Reflective Statement

Throughout this session, I have created an online learning journal where a variety of topics were explored about social networking and how Web 2.0 is impacting information professionals. Specific topics discussed included mis/disinformation, client expectations, Web 2.0 within libraries, social media comparisons, information/digital literacy, and the future for information professionals. Completing this online learning journal enabled me to reflect upon various issues surrounding social media and how different information organisations are effectively using various platforms to reach broader audiences. Creating the blog was a great learning experience because I had not created anything like this previously. The experience was challenging because I found it difficult to write in a less formal style rather than a structured essay format. The process of creating the blog space was enjoyable because I have used Thinkspace previously for other subjects and am quite familiar with the design aspects. Creating the content for the blogs was very interesting and I enjoyed exploring different resources and reading other student blogs. An informal learning community such as this, can encourage participation and motivate students to learn from each other (Giannikas, 2020). This type of learning experience enabled me to immerse myself in the world of social media and build upon my prior knowledge of social networking.

Before this subject, I was aware of most social media platforms but was personally apprehensive to use most of them. This was due to a lack of interest and not wanting to spend unnecessary time on my phone. Although I had existing accounts on Facebook, Twitter and Instagram I was only actively using Facebook. I like the simplicity of Facebook and find it to be very user-friendly. I have always found the other platforms to be more complicated and not useful for my needs. However, as I explored different platforms and how different organisations were using them, I was able to gain further understanding and observe how they could be useful tools within information agencies. I focused my learning on public libraries because of my current employment within Logan City Council libraries. Because my workplace does not currently maintain any social media platforms for patrons, I was interested in learning how social media can be successfully implemented within this setting.

Initially, I viewed social media platforms as a simple way to promote events and programs to the public. However, after gathering a better understanding of the different platforms and how they work I realised they can serve a much greater purpose. As discussed by Dolan et al., (2017), social media platforms can change the way organisations communicate with users and can increase participation. Using social media as a two-way communication tool can improve user engagement by allowing a more effective exchange of information and encouraging collaboration (Nisar et al., 2019). My understanding of this aspect of social media was further achieved by completing assessment one on this subject. This assessment enabled me to put myself in the position of someone trying to promote the use of social media within a library setting. Exploring the use of social media within a real organisation gave practical insight as to how libraries can effectively use these platforms. Additionally, it was interesting to discover that the use of social media was not limited to larger organisations but was being successfully implemented in smaller libraries such as the Gympie Regional Libraries. Libraries are using social media to promote programs and events; receive feedback; provide live updates (e.g., library hours); stream live events; and for entertainment (e.g., funny memes). This kind of interaction is not only informative but can encourage patrons to actively engage with social media by commenting and providing feedback. This feedback is critical to ensure libraries continue to meet evolving user needs (Pucciarelli, 2017). Ellson, (2020) suggests the use of quick polls for feedback which is a function that I have personally participated in on Facebook. Using functions like this via social media is an effective way to receive instant feedback and potentially reach a broader audience.

Before participating in this subject, I assumed that organisations used multiple social media platforms solely to reach different users. Although true, I also learned that different social media platforms serve different purposes. For example, TikTok is used to share short video content whereas Instagram is designed to share pictures. It became clear that these different purposes should be considered when choosing which social media platforms to implement within a library (Pucciarelli, 2017). Additionally, it could be useful to maximise audience potential by implementing multiple platforms to share different information. For example, in assessment one, I recommended supporting the library’s existing Facebook page with an Instagram page. I did this because Instagram is a platform that is popular with a broad range of users but is commonly used by younger audiences (Mon & Koontz, 2020). In addition to reaching broader audiences, Web 2.0 can also increase access to collections (Akwang, 2021). Access has always formed a critical component of a library’s mission and Web 2.0 can be used to increase accessibility and engage the broader community (W3C, 2018). This can be achieved by increasing online content (e.g., digital resources) but also by providing access to live or pre-recorded online events. Providing more online content will increase access and contribute to maintaining relevance in the future.

Public libraries are accustomed to facing challenges and have always had to justify their existence. Hussain’s (2020) article expressed how public libraries are shaped by society. In a rapidly changing society, user needs are constantly evolving, and organisations must adapt quickly to maintain relevance and meet these needs (Department of Internal Affairs, 2020). Public libraries have successfully met these changing needs by evolving into community hubs where people can meet, collaborate, study, learn and participate in a variety of programs and events. Additionally, libraries have become essential facilitators of lifelong learning, taking on the responsibility of ensuring members of the community can remain active participants in society (Yoshida, 2021). As new technologies evolve, many daily tasks have become increasingly difficult without some understanding of how to use technology. For example, smartphones have become increasingly complicated for older members of the public to use. Libraries have taken on a strong educational role within the community to ensure patrons have the digital literacy skills to complete simple tasks such as emailing and banking. Furthermore, as more people access social media and the internet, the need for online safety education is critical. Misinformation is commonplace on social media and the best way to assist the community is to educate people on how to recognise false information (Niemiec, 2020). Learning about social media and its connection to misinformation enabled me to gain further insight into the many issues that can arise with Web 2.0.

With all its advantages, Web 2.0 also presents libraries with numerous issues. For example, like the services and resources provided, library staff must also constantly evolve to facilitate the delivery of services and assist patrons in using electronic resources. Technology skills are now an essential skill for library staff and due to this, constant professional development is required (Joel & Ibrahim, 2021). Additionally, extra staff will be required to maintain social media platforms regularly if they are to be implemented successfully. These staff will require training to ensure they have the skills to understand protocols and successfully maintain social media pages (Mon & Koontz, 2020). Other problems to consider are the costs involved in staffing as well as purchases, ongoing maintenance, upgrades, and privacy issues. To assist in overcoming these issues, social media policies must be created to ensure evolving user needs are met.

When learning about social media policies, I realised that this would be a very challenging, complex area. Social media is constantly changing which means that social media policies also need to be updated regularly. Mon and Koontz (2020) recommend regularly assessing social media sites and updating policies regularly. Social media policies are complex and must consider the social, cultural, educational, ethical, and technical issues of the networked world (Barrett-Maitland & Lynch, 2020). This is because social media is designed to share information and when information is shared, privacy issues can occur. Additionally, social media is a magnet for undesirable behaviour where people feel comfortable in the online environment and express feelings in ways they may be reluctant to in person. Social media policies will guide staff so that they can respond to issues in an appropriate, consistent manner. To support this, social media policies must align with organisational goals and mission which within a public library setting should centre around patron needs (Ihejirika et al., 2021). Therefore, it is important to understand the intended audience and social media can be used to identify user needs (Li et al., 2020). Throughout this subject, I have learned that social media can be used in many different settings as a useful tool to meet various user needs.

Social media is actively used within my workplace, where numerous platforms are used to facilitate internal communication. My workplace uses Yammer to communicate to the entire organisation, advertising current events and personal achievements. Additionally, my library branch uses Microsoft Teams to communicate daily operational information such as when work has been completed, maintenance issues, training opportunities, and program updates. Casual staff members also have a Facebook Messenger group so that we can share our shift allocations and any pertinent information. Organisations can benefit greatly from social media by enabling two-way communication which can not only foster the practical sharing of information but also build strong collaborative relationships (Nisar et al., 2019). Completing assessment one allowed me to explore different platforms that are used for internal communications. I found this challenging because I was less familiar with using social media for this purpose and struggled to find one that might be suitable for a smaller library. After some exploration, I eventually decided upon LinkedIn. I have had my own LinkedIn account, but I wasn’t aware that you could create a private group. To explore this function further, I created my own “Fake Library” group so that I could see if it was suitable. The LinkedIn private groups are aesthetically and functionally similar to Facebook. I discovered that you could share formal and informal information in various formats which were ultimately suitable for the organisation in assessment one. This process of exploring different platforms contributed greatly to my overall learning experience and I discovered more functions that enabled me to better understand how these social media platforms could be used within organisations.

Completing this subject has broadened my existing knowledge about Web 2.0 and how social media platforms can be used within information organisations. Although social media presents numerous challenges, it has also positioned itself as an important and valuable tool within society. Social media has established itself as an effective means to engage with patrons and keep them well informed. Social media is also an effective tool for internal communications, encouraging a collaborative, transparent team environment that builds strong relationships which can assist in meeting organisational goals. While it is necessary to continue communicating via traditional means (e.g., posters, pamphlets, emails), it is important to continue to evolve with societal needs to reach a broader community. From this subject, I have learned that with careful planning and policy, Web 2.0 can be used as an asset to assist in meeting organisational goals by fulfilling evolving patron needs.

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.

Altmann, G. (n.d.). Woman girl balloon thought [Image]. Pixabay. https://pixabay.com/illustrations/woman-girl-balloon-thought-bubble-1172718/

Barrett-Maitland, N., & Lynch, J. (2020). Social media, ethics and the privacy paradox. In C. Kalloniatis & C. Travieso-Gonzalez (Eds.), Security and privacy from a legal, ethical, and technical perspective. IntechOpen. https://doi.org/10.5772/intechopen.90906

Department of Internal Affairs. (2020). Strategy for a digital public service. Department of Internal Affairs. https://www.digital.govt.nz/assets/Digital-government/Strategy/Strategy-for-a-Digital-Public-Service.pdf

Dolan, R., Conduit, J., & Fahy, J. (2017). Creating, contributing, and consuming behaviour. In B. Rishi & S. Bandyopadhyay (Eds.), Contemporary issues in social media marketing (pp. 102-116). Routledge.

Ellson, S. (2020, August 19). New features on LinkedIn in 2020. LinkedIn. https://www.linkedin.com/pulse/new-features-linkedin-2020-sue-ellson/

Giannikas, C. (2020). Facebook in tertiary education: The impact of social media in e-learning. Journal of University Teaching and Learning Practice, 17(1), 3.

Hussain, A. (2020). Cutting Edge: Technology’s Impact on Library Services. In J. Jesubright, & P. Saravanan (Eds.), Innovations in the Designing and Marketing of Information Services (pp. 16-27). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-7998-1482-5.ch002

Ihejirika, K. T., Goulding, A., & Calvert, P. (2021). Rethinking academic library use of social media for marketing: management strategies for sustainable user engagement. Journal of Library Administration, 61(1), 58-85. https://doi.org/10.1080/01930826.2020.1845547

Joel, A. P., & Ibrahim, F. L. (2021). Digital competencies needed by librarians and information professionals for knowledge management of 21^st-century university libraries in Borno State. Library Philosophy and Practice, (March), 1-15. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-

Li, F., Larimo, J., & Leonidou, L. C. (2020). Social media marketing strategy: definition, conceptualization, taxonomy, validation, and future agenda. Journal of the Academy of Marketing Science, 49(1), 51-70. https://doi-org.ezproxy.csu.edu.au/10.1007/s11747-020-00733-3

Mon, L., & Koontz, C. (2020). Marketing and social media: a guide for libraries, archives, and museums. Rowman & Littlefield Publishers.

Niemiec, E. (2020). COVID-19 and misinformation: is censorship of social media a remedy to the spread of medical misinformation?. EMBO Reports, 21(11), e51420. https://doi.org/10.15252/embr.202051420

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

Pucciarelli, F. (2017). Strategizing social media presence. In B. Rishi & S. Bandyopadhyay (Eds.), Contemporary issues in social media marketing (pp. 217-226). Routledge.

W3C. (2018). Web Content Accessibility Guidelines (WCAG) 2.1. W3C. https://www.w3.org/TR/WCAG21/

Yoshida, Y. (2021). Public libraries as places for self-directed lifelong learning: narratives of empowerment. Information Research, 26(1). https://doi.org/10.47989/irpaper888

The future for information professionals

Hussain, A. (2020). Cutting Edge: Technology’s Impact on Library Services. In J. Jesubright, & P. Saravanan (Eds.), Innovations in the Designing and Marketing of Information Services (pp. 16-27). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-7998-1482-5.ch002

Technology has impacted all aspects of life and has altered how libraries serve the community. Public libraries have always existed to provide access to information and resources to keep members of the community well informed. Hussain’s (2020) article explains how this fundamental mission has not changed, however, the types of information and how it is disseminated are constantly evolving. Hussain (2020) discusses how libraries are still essential assets to the community but must continue to evolve to meet changing user needs so that relevance is maintained. Public libraries have already been successfully achieving this through the provision of services and resources such as robotics, 3D printers, e-resources, STEAM activities, and tech help sessions. These services and resources ensure all members of the community can access free educational opportunities to gain the skills needed to remain active participants in society. However, within a constantly evolving society, libraries must continue to adapt to changing user needs.

Public libraries have already long moved away from the simple purpose of providing access to physical books. Public libraries have transformed into community hubs, and advances in technology have contributed to this. Palmer (2022) suggests that public libraries of the future will house fewer books which will provide more physical space where people can come together to collaborate and innovate. Through these spaces, libraries can facilitate the sharing of knowledge by creating opportunities for people to make new connections and foster communication. Patrons are seeking spaces where they can meet, socialise, collaborate, study, and create. This means that libraries not only need more physical area but also spaces that can accommodate different purposes. Libraries are already providing a variety of spaces such as quiet study rooms, maker spaces, sensory areas for children, and meeting rooms. By creating these innovative spaces, libraries can engage with patrons in new and exciting ways.

Innovative technology presents innovative ways to engage with patrons but can also present some challenges. Hussain (2020) identifies several issues including initial purchase costs and the ongoing maintenance and upgrade costs. Additionally, library staff must possess the ability to adapt quickly and constantly learn new technological skills (Md Yatim et al., 2019). However, although challenging, the future of public libraries is full of exciting opportunities. Public libraries are constantly diversifying services, and technology enables this to expand beyond the physical spaces by providing online resources, learning experiences, and reaching new audiences through social media (Arup University, 2015). I think that the future of public libraries will see constant change, however, technology can be used as a positive asset to ensure relevance is maintained and the growing needs of our communities met.

References

Altmann, G. (n.d.) Earth network blockchain [Image]. Pixabay. https://pixabay.com/illustrations/earth-network-blockchain-globe-3537401/

Arup University. (2015). Future libraries: workshops summary and emerging insights. https://www.arup.com/perspectives/publications/research/section/future-libraries

Hussain, A. (2020). Cutting Edge: Technology’s Impact on Library Services. In J. Jesubright, & P. Saravanan (Eds.), Innovations in the Designing and Marketing of Information Services (pp. 16-27). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-7998-1482-5.ch002

Johnson, G. (n.d.). Social media [Image]. Pixabay. https://pixabay.com/vectors/social-media-connections-networking-3846597/

Md Yatim, N., Nasharudin, N., Samsudin, N. F., M Said, S., & Tarsik, N. F. (2019). Recognizing the personal competencies of future information professionals. Acta Informatica Malaysia, 3(1), 21-23.  http://doi.org/10.26480/aim.01.2019.21.23

Palmer, M. (2022). Study of future public library trends & best practices. Public Library Quarterly, 41(1), 83-107. https://doi-org.ezproxy.csu.edu.au/10.1080/01616846.2020.1868224

Information/Digital Literacy

Digital literacy has become an increasingly prominent issue within the technologically developing society and has transformed the services provided within public libraries. Public libraries have increasingly taken on an educational role, particularly where older patrons are concerned. In society, many in-person services have either been removed completely or have become increasingly harder to access (e.g., Centrelink, banking). Within public libraries, patrons regularly need assistance completing daily tasks such as accessing emails, printing, scanning to email, using smartphones and…well…anything and everything! This was evident throughout the COVID-19 pandemic where patrons came to public libraries for assistance to create MyGov accounts, upload proof of vaccination certificates, and download the Check-in app. At my workplace, the local doctor’s surgeries were even referring their patients to the library to access this service. Library staff are adept at embracing new challenges and are a jack-of-all-trades.

The ability to adapt quickly and diversify services is a frequent occurrence within public libraries. Although this can be challenging for libraries and library staff, it does present exciting opportunities, allowing the provision of additional services and resources and broader audiences to be reached (Aba and Makinde, 2020). Public libraries play a critical role in ensuring patrons have the skills needed to become active participants in society.

From my experience, a lack of digital literacy skills is not limited to a specific age group and can be just as prominent in younger people who may not possess the knowledge to understand internet safety. Additionally, parents often lack the technical skills and knowledge to successfully pass on appropriate skills to their children (Hernández-Martín et al., 2021). This includes internet safety, in particular, social media which is frequently used to spread misinformation. The most effective way to reduce the spread of misinformation is to increase awareness through education (Rampersad & Althiyabi, 2020). Public libraries are well-positioned to provide these educational opportunities to the community. Public libraries exist to provide equitable access to information and support the lifelong learning of all citizens (Yoshida, 2021). Public libraries are critical to ensure all members of the community possess the information/digital literacy skills that enable them to remain successful participants in society.

References

Aba, J. I., & Makinde, T. O. (2020). Relevance of Web 2.0 for Library Services in the Digital Era. In A. Tella (Ed.), Handbook of Research on Digital Devices for Inclusivity and Engagement in Libraries (pp. 382-405). IGI Global. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-5225-9034-7.ch020

Hernández-Martín, A., Martín-del-Pozo, M., & Iglesias-Rodríguez, A. (2021). Preadolescents’ digital competencies 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

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

 Yoshida, Y. (2021). Public libraries as places for self-directed lifelong learning: narratives of empowerment. Information Research, 26(1). https://doi.org/10.47989/irpaper888

Comparing the Twitter presence of the ALA and ALIA

I thought it would be interesting to compare the Twitter presence of two similar organisations which have the same fundamental purpose. The American Library Association (ALA) and Australian Library and Information Association (ALIA) are both organisations that provide leadership and support to library staff through the provision of professional development opportunities and the sharing of relevant information. Both organisations actively accomplish this through their websites and social media platforms, including Twitter.

Both organisations have held Twitter accounts since 2009 with the ALA joining only four months before ALIA. Understandably, due to broader demographics, ALA has a larger number of followers with over 200,000 (ALA, n.d.) compared to ALIA which has approximately 11,000 (ALIA, n.d.). Interestingly, however, ALIA (n.d.) has Tweeted over 40,000 times as opposed to ALA (n.d.) which has only produced approximately 28,000 Tweets. Both organisations tweet regularly (at least once a day) which is important because regularly engaging with the audience ensures interest is maintained (Li et al., 2020).

Organisations need to understand the intention of a social media platform and identify who the target audience is and their motivations for viewing the site (Li et al., 2020). These Twitter profiles are both directed toward information professionals, or anyone interested in the library field. The information being shared by ALA includes event advertising, merchandise advertising, recaps of past events, and library-related news. There are regular Tweets about book banning in libraries which is a topic that users actively engage with. ALIA shares similar information, with a focus on professional development opportunities for library professionals, merchandise advertising for special events (e.g., National Simultaneous Storytime), advertising conferences, highlighting libraries, and general information about libraries. Both profiles regularly provide current information while also re-tweeting prevalent information such as upcoming events.

Both profiles are successfully reaching the intended audience with many Tweets being “liked” and “retweeted” with occasional comments throughout. This indicates that people are engaging with the organisations and the information being shared is relevant and of interest to the target audience (Heggde and Shainesh, 2018). Both ALA and ALIA are sharing important resources for professional development and providing a way for people to make connections with like-minded peers where they can further engage and build a professional network (Singaraju et al., 2016). Although there are few lengthy comments from users, I still believe these Twitter profiles to be a success. Microblogging is designed for quick, short posts with valuable, relevant information. Both ALA and ALIA are successfully achieving this by providing relevant, meaningful information to their target audience which can encourage further discussion and collaboration.

References

Altmann, G. (n.d.). Twitter [Image]. Pixabay. https://pixabay.com/illustrations/twitter-social-media-icon-social-3319619/

American Library Association. (n.d.). Tweets [Twitter profile]. Twitter. Retrieved March 28, 2022, from American Library Association (@ALALibrary) / Twitter

Australian Library and Information Association. (n.d.). Tweets [Twitter profile]. Twitter. Retrieved March 28, 2022, from https://twitter.com/alianational

Borup, J. (n.d.). Twitter [Image]. Pixabay. https://pixabay.com/vectors/twitter-social-media-icon-social-2430933/

Heggde, G., & Shainesh, G. (Eds.). (2018). Social media marketing: emerging concepts and applications. Palgrave Macmillan.

Li, F., Larimo, J., & Leonidou, L. C. (2020). Social media marketing strategy: definition, conceptualization, taxonomy, validation, and future agenda. Journal of the Academy of Marketing Science, 49(1), 51-70. https://doi-org.ezproxy.csu.edu.au/10.1007/s11747-020-00733-3

Singaraju, S. P., Quan, Nguyen, Q. A., Niininen, O., & Sullivan-Mort, G. (2016). Social media and value co-creation in multi-stakeholder systems: a resource integration approach. Industrial Marketing Management, 54, 44-55. https://doi-org.ezproxy.csu.edu.au/10.1016/j.indmarman.2015.12.009

Librarian 2.0

Web 2.0 has influenced libraries, impacting not only how they are managed but also the services provided. Web 2.0 has changed the way information professionals collect, store, retrieve and distribute information (Akwang, 2021). Web 2.0 enables libraries to increase user engagement and participation by increasing online content; promoting library activities, services, and resources; and increasing access to collections (Akwang, 2021). However, with these advances comes great responsibility for library staff, necessitating the development of new skills beyond traditional roles.

Libraries have always had a strong focus on customer service, meaning it is necessary to constantly evolve to meet changing user needs. Rapidly evolving technology has meant that many people are lacking the digital literacy skills needed to complete tasks that are becoming increasingly more convenient online (e.g., Centrelink, banking). Information professionals can provide access to various technologies and services to ensure people can develop the digital literacy skills needed to complete everyday tasks (Ayinde and Kirkwood, 2020). To achieve this, staff must have the necessary skills and the ability to adapt to the constantly evolving digital world (Burton, 2019). This will ensure libraries maintain the delivery of relevant resources and services to the community.

What skills does a modern-day information professional need? Interpersonal skills are still a critical component in the information industry but are now joined by strong information technology skills (Joel and Ibrihim, 2021). Digital skills are necessary to operate library management systems and provide a variety of services (Hamad et al., 2021). Each day library staff assist with a multitude of general computer queries as well as photocopying, teaching robotics, 3D printing, social media, and accessing online resources (just to name a few). User queries are often dependent upon current issues and trends. For example, during the COVID-19 pandemic, my workplace had dozens of patrons each day requiring assistance creating a myGov account and then uploading their vaccination certificate. This is evident of the significant role technology plays within a library environment and the need for staff to embrace lifelong learning to maintain the skills required to meet evolving user needs.

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.ezproxy.csu.edu.au/10.1016/j.acalib.2020.102299

Altmann, G. (n.d.). Laptop [Image]. Pixabay. https://pixabay.com/illustrations/laptop-notebook-man-businessman-1071781/

Ayinde, L., & Kirkwood, H. (2020). Rethinking the roles and skills of information professionals in the 4th Industrial Revolution. Business Information Review, 37(4), 142-153. https://doi.org/10.1177/0266382120968057

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

Hamad, F., Al-Fadel, M., & Fakhouri, H. (2021). The effect of librarians’ digital skills on technology acceptance in academic libraries in Jordan. Journal of Librarianship and Information Science, 53(4), 589–600. https://doi.org/10.1177/0961000620966644

Joel, A. P., & Ibrahim, F. L. (2021). Digital competencies needed by librarians and information professionals for knowledge management of 21st-century university libraries in Borno State. Library Philosophy and Practice, (March), 1-15. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-

Kosmowski, J. (n.d.). Scrabble [Image]. Pixabay. https://pixabay.com/photos/scrabble-board-game-game-4370255/

Client experience comparison

People have always expected a high-quality customer experience when visiting any destination and these expectations remain high when

visiting an online platform. Furthermore, within a rapidly changing digital world, this also means that constantly evolving user expectations must be met. The Department of Internal Affairs (2020, p. 13) states that “Society and people’s needs are changing faster, and we must be able to respond and adapt quickly”.

To meet these expectations, several elements contribute to achieving overall customer satisfaction. Design, accessibility, and how customers are engaged are critical components to the success of any website or social media platform. These components form part of a set of guidelines provided by the World Wide Web Consortium which ensures equal access to all users including those with disabilities (W3C, 2018). The following table provides a brief description of how three libraries from around the world are meeting customer experience needs.

When I think about what I look for when I access a website or social media platform, I am initially drawn to the physical appearance. Then I look at how easy it is to find the information I’m looking for. I need the information to be up-to-date and it’s reassuring to know that someone is regularly maintaining the site. The provision of accurate information that is updated regularly reassures users that the website is well cared for with current, relevant information (Dalhousie University, n.d.). Of these three institutions, I suggest the New York Public Library has the most visually appealing and functional website. It has easily accessible information, which is current, accurate, and updated regularly. These components have all contributed to a positive client experience on The New York Public Library website.

References  

Dalhousie University. (n.d.). 6 criteria for websites. Dalhousie University. https://cdn.dal.ca/content/dam/dalhousie/pdf/library/CoreSkills/6_Criteria_for_Websites.pdf

Department of Internal Affairs. (2020). Strategy for a digital public service. Department of Internal Affairs. https://www.digital.govt.nz/assets/Digital-government/Strategy/Strategy-for-a-Digital-Public-Service.pdf

Elijas, E. (2021). A top shot of a cup of coffee on brown envelopes [Photograph]. Pexels. https://www.pexels.com/photo/a-top-shot-of-a-cup-of-coffee-on-brown-envelopes-6956182/

Hassan, M. (n.d.). Survey [Image]. Pixabay. https://pixabay.com/illustrations/survey-feedback-poll-employee-3957027/

W3C. (2018). Web Content Accessibility Guidelines (WCAG) 2.1. W3C. https://www.w3.org/TR/WCAG21/

Fake News throughout the COVID-19 pandemic

Cotter, K., DeCook, J. R., & Kanthawala, S. (2022). Fact-checking the crisis: COVID-19, infodemics, and the platformization of truth. Social Media + Society, 8(January). https://doi.org/10.1177/20563051211069048

In the above article, the authors aim to determine how various social media platforms responded to the sharing of misinformation during the initial stages of the COVID-19 pandemic. The study focuses on three platforms (Facebook, Twitter, and YouTube) and addresses the use of various fact-checking methods throughout the pandemic. The policies from these platforms support the principle that facts should arise from the in-depth discussions and ideas shared amongst a diverse group of contributors (Cotter et al., 2022). This method allows users to establish fact from fiction by gathering a variety of information from other people within the discussion. However, as the pandemic progressed, other methods were introduced to control the rapid spread of misinformation.

Cotter et al. (2022) found that initially, these platforms controlled covid-related mis/disinformation by reducing visibility. However, all three platforms implemented new methods which used both human (fact-checking organisations) and automated processes to mediate the content being shared. The content was either removed, demoted, or labeled to reduce the amount of mis/disinformation being circulated (Cotter et al., 2022). By applying this labeling approach, users were still able to access the information (which supports the platform’s policies) to enable communities to draw their conclusions through the sharing of all information. By demoting or removing misinformation, the platforms were also able to amplify authoritative posts, thus making them more visible to users. For example, the release of the video entitled “Plandemic” was released via Twitter containing extensive misinformation. While this video has now been removed, a message now appears directing users to the Australian Government website for accurate information.

Although it is impossible to remove all misinformation from social media, the various platforms found the amplification of accurate information a positive compromise in finding a balance of accurate and inaccurate information (Cotter et al., 2022). Although I agree that this is a positive approach in the fight against misinformation, I think there should also be a focus on ensuring people have the skills to recognise fact from fiction. The spread of disinformation can lead people to a state of panic and confusion which can trigger anxiety and social media fatigue (Najmul Islam et al., 2020). Throughout the pandemic, it was found that people who had exceptionally low scientific knowledge and relied heavily on their intuition tended to create and share incorrect information (Pennycook et al., 2020). Education is key to ensuring people have the tools to enable them to recognise misinformation and know where to locate accurate material (Niemiec, 2020).

The authors of this article present a well-researched, transparent article and explicitly state that no financial support was received for the research project. The authors reported from a non-biased viewpoint while showing some concern about the strong dependence on users independently determining fact from fiction. I agree that while people should have the freedom to express their own opinions and beliefs, it would seem irresponsible to allow the circulation of potentially harmful information without some moderation. Without moderation, vulnerable users would trust and further spread misinformation. Managing misinformation is challenging for social media policymakers but frequent creators of false information should be monitored (Aswani et al., 2020). Considering the endless amount of information being created on the various social media platforms, I think they do have some good systems in place to weed out malicious misinformation which was discussed well in this article.

References

Aswani, R., Kumar Kar, A., & Vigneswara Ilvarasan, P. (2020). Experience: managing misinformation in social media-insights for policymakers from Twitter analytics. Journal of Data and Information Quality, 12(1), 1-18. https://doi.org/10.1145/3341107

Cotter, K., DeCook, J. R., & Kanthawala, S. (2022). Fact-checking the crisis: COVID-19, infodemics, and the platformization of truth. Social Media + Society, 8(January). https://doi.org/10.1177/20563051211069048

Franganillo, J. (2021). Fake news [Photograph]. Unsplash. https://unsplash.com/photos/34zq7tzqRSw

Najmul Islam, A. K. M., Laato, S., Talukder, S., & Sutinen, E. (2020). Misinformation sharing and social media fatigue during COVID-19: an affordance and cognitive load perspective. Technological Forecasting and Social Change, 159(October). https://doi.org/10.1016/j.techfore.2020.120201

Niemiec, E. (2020). COVID-19 and misinformation: is censorship of social media a remedy to the spread of medical misinformation?. EMBO Reports, 21(11), e51420. https://doi.org/10.15252/embr.202051420

Pennycook, G., McPhetres, J., Zhang, Y., Lu, J. G., & Rand, D. G. (2020). Fighting COVID-19 misinformation on social media: experimental evidence for a scalable accuracy-nudge intervention. Psychological Science, 31(7), 770-780. https://doi.org/10.1177/0956797620939054