I started INF506 at the beginning of this semester with a very different mindset to how I am finishing INF506. Entering this subject, I thought I had a profound and substantial knowledge of the social media world. I mean, I have several social media accounts, what more was there to learn? Being an avid user of social media since my late teens, I truly entered this subject thinking it would just reiterate what I already know. However, now that I am concluding and reflecting upon my time in INF506, several themes have become apparent. I have learned how a successful social media platform would work within my organisation, how that social media platform can be effectively marketed and evaluated, the issues involved in social media use and how those issues can be mitigated.
One standout learning theme in my INF506 journey has been how to set up and implement a successful social media platform in my information organisation – a primary school library. It seems that I was not the only student in INF506 to also have this idea. Reading through my fellow student’s blogs, I can see that Westcott (2022) also found using social media within a library space beneficial. Assessment 1 also grounded this understanding for me. It was through the readings by Potter (2012), Mon & Koontz (2020) and Chakrabarti (2016) that I was introduced to and learned about the marketing cycle and ensuring I have clear goals and a purpose for using a social media platform within my organisation. Through this learning, I managed to gain the confidence to set up a trial Instagram and Google Site for my current library to reach out to our parents and community. I use these two different platforms for two slightly different purposes. The Instagram account shares new resources, success stories and student work samples and displays. My Google Site (which from Module 4 I learned is a Wiki platform) is used as a more informative tool, providing parents and the community with information about library services, resources and links. Reading through O’Keefe’s (2022) blog post, I can see that they also emphasise the importance of providing parents and the community with platforms that meet their needs. Learning from Module 2 and, in particular, Potter’s (2012) readings, I spent several weeks marketing the two platforms through various communication tools. Though both platforms are still in their infancy, I have had great feedback from staff and parents, especially from those who do not usually make it on-site to visit the library.
I have become very interested in Wikis from this social media trial – their function, purpose, and success. I can see myself using Wikis as a learning tool as I become more confident in their use and collaborative nature. The reading in Module 4 by Fisher & Allred (2020) was a great example of how Wikis can be used effectively. The main idea I got from my learning about this was that they are a collaborative tool and work best when there is active participation.
A further key learning theme that has come about during my INF506 journey is how social media platforms can be evaluated. Engaging with content in Modules 2 and 3 showed that not only should I have clear goals and a purpose when implementing a social media account within my organisation, but I should also have a clear vision for monitoring and evaluating the impact and success of my social media accounts. The readings by Roach et al. (2021) and Tweedly (2019) cemented this knowledge for me. Moving beyond likes and followers to looking more at whether the goal of my social media was being reached – is the library being interacted with more? Are the resources being used? Are students and parents responding to posts? Having these questions in my mind has provided me with great catalysts for conversations with parents this term. Many now actively follow and reach out to the library’s two social media accounts.
Although I am still learning how to collect which data is relevant for the success of both social media sites, having some data has helped me communicate with senior executive staff about the success of the social media accounts. I have been proud to show that success and provide a reason as to why social media is worth investing time and energy into.
A final prevalent learning theme that has stood out to me during my INF506 journey is the possible issues to consider when using social media. Teaching students in years 5 and 6 for a large part of my career, I knew that social media issues are common and can be tricky to deal with. Through my exploration of Module 5, I came to understand the possible issues when using social media in an information organisation setting. Cultural diversity and misinformation were the two main potential issues that stuck with me. Cultural diversity, in particular, has been at the forefront of my mind when creating posts for my two new social media school library accounts. I have been very cognisant of the material I am posting and whether it represents the community or is it just representative of my views and stereotypes? Ensuring what I post is true and accurate has also been one thing that I consider each time before I hit the post button. Stopher’s (2022) blog post about social media and misinformation hit home for me. Stopher (2022) highlights the absolute necessity of not only being mindful of misinformation but ensuring I am promoting and raising awareness about it. I have become very conscious of where my sources of information have come from and understand when I post something, I become a source of information. As a result, I am finding myself fact-checking anything information I am unsure of.
Learning about social media issues, particularly cultural diversity and misinformation, has made me a better social media user. I am happy that becoming aware of these issues and keeping them in mind has become natural to my daily use of social media. I am confident that what I post helps alleviate and mitigate possible issues that may arise.
INF506 has been a very productive learning journey. I am glad that my mindset when entering this subject was proven wrong! I may have been a confident user of social media before beginning this subject, but I now feel I have very clear goals for using social media. In addition, I now believe that I am much more aware of possible issues that may arise and how I can ensure I am a digital citizen who remains respectful and truthful. I have enjoyed learning how to market, monitor, and evaluate social media use and believe that it won’t be long until I have confidently done this within my information organisation!
References
Chakrabarti, A. (2016). Social media and libraries: A symbiotic relationship for 21st century librarianship. International Journal of Digital Library Services, 6(2), 32-43.
Fisher, J. R., & Allred, S. D. (2020). Using crowdsourced Wikis to teach an online undergraduate course. Online Learning, 24(3), 163-183.
Mon, L. & Koontz, C. (2020). Chapter 2: Marketing and mission, goals, and objectives. In L. Mon and C. Koontz (Eds.), Marketing and social media: A guide for libraries, archives, and museums (2nd ed.). Rowman & Littlefield Publishers.
O’Keefe, A. (2022, May 11). Thoughts for the Future. https://thinkspace.csu.edu.au/aok1/2022/05/11/olj-18-task-module-6-thoughts-for-the-future/
Potter, N. (2012). The library marketing toolkit. Facet.
Roach, A., Rahe, M. & Reijmer, N. (2021). Harnessing social media to build your business. https://extension.missouri.edu/publications/g6229
Stopher, Z. (2022, May 23). Extended Post – Social media and misinformation. https://thinkspace.csu.edu.au/zoeonlinelearningjournal/2022/05/23/extended-post-social-media-misinformation/
Tweedly, K. (2019, June 5). 6 Steps to choosing the right social media platforms for your brand. https://cmasolutions.com/blog/6-steps-to-choose-the-right-social-media-platforms-for-your-brand/
Westcott, S. (2022, May 16). Recipe for Librarian 2.0. https://thinkspace.csu.edu.au/inf506reflectivejournal/2022/05/16/recipe-for-librarian-2-0/