Tag: Social Capital
Protected: INF506 Assessment 2 – Evaluation and Reflection
On to the Future – Reflection on INF506 Module 6
This post, #7 of 8 will be a short post, given that the other posts are soooo long. (I can hear you cheering!)
What is the potential for the future of an organisation with which you are familiar?
I have learned a lot from this course, more than I thought and I’d say that it should be a required course, rather than an elective, as it definitely nutted out the finer details required for having a safer online presence both personally and professionally. While the ‘digital footprint’ was covered in ETL523 (Digital Citizenship), the how to’s and wheretofor’s where not as clear as they were in INF506 (Social Networking for Information Professionals). I can also see how I am now much better equipped to safely navigate social media and utilise it as a tool to improve the learning experiences of my students, build a community of practice with staff and improve connections with local and global societies.
What impact might the future have on us as information professionals?
Certainly, I now can clearly see the value of building social capital for my students, the school staff and the community and having social media and communication plans and policies in terms of saving the world from complete destruction and violence in such a way that I hadn’t seen it before.
It is my hope that the value of having a teacher librarian in schools will be increased, given the global need for information literacy in our society at present, not just digitally but in all social media.
Moreover, as an information professional, my immediate future entails a 2000 word assessment. Ciao!
The Role of Social Media Policies – Reflection on INF506 Module 5
OLJ Task 12: Social media strategy / Policy development
There are indisputable benefits of social media (bringing communities and organisations closer together, creating more opportunities for engagement). Having previously discussed how it is no longer a question of if we should embrace social media, but how, when deciding to take the plunge into social media as an organisation, research from Di Gangi, Johnston, Worrell & Thompson (2018) points out that we must consider hiring practices and internal and external risks from all stakeholders perspectives – mitigating any possible negative circumstances.
In particular, Di Gangi, et al. (2018) recommend organisations consider writing social media policies to prepare for ALL internal and external legal, social and technical risks, such as:
- Legal: Classified/confidential/private information sharing; and Inappropriate/unethical/illegal content use; ;
- Social: Misrepresentation of the organisation’s views, values or mission by individuals which diminishes the organisation’s reputation both internally and/or externally; Misinformation or errors in content by users or staff (including ‘fake news‘ aka propaganda, deception, manipulation, fabrication, news satire and news parody used to spread mis-information with potential to cause social, corporate and political unrest and instability (Rampersad & Althiyabi, 2020)); [This makes me think of how, when books first started being published, humans believed them to be the absolute truth – simply because of the belief that if it were written down than it must be true. Similarly, the evolution of news radio and then televisions had similar effects, humans believed everything they saw on television as true (and in some cases, advertising to
children has had considerable back lash and regulation because their brains are not fully developed enough to determine fact from fiction). Is the evolution of fake news and the need to determine the validity of information on social media – eg. the determination between fake news and real news, any different then than the ability say, to determine war propaganda as false? Just because the means – social media vs newspapers for example – has changed, should the consequences for negative behaviours not be the same?… Food for thought.] - Detrimental distortions of market perceptions by providing a coordinating platform or disproportionate voice/visibility to minority opinions with questionable basis in fact; Misperception that the organisation is not adept at social media platforms or that what is offered is less than what is available face-to-face; Accidental or unauthorised third party searches or sharing of information or resources over an unlimited period of time (possibly for economic gain or with intent to cause harm) that is beyond the organisation’s control; Reduced staff efficiency or increased distraction;
- Technical: Third party unauthorised use of the platform account(s) to cause harm; Increased server/band-with/technology resource requirements; Temporary outages or updates required; Malware (malicious software)/false profiles/false posts/false content uploads that cause damage to the organisation, staff or resources.
LOVE THIS VIDEO! I’ve shared it with everyone I know on Facebook:
Communication Plan
Bunker (2017) discusses the purposes of choosing a social media platform and directs us to the American Library Association (ALA) for their recommendations on creating a communication plan. Bunker (2017) also recommends that organisations prepare for a successful leap into social media platforms by frequently reviewing, surveying and knowing our context and patrons’ information needs, knowing what communication methods they prefer, aiming to match and connect the face-to-face attitude and environment with the online environment and to not be afraid to take some risks – trialling several platforms to find what works best. Bunker (2017) also suggests we clearly determine our goals for pursuing social media platforms (eg. increased awareness of our values, connections and partnerships with community, increased traffic and outreach in our library and online, strengthened loyalty and trust, real-time news and update delivery, awareness of our resources and programs, modelling digital citizenship, teaching and demonstrating information literacy or research skills, and building links to other media networks.
Moreover, the research by Humphries (2019), supported by King (2015), states that if we decide to partake in organisational social media, we must be prepared to not only plan strategically but also we must monitor engagement if we want to reach social media optimisation.
King (2015) even goes so far as to say that we must have a pre-emptive understanding of social media analytics to help set and reach goals for growth, engagement, interactions, visits, or even larger goals like building connections or partnerships, improving information literacy, or other strategic plan goals. And I just realised that I’ve been running a Facebook (FB) teachers group (Teachers Who Know Me) with about 160 members for 5 years and I did not know about the ‘Insight’ section as the group admin. I immediately had a look and my analytics are pretty woeful, (basically, no interaction from my teacher friends who all seem to use FB socially rather than professionally) but the graphs and information available are pretty amazing. (They’ve also just updated the tagging system to include hashtags so that is helpful and I can find something I’ve posted much easier now).
In looking at the different analytics discussed in King (2015) I am curious about how fast these platforms are changing. Google+ was replaced with GoogleCurrents (neither faring very well) and Flickr is just not on my radar for images as I prefer to get them from Creative Commons (CC). Which leads me to the question, do CC provide analytics for those uploading images? I looked at their site and they do collect ‘Cookies’ for CC use but what about those who are uploading? Perhaps it is something they might consider?
Content creation
Bunker (2017), supported by Peacemaker, Robinson & Hurst (2016), and Xu & Saxton (2018) recommend we attempt to improve the social media algorithms and increase our target audience’s ‘social capital‘ by linking our content to popular topics, utilising # (hashtags), hyperlinks, images, videos, global and local network links (a variety of diverse ‘community ques’), gradually increasing our viewer rates over time.
Bunker (2017) also provides a framework for creation of content that links to the organisation’s mission, vision, values or strategic plan – recommending a few strategies, but having read her lists, I’ve created my own template for this social media (strategy) plan which I will include in my final assessment.
It also occurs to me that an organisation would need to have a central location for all of the social media account information, given the constant flux of staff in most education settings. Thus, I’ve created another page on my GoogleSheet (also to be included in the final assessment).
Trouble shooting: See NSW Department of Education. (2018). Social media implementation procedures.
References
Bunker, L. (2017). Picking a platform and finding a voice. In S. W. H. Young & D. Rossmann (Eds.), Using Social Media to Build Library Communities : A LITA Guide. Blue Ridge Summit, UNITED STATES: Rowman & Littlefield Publishers.
Di Gangi, P. M., Johnston, A. C., Worrell, J. L., & Thompson, S. C. (2018). What could possibly go wrong? A multi-panel Delphi study of organizational social media risk. Information Systems Frontiers, 20(5), 1097-1116. doi: 10.1007/s10796-016-9714-2
Humphreys, S. (2019). Tweeting into the void?: Creating a UK library twitter list and analyzing best practice – successes and myths. Insights, 32, 1-23.
Peacemaker, B., Robinson, S., & Hurst, E. J. (2016). Connecting best practices in public relations to social media strategies for academic libraries. College & Undergraduate Libraries, 23(1), 101-108. doi: 10.1080/10691316.2016.1134244
Rampersad, G., & Althiyabi, T. (2020). Fake news: Acceptance by demographics and culture on social media. Journal of Information Technology & Politics, 17(1), 1-11. https://doi.org/10.1080/19331681.2019.1686676
Xu, W., & Saxton, G. D. (2018). Does stakeholder engagement pay off on social media? A social capital perspective. Nonprofit and Voluntary Sector Quarterly, 48(1), 28-49. doi:10.1177/0899764018791267
Introduction to Social Media – Reflection on INF506 Module 1
OLJ task 1: Social Media and Society – Journal Article Analysis
Self Esteem and Social Media, a Reflection:
I’ve selected the article by Lavrence & Cambre (2020) because it (and a few other of the articles provided) brings up another issue (in addition to those I mentioned in my previous post – not part of this assessment) with social media use: self esteem. The world of online interaction is a reflection of our 3 dimensional ‘real’ world, but it isn’t itself particularly ‘real.’ There has been a lot of research behind the use of magazines and their impact on the self esteems of various people. Men, young men, women, and just people in general. It makes sense therefore for the content to remain influential, despite the mode of delivery changing from printed magazines to electronic forms and social media.
Just as history has been written by the winners and images have been photoshopped and filtered, so too should we expect social media to be rife with filters and propaganda style imagery. To pretend that social media is responsible for the concepts of “raced, gendered, classed, aged, abled” information belies the historical examples of these issues in our society. The only thing that has changed is the mode of delivery and as educators we must help our students be aware of these issues so that they can identify them and discredit or stand up to them where necessary.
I particularly liked the phrase: “(we must) recast validation for appearance as a primary source of female empowerment through ideologies of online visibility” (Lavrence & Cambre, 2020, p.3). In terms of editing ‘selfies,’ I personally find them empowering. I occasionally play with the filters and then take a ‘real’ (unfiltered) photo in order to ground myself. I can generally tell when I need to get more sleep or apply creams to my skin or frizz gel to my hair from these experiences but don’t particularly notice my esteem changing. Nor do I notice my esteem changing when I see digitally enhanced images on the internet. Celeste Barber is a great master at this as well on Instagram – often copying ‘fake’ videos and images with more realistic versions. We still need validation for our appearance, we still need empowerment and we need to recognise different ideologies of online visibility, and we can still do these things with ‘selfies.’
I had not heard of ‘rinsta’ and ‘finsta’ but the concepts are interesting. I like to change photos sometimes because the normal camera filter does not represent the true beauty that I felt in that moment. Sometimes it is a selfie and sometimes it is a sunset. I consider these slightly edited images real, even though I also use the #nofilter on those occasions were the original represented near perfect reality. I think it is important to help our students develop their ‘digital forensic gaze’ (Lavrence & Cambre, 2020, p.11) to help them maintain a more stable self-esteem, particularly those who identify as cis-women, but as we’ve seen in the magazine era, not limited to cis-women.
Introduction to Social Media – Reflection on INF506 Module 1
Is social media good for us, or do we perceive it to be bad based on (possibly) outdated perceptions of healthy interaction?
I’m no stranger to social media. I have accounts on all of the top platforms, although I find Twitter a more boring version of Facebook and rarely check it) and even have my own Facebook group (#teacherswhoknowme). I am, in fact, questioning the benefits given the amount of time I spend on it instead of doing other, more traditionally ‘productive’ activities.
Yet, growing up, I was addicted to reading. I thought nothing of spending entire days in bed reading a stack of books that I checked out from the library, or later in my teens, books I’d bought in used bookstores. I even had a best friend who shared my love of reading and we’d chill in her room for entire weekends reading or going to bookstores and libraries. It seems a weird thing to do now but at the time, it never occurred to us. It probably saved us from the pursuits of boredom that impact teen behaviour today. (e.g. We weren’t hanging out at the shopping mall, smoking cigarettes or creating graffiti, etc).
Furthermore, my brother and I grew up playing outside a lot, as typical in the childhoods of the 1980’s and prior, but I remember when we moved in to live with my dad that my step mother lamented that we spent too much time on the sofa watching TV. What they did not take into account was our ‘social capital’ (Lampe, 2015) had changed. We no longer felt confident to roam outside freely and we preferred to stick together in our new environment. Similarly, the social capital of today’s youth has changed.
Nothing remains static in this world, why should socialising methods? Apart from the need for our society to increase their levels of physical activity to negate the health impacts of a sedentary lifestyle, why shouldn’t we be able to socialise primarily via diverse social media platforms, spending ‘time and effort’ building friendships in this environment, particularly if ‘communication of all forms builds relationships’ (Lampe, 2015).
This reminds me of the readings on ‘participatory culture’ / 21st century learning skills.
Another change to society is that social media allows us to have more ‘weak ties’ (Lampe, 2015) with a larger amount of people, building the amount of information to which we have access makes collaboration easier, and improves access to information for those who may have limited access in their physical environments.
Yes, I probably spend ‘too much’ time on Facebook. And I can definitely say that this is related to the stress I feel on particular days, living in a new house that needs renovating in a new town with my children increasingly occupied in their own pursuits and my husband having to commute and spending more time at work. I need the connection and I need it to be familiar. I just need to remember to have a healthy work – life balance!
(Note: Some colleagues don’t like to use Facebook / social media for work purposes as it has the potential to cross over their work – life balance)
Social Media and Education
Akcaoglu & Bowman (2016, 2.1) are spot on when they say that the use of Facebook by educators creates “more interest in and perceive(d) more value in course content, (with students feeling) closer to the course and perceive(d) their instructors as more involved.” [However it is important to note that if I try to utilise Facebook in a primary school setting, it will not be for the use of my students as they are all ‘under age’ by the terms and conditions created by Facebook (and Instagram, etc) and I will therefore have to be creative in enabling global connections for my students.]
Personally, I am glad to not have to use the discussion forums anymore as the students waffle on. With Facebook, we are all used to ‘soundbites’ or snippets of information, scrolling on when we see long posts so I’m hopeful the waffling will be minimal with this course. (Save the waffling for your blog, I say!)
I am also reminded of the readings from Digital Citizenship, where we need to use 21st Century Learning devices for 21st Century learners…
Social media influence and misinformation
Gruzd, Wellman & Mai (2017) offer important points regarding social media, in terms of its influence and misinformation. Advertising (influence) is difficult to spot – in fact, individual people advertise on social media often just as well as corporations – and do so without cost to themselves. YouTube and Instagram have become renown for their social media ‘influencers’ (people who make a living using their personal social media platforms as advertising on behalf of larger corporations and even governments or those with political agendas). ‘Alternative facts’ or misinformation (lies – as I prefer to call them) are now as rife as hidden advertisements on TV, junk mail in the post and spam emails once were. As educators, we must help our students recognise these traits and use social media responsibly!
Link to Glossary of Social Media Terms
References
Akcaoglu, M., & Bowman, N. D. (2016). Using instructor-led Facebook groups to enhance students’ perceptions of course content. Computers in Human Behavior, 65(C), 582-590. doi: 10.1016/j.chb.2016.05.029
Gruzd, A., Jacobson, J., Wellman, B., & Mai, P. H. (2017). Social media and society: Introduction to the special issue. American Behavioral Scientist, 61(7), 647-652. doi:10.1177/0002764217717567
Lampe, C. [TEDxTalks]. (2015, April 6). Is social media good for you? TEDxUofM. [Video] https://www.youtube.com/watch?v=po01VlNvCcQ
Lavrence, C., & Cambre, C. (2020). “Do I Look Like My Selfie?”: Filters and the Digital-Forensic Gaze. Social Media + Society. https://doi.org/10.1177/2056305120955182
