations need to address.

Word count: 434

References

Bauwens, R., Muylaert, J., Clarysse, E., Audenaert, M., & Decramer, A. (2020). Teachers’ acceptance and use of digital learning environments after hours: Implications for work-life balance and the role of integration preference. Computers in Human Behavior, 112, 1-9. https://doi.org/10.1016/j.chb.2020.106479

Gleason, B., & Gillern, S. von. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Educational Technology & Society, 21(1), 200-212.

Harris, N. (2015, February 7). Technology [Photograph]. Flickr. https://tinyurl.com/mmrb5m89

Pelletier, K., Brown, M., Brooks, C., McCormack, M., Reeves, J., Arbino, N., Buzkurt, A., Crawford, S., Czerniewicz, L., Gibson, R., Linden, K., Mason, J., & Mondelli, V. (2021). 2021 Educause Horizon Report. Educause. https://library.educause.edu/resources/2021/4/2021-educause-horizon-report-teaching-and-learning-edition

Van dijck, J., Poell, T., & De waal, M. (with Dijck, J. Van.). (2018). The platform society. Oxford University Press. https://doi.org/10.1093/oso/9780190889760.001.0001

OLJ task 1: Social Media and Society – Journal Article Analysis (Module 1)

Figure 1. Mom’s Twitter lesson part 2. Note: From Mom’s Twitter lesson part 2. Levine, A. (2010, November 29). Flickr. https://www.flickr.com/photos/37996646802@N01/5220058302

I read “The Protective Role of the Internet in Depression for Europeans Aged 50+ Living Alone” by Sliva et al. (2022). These authors used a large sample size (64,260 people) to ascertain as to whether the internet has a role in preventing depression among people aged 50+ who live alone (Silva et al., 2022, p.6.) A literature review undertaken by the authors outlined studies that provided varying degrees of whether the internet provided positive, neutral or negative effects to those people living alone (Silva et al., 2022, p.2). As a result of mixed findings, the authors felt that further research was needed to shed more light on the topic area (Silva et al., 2022, p.2).

The results of their study found that those who used the internet were less likely to experience depression (Silva et al., 2022, p. 5). Although not specified in the study, I am sure that communication with loved ones, the ability to research services and have access to information at the fingertips may contribute to feelings of well-being and lessen loneliness and depression. The results of the study do raise an important point of inequalities in accessing the internet. Some in the 50+ age group may not have the knowledge of how to use the internet, nor have access to either an internet connection or a device (mobile or computer). It also makes me think about the importance of public libraries that offer free internet access to those who do not have access from home. As Silva et al. (2022, p. 2) suggest, these findings could inform policies in regards to digital inclusiveness and older people. It was in thinking about this that I came across the Australian Digital Inclusion Index (2022) which I had not heard of before.

I have long been skeptical about the use of the internet and social media platforms in our lives. However, I am beginning to realise I am somewhat of a hypocrite. I have not been able to return to Australia for 2.5 years due to Covid and travel restrictions. However, I have maintained contact with my family with Whatsapp all over the world and this has made a significant difference in feeling connected. Studies such as these exploring the benefits of being technologically connected help challenge my viewpoint. It also makes me think of my elderly Grandmother, who lived alone on an isolated farm. I wonder what she would have thought of Whatsapp and I’m a little sad she didn’t get to experience it.

Word count: 421

Please note that I relied on the CSU Referencing Summary to guide my most of my citations for the Online Learning Journal.

References

Australian Digital Inclusion Index. (2022). Key findings and next steps. Australian Digital Inclusion Index. https://www.digitalinclusionindex.org.au/

Levine, A. (2010, November 29). Mom’s Twitter lesson part 2 [Photograph]. Flickr. https://www.flickr.com/photos/37996646802@N01/5220058302

Silva, P., Matos, A. D., & Martinez-pecino, R. (2022). The protective role of the internet in depression for Europeans aged 50+ living alone. Social Media + Society, 8(1), 1-9. https://doi.org/10.1177/20563051221077675