Assessment

Part 3: Reflection

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(Altmann, 2017)

As I begin to formulate my final post for this subject and complete my degree, I find myself being quite reflective. It is both rewarding and satisfying that I am finishing this course with INF506 as it is a timely reminder that I am an information professional and have a responsibility to lead my community. When I first embarked on this learning journey, I remember being exposed to the multiple hats that a teacher librarian wears. Such hats demonstrate the role’s diversity and complexity. It is through this subject that I have discovered yet another element of and layer to this role. I have learnt that as an informational professional one needs to be open and responsive to the environment, trends and innovations of the time for a library to be relevant and to successfully meet the needs of its users.

In this new age of information, Leonhard’s (2016) film on change discusses the new way of working is to embrace technology rather than becoming it. It questions and challenges how one will discover opportunities and respond to one of the most transformational times in human history. I believe that a major influence causing such transformations in society is technology. As mentioned in my Facebook Activity 2 post, studying 25 years ago and studying presently are vastly different processes which highlight just how much of an impact technology has had on the way society and people operate (O’Keefe 2022a). Westcott (2022) and Vitnall (2022) discuss how mobile technology has made it very easy to access and search for information and how as a society we have become very reliant on such technologies. Mundy’s (2022) post examines social media and the impact it can have on organisations when utilising it as a tool to market, interact and communicate with its users. It is clear that technology plays an important role in a society that is data rich, data reliant and data driven (Marin et al., 2021). Although accessed, used and created for different purposes technology’s influence is positive and one that has allowed society to evolve over time. It is almost hard to consider where we would be without it.

Social media is a product of such change and a widespread tool used by over 4.2 billion people (Kemp 2021). Through this subject I have discovered that there are many and varied platforms that could serve a purpose for informational professionals. My eyes have been opened to new possibilities and the potential of social media networks. As an alternative path to connect, communicate, create, share and interact with information (Nisar et al., 2019) I can see community social media sites like Instagram, Facebook and even Tik Tok being beneficial and relevant to students, parents and the wider community. These platforms can promote, enhance engagement, encourage collaboration and provide a quality service. While not limited to, the likes of Twitter, Linkedin and blogs offer more professional conversations, development and networking.

This subject has expanded my Professional Learning Networks (PLNs). I am now using social media sites to inform practice, connect and build relationships with other informational professionals. As outlined in my OLJ Post 9, I expressed the need to reconsider my PLNs and how I engage with them to find that balance (O’Keefe, 2022c). Becoming more active rather than being a passive reader will help develop my PLNs. Moving forward I reflect on Seewald’s (2022) words of wisdom of recognising that one cannot take everything on board at once. Being more selective so that circumstance and purpose are the focus will enhance my learning, understanding and connections.

While social media presents many opportunities Module 5 reinforced that privacy across such systems is a potential challenge in this space. Due to the design of such networks with user generated content being produced, two-way communication and the sheer volume of users, privacy and the protection and security of information are essential (Crocco et al., 2020). Therefore, careful consideration needs to be awarded to the designing and development as well as the maintenance of such sites. Social media policies and procedures need to be in place to ensure that a safe, relevant and a successful environment is created.

Not only are privacy and security a concern so too is the ethical use and distribution of information. Research suggests that there is a misalignment between the law and social media practices when content is being distributed and consumed (Meese & Hagedom, 2019). As an informational professional one of the key responsibilities is to ensure that ethical use of information is understood and developed. Similarly, the teaching of digital literacy on how to access, search and use information is integral. Building an awareness of one’s digital identify is equally as important.

In my first OLJ post, I began by writing that I had recently decided to have a break from social media (O’Keefe, 2022b). What I can now see is that decision was rather ignorant on my part. Although personally I may not wish to delve into this world as much as I have in the past, the professional benefits have been explored and identified. However, with that said what occurs behind the scenes when utilising these platforms is still concerning. Pondering the question posed in Module 6, ‘Where will your journey take you?’, I would like to think that in terms of social media I will not ignore but rather embrace the opportunities it presents. In so doing, this will lead to the development of active and evolving policies and procedures to ensure a secure environment is established. I believe education is key in order to equip users with the skills and competencies to interact with such mediums. As a professional I hope to continue to evolve, create, adopt and collaborate to become a teacher librarian who is relevant and who strives to remain current in providing an excellent service that meets the needs of its users.

References

Altmann, G. (2017). [polaroid social media icons]. Pixabay. https://pixabay.com/illustrations/icon-polaroid-blogger-rss-app-2486501/

Crocco, M. S., Segall, A., Halvorsen, A. -L., Stamm, A., & Jacobsen, R. (2020). “It’s not like they’re selling your data to dangerous people”: Internet privacy, teens and (non-) controversial public issues. Journal of Social Studies Research, 44(1), 21-33.

Kemp, S. (2021, January 27). Digital 2021: The latest insights into the ‘state of digital’. We are Social. https://wearesocial.com/uk/blog/2021/01/digital-2021-the-latest-insights-into-the-state-of-digital/

Leonhard, G. [Gerd Leonhard]. (2016, May 11). Digital transformation: Are you ready for exponential change? Futurist keynote speaker Gerd Leonhard [Video]. You Tube. https://www.youtube.com/watch?v=ystdF6jN7hc

Marin, V. I., Carpenter, J. P., & Tur, G. (2021). Pre-service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 519-535. https:/doi.org/10.1111/bjet.13035

Meese, J., & Hagedorn, J. (2019). Mundane content on social media: Creation, circulation and the copyright problem. Social Media + Society, 5(2). https://doi.org/10.1177/2056305119839190

Mundy, K. [kendall.mundy]. (2022, March 25). OLJ task 4: Reflections on the impact of change. Journalling Through My Masters of Education. https://thinkspace.csu.edu.au/kendall/2022/03/25/olj-task-4-reflections-on-the-impact-of-change/

Nisar, T. M., Prabhakar, G., & Strakova, L. (2019). Social media information benefits, knowledge management and smart organizations. Journal of Business Research, 94, 264-272. https://doi.org/10.1016/j.jbusres.2018.05.005

O’Keefe, A. [Alison O’Keefe]. (2022a, March 6). It actually blows my mind to see how far technology has evolved in the last 20 something years. [Comment on the Facebook post Facebook Activity 2]. Facebook. https://www.facebook.com/groups/263092359252292

O’Keefe, A. [AOK]. (2022b, February 25). OLJ task 1 (module 1) Social media and society journal task analysis. Reflections. https://thinkspace.csu.edu.au/aok1/2022/02/25/olj-task-1-social-media-and-society-journal-task-analysis/

O’Keefe, A. [AOK]. (2022c, April 20). OLJ task 9 (module 3) PLN adoption. Reflections. https://thinkspace.csu.edu.au/aok1/2022/04/20/olj-task-9-module-3-pln-adoption/

Seewald, A. [angela.seewald]. OLJ post 9: PLN adoption (module 3). Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2022/05/02/olj-post-9-pln-adoption-module-3/

Vitnall, J. [jye_vitnell]. (2022, March 19). OLJ task 3: Mobile exploration. Reading is what? Fundamental! My learning and reflective journey to becoming a teacher librarian. https://thinkspace.csu.edu.au/jyesjourney/2022/03/19/olj-task-3-mobile-exploration/

Wescott, R. [rachaelwestcott]. (2022, May 12). Surfing the web.  INF506 Reflective Journal. https://thinkspace.csu.edu.au/inf506reflectivejournal/2022/05/12/surfing-the-web/

Part 2: Extended Post

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Social Media and Privacy

(Winkler, 2020)

Introduction

The evolution of web technologies has transformed how the internet is used. It has moved from a one-way street, where you could only search for and read information, to being utilised for communication, a product of user generated content, data sharing and society building (Salim et al., 2022). The web environment has dramatically changed since the introduction of Web 2.0 tools, applications and web services including social media. This has allowed two-way communication and users being able to contribute content. As a result of such changes there is a growing concern regarding the privacy of sensitive information of users.

Social Media and Privacy

Privacy is defined as the need for protection, security and the control of who has access to personal information (Kramer & Schawel, 2020). The risk of privacy loss in social networking is almost unavoidable due to the large number of users (Cho et al., 2020). Many people have a strong motivation to protect their privacy and perceive their information as private property (Kramer & Schawel, 2020). Whilst there may be rules in place to control the distribution of such information, the balancing of self-disclosure (behaviour) and motivation for privacy (attitude) needs to be equal to help protect oneself. Building an awareness about limiting the amount of personal information shared on online environments and the possible repercussions of what is shared is essential. Respecting the private data of others through web presence and interactions (Hernández-Martín et al., 2021) is as equally as important as having strong social media policies in place that target both privacy and the use of technology.

The very nature of social media platforms is to share thoughts, knowledge and information with online networks. Many people utilise social media daily (Kemp, 2021) to maintain social relationships (Kramer & Schawel, 2020). It offers a fast way to interact and publish personal information such as age, relationship status and points of view with other users through the creation of profiles as well as the exchange of words, videos and photos. It is through this generated content that sets of data and digital trails are created and in fact can cause a threat to the privacy of one’s information (Crocco, et al., 2020). The sharing of this type of user generated data (private information), referred to as self-disclosure, has the potential to be collected, analysed and shared by service providers with third party organisations or other persons for various purposes such as advertising, research or business (Marino, 2021). Also known as data mining, this can be very harmful causing data privacy to be breached.

Implications for schools and libraries

We live in a society that is data rich, data reliant and data driven (Marin et al., 2021). The adoption of social media platforms is being utilised as a powerful tool to provoke change and promote connectivity, interaction and collaboration in educational organisations (Giannikas, 2020; Manca, 2020). As schools and school libraries continue to embrace social media to market, connect and inform (Akwang, 2021), data privacy has become a major concern. As a teacher librarian it is very important that I ensure appropriate policies, guidelines and practices are in place at a school and individual level. Such measures will go towards protecting the privacy of our users as well as ensuring a safe and transparent environment is established (Liew, 2022). It is also essential that we educate students, staff and the wider community about information and digital literacy to equip them with the skills to be digitally competent thus ensuring the safety of all (Pangrazio & Selwyn, 2019). This can occur on many levels. Educating students, staff and parents about appropriate information that can be shared, using security settings when interacting on social media platforms, finding credible and reliable information, and the ability to spot when something isn’t quite right are integral components of digital citizenship. Etiquette as well is an important part of digital literacy and a very important part of digital competence.

In order to prepare future generations, proficiency in digital competence is necessary (Marin et al., 2021). Early education is the key. Research suggests that many pre-adolescents are ignorant and unaware of what occurs behind the scenes of the platforms they are utilising (Crocco, et al. 2020). Exposure to the competence of protecting personal data and digital content does not occur only when starting to interact on social media. Instead, seeds can be planted as soon as people become of school age or start interacting with the web environment. In my Year 1 library lessons we currently focus on a unit of work that explores, “How can I stay safe online?” The very topic of keeping your personal information private is explained through the adventures of fictitious sea animals. Similarly, with the increase of fake news and misinformation, my Year 5 class focusses on evaluating information online to find credible and reliable sources for their research. Although this is not directly related to social media usage and privacy, it provides some foundational understanding.

Disseminating information on this topic should not be left to teacher librarians alone. The ICT General Capabilities in which these topics fall is the responsibility of all teachers. A whole school approach is required. Monk’s (2021) research suggests that school-based intervention strategies to help prevent harm from young people’s image sharing, should enable them to develop positive social norms and employ defined expectations of appropriate behaviours when online. It also recommends instilling moral and social reasoning skills along with the ability to make wise decisions.

Conclusion

In order to promote the positive use of social media and protect the privacy of its users not only do schools need to have proactive policies and procedures in place but they also need to be supported by a committed leadership team to develop a safe and positive school culture. Educating, building an awareness, and implementing strategies to enhance the digital literacy and competencies amongst the staff, students and the community about technology use, will aid in enabling a safer environment in which they interact and communicate.

References

Akwang, N. E. (2021). A study of librarians’ perceptions and adoption of Web 2.0 technologies in academic libraries in Akwa Ibom State, Nigeria. The Journal of Academic Librarianship, 47(2), 102299. https://doi.org/10.1016/j.acalib.2020.102299

Cho, H., Li, P., & Goh, Z. H. (2020). Privacy risks, emotions, and social media: A coping model of online privacy. ACM Transaction on Computer-human Interaction, 27(6), 1-28. https://doi.org/10.1145%2F3412367

Crocco, M. S., Segall, A., Halvorsen, A. -L., Stamm, A., & Jacobsen, R. (2020). “It’s not like they’re selling your data to dangerous people”: Internet privacy, teens and (non-) controversial public issues. Journal of Social Studies Research, 44(1), 21-33.

Giannikas, C. (2020). Facebook in tertiary education: The impact of social media in e-Learning. Journal of University Teaching and Learning Practice, 17(1), 23-36. https://doi.org//10.53761/1.17.1.3

Hernández-Martín, A., Martín-del-Pozo, M., & Iglesias-Rodríguez, A. (2021). Pre-adolescents’ digital competences in the area of safety. Does frequency of social media use mean safer and more knowledgeable digital usage? Education and Information Technologies, 26(1), 1043-1067. https://doi.org/10.1007/s10639-020-10302-4

Kemp, S. (2021, January 27). Digital 2021: The latest insights into the ‘state of digital’. We are Social. https://wearesocial.com/uk/blog/2021/01/digital-2021-the-latest-insights-into-the-state-of-digital/

Kramer, N. C., & Schawel, J. (2020). Mastering the challenge of balancing self-disclosure and privacy in social media. Current Opinion in Psychology, 31, 67-71. https://doi.org/10.1016/j.copsyc.2019.08.003

Liew, C. L. (2022). Let’s talk about risks: A pillar framework for social media risk management in memory institutions. Online Information Review, 46(2), 375-390. https://doi.org/10.1108/OIR-08-2020-0380

Manca, S. (2020). Snapping, pinning, liking, or texting: investigating social media in higher education beyond facebook. The Internet and Higher Education, 44(January), 100707. https://doi.org/10.1016/j.iheduc.2019.100707

Marin, V. I., Carpenter, J. P., & Tur, G. (2021). Pre-service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 519-535. https:/doi.org/10.1111/bjet.13035

Marino, B. (2021). Privacy concerns and the prevalence of third-party tracking cookies on ARL library homepages. Reference Services Review, 49(2), 115-131. https://doi.org/10.1108/RSR-03-2021-0009

Monks, H., Barnes, A., Cross, D., & McKee, H. (2019). A qualitative exploration of electronic image sharing among young people: Navigating the issues of conformity, trust, intention, and reputation. Health Education & Behavior, 46(2_suppl), 106S-113S. https://doi.org/10.1177/1090198119873921

Pangrazio, L., & Selwyn, N. (2019). ‘Personal data literacies’: A critical literacies approach to enhancing understandings of personal digital data. New Media & Society, 21(2), 419-437. https://doi.org/10.1177/1461444818799523

Salim, S., Turnbull, B., & Moustafa, N. (2022). Data analytics of social media 3.0: Privacy protection perspectives for integrating social media and Internet of Things (SM-IoT) systems. Ad Hoc Networks, 128. https://doi.org//10.1016/j.adhoc.2022.102786

Winkler, M. (2020). [Privacy policy]. Pixabay. https://pixabay.com/photos/privacy-policy-dsgvo-5243225/

OLJ Task 9 (Module 3) PLN Adoption

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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 around 400 words.

Is it a matter of too many pies or not the right ingredients?

(Bucknall, 2020)

Like any professional, the renewal, continued learning and development of skills, knowledge, understanding and attitudes are necessary in order to remain relevant, fresh and successful within one’s field. Professional learning and engagement are ways that information specialists seek to maintain this. Restrictions such as costs, lack of support and often being lone practitioners within a setting, have led many information professionals to utilise the Web 2.0 world, in particular social media, to communicate, collaborate and network with others professionally (Luo & Hostetler, 2020). Not only does this platform provide knowledge and tools but it also builds a sense of community (Sturm & Quaynor, 2020).

Through engaging in this course and with every subject I undertake, I have been exposed to many new avenues and sectors within the Web 2.0 world and find myself developing personal learning networks (PLNs), to the point where at times, I feel both overwhelmed and excited by the enormity as well as the possibilities There is a lot to know and to learn. Reflecting on Utecht’s 5 stages of PLN adoption I would say that I am currently somewhere between Stage 3 and 4. I am like a sponge trying to soak up everything, however, information overload hits and I step into stage 4. If I am being completely honest, I feel I am not very productive at all and now ponder have I missed a stage; stage 2 Evaluation of networks. It is a bit like the old saying of ‘one having a finger in too many pies’ and not really benefitting from it or developing understanding of topics. I also question have I even mastered Stage 1 of Immersion. Active involvement and collaboration look very different to a bystander reading and observing.

There are endless numbers of networks online that all seem valuable. I follow a variety of Facebook pages. I am a member of teacher librarian groups, both locally and nationally, and I rely on Yammer at a system level to upskill myself and further my knowledge. I would like to explore blogs and Twitter more in the future. What I have now come to realise is that rather than wanting to know it all and have all the pies, I need to ensure I actively engage with less content, the right ingredients, for the specific need and or circumstance required. PLNs are powerful tools but to be effective I need to go back and evaluate, refine and actively immerse myself into my PLNs in order to be able to hit Stage 5 and find that balance. This way I will be creating and developing many and varied pies of my own in no time at all.  

References

Bucknall, M. (2020). [Pies]. Unsplash. https://unsplash.com/photos/m3yFLj5Jr6M

Luo, T., & Hostetler, K. (2020). Making professional development more social: A systematic review of librarians’ professional development through social media. The Journal of Academic Librarianship, 46(5), 102193. https://doi.org/10.1016/j.acalib.2020.102193

Sturm, E., & Quaynor, L. (2020). A window, mirror, and wall: How educators use Twitter for professional learning. Research in Social Sciences and Technology, 5(1), 22-44.

Utecht, J. (2008, April 3). Stages of PLN adoption. The Thinking Stick. https://www.thethinkingstick.com/stages-of-pln-adoption/

OLJ Task 2 (Module 2) The Influence of Technology on Society.

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Based on your exploration, try to summarise in 400 words what you know and think about the influence of technology on society in general and specifically on organisations. What are some of the main points organisations have to consider that they may not have had to consider in the past?

I thought that the Thermomix was a relatively new concept. Like all good librarians, when considering whether to purchase something, I conducted some research on the makes, models and of course prices of these raved about machines. When doing so, I came across this picture.

Graphical user interface, application Description automatically generated

 (Evolution of the thermomix, n.d.)

I was both surprised and impressed at just how long these machines had been around in one form or another. The constant technical development and added functionality have created an indispensable kitchen item for many households. This technology has changed how people cook, with many households now opting for this all-in-one appliance.

Like the evolving Thermomix, the continual development of new technologies has had a huge influence on both individuals and organisations within society. Technology has become a normalised part of society (Van Dijck, 2018) with the internet, mobile devices, online platforms and social media being used as a means of conducting everyday tasks and activities. Today people interact and utilise technology daily for entertainment, socialisation and learning experiences (Abeer et al., 2018; Kemp, 2021).

The global pandemic has made it very clear just how important technology is and the impact it can have (Plotinsky, 2022). Technology allowed students to continue to learn, facilitated an alternative way of working for professionals, enabled a way of informing and communicating with society regarding the latest updates and changes occurring, and provided a means of collaborating as well as being a source of entertainment.

Organisations, in particular school libraries, use technology to develop a relationship with its users. Technology allows access, connects, informs and supports its users through a variety of means which in turn creates a relationship. Whether it is making the school library visible, aiding the functionality and accessibility of it, meeting the digital and technological needs of the clientele or is used as a way of collaborating and communicating, technology enables and empowers people.

In this ever changing, fast paced society it is important that as society changes so too must the school library to ensure it is relevant, current and accessible for all users. School libraries also have a responsibility to equip its users with both the skills and understanding of the digital environment in order to navigate, create and transfer knowledge. It is also essential that privacy, safety, fairness, equality and accountability are considered (Van Dijck, 2018) in order to maximise the benefits offered by technology.

Technology has enabled things one would never have thought possible, possible. Growing up as a child in the 80’s watching ‘The Jetsons,’ thinking how cool it would be to live in a society like this, in fact, is not far from reality. Fast forward thirty plus years and although we aren’t ‘living The Jetsons lifestyle’, we have definitely come a long way. Who knows what will be next?

(Jetsons, 2012)

References

Abeer, A., Alamri & Bader, A. & Alsaleh. (2018). Transforming education in the gulf region: Emerging learning technologies and innovative pedagogy for the 21st century. The American Journal of Distance Education, 32(1), 74-77.

Kemp, S. (2021, January 27). Digital 2021: The latest insights into the ‘state of digital’. We are Social. https://wearesocial.com/uk/blog/2021/01/digital-2021-the-latest-insights-into-the-state-of-digital/

Nycscout. (2012). Jestons. [Photograph]. Flickr. https://www.flickr.com/photos/scoutingny/7779411260/in/photostream/

Plotinsky, M. (2022). The future of education. Education World. https://www.educationworld.com/teachers/future-education

Thermomix. (n.d.). [Evolution of the thermomix]. Thermomix. https://thermomix.com.au/pages/then-now-always

Van Dijck, J. (2018). Introduction. In J. Van Dijck, T. Poell & M. de Waal (Eds.). The platform society. Oxford University Press. https://doi.org/10.1093/oso/9780190889760.003.0001.

Assessment 1: The Role of a Teacher Librarian

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As a classroom teacher, having not ever worked in a school library before, I would have to say my knowledge and understanding of a Teacher Librarian was very limited. Now having had some experience in a school library, I have quickly discovered that the role of a Teacher Librarian is not one dimensional but in fact quite complex.  There are many layers to this role.

Teacher librarians play an integral part in schools.  Not only are they the keepers of books, Teacher Librarians themselves are a walking and talking resource with a diverse set of skills which are shared regularly with students, staff and the wider community. Not any given day is the same, which to me makes this role so exciting and enjoyable.  Do we have..?  Can you fix…?  Where can I find…?  Can we use…? What do you think about…? Are just some of the questions a teacher librarian can be asked each day.  I must admit, I do not have all the answers to these questions yet but I am working on it.

I am very new to this role and know that I have a lot to learn and that there is plenty of room for growth and development.  The following are my initial thoughts about the role of a Teacher Librarian.

  • First and foremost, Teacher Librarians need to provide a multipurpose space where people feel safe and comfortable to visit. By building this learning environment, students will engage in a range of learning opportunities and have a space where they feel welcomed and supported.

 

  • The promotion of reading and reading for enjoyment is another important component. At times, this can be challenging especially for reluctant readers. However,  I believe it is important to expose students to range of quality literature, to hopefully spark students interests and get them hooked on reading and to also challenge students to broaden and extend their reading.

 

  • In focused lessons each week, along with the sharing and appreciation of literature, I view Teacher Librarians as skill builders. It is very important to teach information literacy to empower students to be able to access information and research with precision and confidence. Just as important, is the teaching of digital skills and processes. Now that we live in a digital world, we need to equip students with the knowledge and skills on how to access and safely use technology.

 

  • Developing and managing a collection of resources that are relevant to the curriculum is another important aspect of the role. Current resources and an update system is vital for providing both students and staff a rich learning experience.

 

  • Another layer of the role is working collaboratively with others, managing staff and being responsible for a budget.

 

  • Finally Teacher Librarians need to be current and up to date with professional knowledge and practice in order to contribute to the school community.

 

I lost a remarkable colleague this week.  This wonderful woman has taught me that above all this, it is essential to be approachable, open, positive and passionate about what you do.  I  aspire to be all these things in my new role.