Guidelines and strategies that outline social media rules are a necessary investment by organisations. With the widespread use of social media at the workplace as an enhancement tool using both company devices and privately-owned smartphones, the prospect of indulging in online access for private purposes during working hours and inappropriate use are issues for concern. Thus, developing a social media policy that clearly sets out guiding principles for the acceptable use of social media channels, related to work becomes important.

The following five points would serve well for a Social Media Policy Working Group in  a public library. The intended policy would provide library  employees’ “certainty about the expectations, rights and obligations regarding social media use” (Hebblewhite, 2017, p. 167) while using the organisations’ computers/network and time.

i) A social media policy should be carefully tailored to reflect the library’s core values, goals, objectives and character, and deliver a consistent message across every channel of communication. Hebblewhite (2017) asserts that “employees should be clear at all times about who they are representing” (p.169). Protecting the interests of the library and respecting the dignity of each person, staff and patron, have to be prioritised.

ii)The scope of coverage in social media has to be stipulated. The range of popular social media tools that would promote, develop and deliver exemplary library services to its users are to be discussed. Subsequently, a coordinated approach to “content strategies, writing style guidelines, an editor for each platform and editors managing platforms forms on a day-to-day basis” (Peacemaker et.al., 2016, p.105) would ensure a collaborative team effort, while manifesting a specific brand voice  for the library.

iii) A specific crisis response protocol is important to establish before a controversial issue arises (Corsillo, 2019, para.4). Ways to handle negative patrons’ comments or removing offensive posts need to be planned ahead. Along with, clear statements of professional use, private use, and consequences pending breach of use should be explicitly covered in the library’s social media policy (National Library of Australia, 2015). This would help employees on how to conduct themselves professionally in social media.

iv) A social media policy has to be a ‘living document’ (James, n.d., para. 5). Monitoring usage and reviewing the policy periodically is crucial. It has to be changing and evolving to match the rapid pace of change occurring in the global information and technological landscape.

v) Employers must provide ongoing social media training. Employers need to leverage on professional development sessions to make employees focus on positive social media behaviours, like professionalism, collaboration in content creation, which can increase satisfaction and attachment.

Consistency and collaboration are reiterative aspects in the crafting of a social media policy. If sensitively written, it will improve workplace ethos and avoid feelings of mistrust and close monitoring. A healthy working culture is then, established.

Word Count: 467 words

References:

Corsillo, G.K. (2019). Staying Social: Why Your Library Needs Social Media Policies. Public libraries online. http://publiclibrariesonline.org/2019/06/staying-social-why-your-library-needs-social-media-policies/

Hebblewhite, N. (2017). Implementing an effective social media policy. Governance Directions, 69(3), 167-169.

James, S. (n.d.). Social Media Ethics: Why You Should Have a Policy. [Blogpost].streamcreative. https://www.streamcreative.com/blog/bid/52570/Social-Media-Ethics-Why-You-Should-Have-a-Policy

National Library of Australia. (2015, August). Social media policy. https://www.nla.gov.au/policy-and-planning/social-media

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.https://doi-org.ezproxy.csu.edu.au/10.1080/10691316.2016.1134244

The concept ‘Librarian 2.0’ was coined by Stephen Abram in 2005, almost two decades ago, to incorporate strategic use of Web 2.0 principles and technologies into library services for ultimate user experience. It is still a highly applicable concept to denote the intricate and ongoing need of library and information professionals (LIPs) to cater to constant change and progress in the global landscape. Librarians are a central part of a Web 2.0 world.

                                                                                                                                          Credit: All New Librarian Action Figure by blg3

Attempting to encapsulate essential knowledge, skills and attributes of LIPs into a fixed set of competencies, runs contrary to the ever-changing structure of information networks, technological advancements. LIPs need to be just as innovative and flexible. A discourse on building capacity would foster a development-based organisational culture that prioritises “on-going exploratory and more creative solution -seeking engagements” (Dodd, 2019, p.688).

Librarian 2.0 has to fight serious stereotypes and be a pioneer in leading changes to libraries, information and technology. LIPs need to become confident facilitators of digital and information literacy to students and teachers. Demonstrating ‘knowledge credibility’ in using latest technologies and  adopting a curious, open and active mindset to learn more through professional development and training are marks of exemplary LIPs. Networking with district libraries and guiding classroom teachers to nurture cohesive working culture bodes well to build Librarian 2.0 as a capable instructional leader.

Librarian 2.0 has to adopt “an excellent customer-service focus” (Burton, 2019, p.44) to guide in decision-making. Collaboration, conversation, community and content creation in library management, are four valuable tenets of assuring allegiance to this approach. Harnessing the collective intelligence of its users through implementing  “customisable and participatory services” (Casey & Savastinuk, 2006,p.41), like, user reviews, feedback, inter library loan and active engagement in new technologies and social media platforms, library blogs and wikis would showcase librarians’ efforts at prioritising users’ needs.

Librarian 2.0 must also be future oriented and connect the library to 21^st  century future ready initiatives. Future-focused LIPs are seen to contribute to student learning though the school library (Australian School Library Association, 2013, p.17). Cultivating an inquiry learning pedagogy, robust infrastructure, equitable and flexible learning spaces,  all speak of a bold, transformative library.

                                                                                                                                  Credit: https://teachmag.com/archives/10902

As much as there is a need to push towards equipping learners with astute economic skills of  assuring survival in a competitive, globalised world, Librarian 2.0 also has to accentuate the inculcation of ‘soft skills’ amongst its learners and working environment. Value-based learning including cultural sensitivity, social responsibility and ethical practice are essential practices in its teaching and learning process. Modelling personal traits of taking risks, rising from failures, listening to users’ feedback and a team player, placing the school’s strategic goals within library’s goals is much needed.  Thus, dynamic attitudinal changes to epitomise Abram’s (2005)  vision of Librarian 2.0 is needed for LIPs to grow professionally and purposefully.

Word count: 464 words

References:

Abram, S. (2005). Web 2.0 – huh?! library 2.0, librarian 2.0. Information Outlook, 9(12), 44-46.

Australian School Library Association (2013). Future learning and school libraires. https://asla.org.au/resources/Documents/Website%20Documents/Resources/2013-ASLA-futures-paper.pdf

Burton, S. (2019). Future Skills for the LIS Profession. Online Searcher, 43(2), 42–45.

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0 : A guide to participatory library service.

Dodd, J. (2019) Competency or Capacity: Measuring Librarians’ Potential for Success. Journal of Library Administration, 59(6), 684-692. https://doi.org/10.1080/01930826.2019.1626648

ETL 503: Assessment 2

PART B: Reflective practice

I must admit that I had never understood the complexity of library management till I had undertaken this subject. Specifically, considering the building of library collections, I had viewed the purchasing of resources as based solely on the teacher librarian’s subjective judgement and sporadic recommendations from school leaders and teachers. The accountability held to validate each purchase was an important learning point for me. Moreover, the pivotal roles of a school library and the teacher librarian as integral parts to the teaching and learning process makes me realize the huge responsibility that the job entails. Kimmel (2014) accentuates that “the school library’s collection of resources is an important means to support the delivery of the school’s curriculum and to support the informational needs and recreational interests of students (p.18) at school, home and everyday life. Thus, the school library collection has to reflect the total curricular needs of the school community, to alleviate student achievement.

Accessibility to a high-quality school library collection is fundamental to students’ learning in the 21^st century. Considering the abundant and accelerating pace at which information is made available, students today need ever higher levels of literacy and information-processing skills. The confined space of school library collections housed and accessed within four walls is being challenged and changed forever.

The functions of school collections have expanded to enable its users to not only read a text from a print format but “to read, write and interact across a range of platforms, tools, media and social networks” (Newsum, 2016, p.102). The school library has evolved beyond “being primarily about collecting, storing and disseminating information and towards becoming spaces of social learning and spaces where knowledge is created and shared” (Tait, Martzoukou & Reid, 2016, p.2). Teacher librarians are fundamentally and uniquely suited to fulfil these needs in a school community.

An aspect of the information specialist role of teacher librarians as experts on providing multiple forms of literacy (print and digital) is achievable with a well-planned Collection Development Policy. A significant and powerful library document that provides a framework for the basis of its collections.

As simple as it may sound, I agree with Oddone’s (2019) contention that “it (CDP) is incredibly complex, and a huge responsibility…extensive consideration must be given at every step” (para.3).  The time-consuming task of designing a CDP and not knowing how to use it purposefully could be a reason for its absence or shoddy production as shared in my forum post as well as my fellow course mates (Forum 6.1). However, maintaining professional integrity and managing accountability should be seen as major reasons for designing a CDP. The latter aspect with regards to challenged materials within the school’s library collections is discussed in my forum post (Forum 6.2) which amplifies the importance of conceiving “a clearly defined method of handling complaints at the planning stage of the collection-building”(Narayanasamy, 2020).

A well-designed CDP also helps in future proofing the collection. Schmidt (2016) states that “developments in information technology and communication have changed the role of the library and its collections” (p.190) and Newsum (2016) suggests that since “technology is an integral part of the entire learning process… the systematic and structured incorporation of digital resources in the school library collection is important” to materialise the vison of preparing students for 21^st century learning. Effectively managing digital resources through regular consultation with the whole school community could serve as a crucial guiding principle of a CDP.

The practicality and efficiency of a CDP reflects the teacher librarians’ competence in addressing learners’ needs. Mitchell (2011) emphasises that “the top priority for your school library is ensuring that your school community is well served by a locally relevant collection of resources” (p.12). Taking on a personal perspective, I teach in a school where 90% of the students are non-native speakers of English and come from a highly disadvantaged community. Presently, my whole library collection comprises of print books and is devoid of a CDP. The emphasis on print and literacy is understandable as the school’s goal is to improve NAPLAN results.

As an advocate of promoting a 21^st century learning environment and not to disadvantage my students, I would aspire to add variety to my school’s library collections as a top priority. Upon consultation with school leaders on the necessity to draw up a CDP and deriving adequate funding, the following would be some of my first steps:

• Assure the provision of a balanced, current and relevant collection that “ensures access to resources for users of different ages, abilities, learning styles, and backgrounds” (Oberg, & Schultz-Jones, 2015, p.35).
• Offer various digital formats: stand-alone resources like DVDs, CDs, etc.; equipment like audio devices, disabled- friendly equipment and networked resources that provide easy access to online encyclopaedias, school’s library cataloguing system, etc.
• Establish regular collaboration channels with teachers on purchasing relevant digital resources to complement curriculum goals and content material.
• Actively promote online resources to school community “through library orientation, library web pages and research learning units” (Newsum, 2016, p.102).
• Ensure easy accessibility to digital resources through connecting library resources to school technology system.
• Create “doing” spaces (Loh, 2018) that expand beyond makerspaces and “be an activity space for students to engage in learning” (p.11). Some of the suggested activities that could take place here are drama performances, storytelling, movie screenings and invited talks. These activities are more guided by nature that would particularly suit my non-native English-speaking students.

The selection and acquisition features in my CDP would involve active collaboration with the school community and education fraternity. This is especially relevant for e-resources, to cut costs and manage the ubiquitous availability of digital resources, effectively. I have had first-hand experience on the advantages of sharing resources and teaching pedagogy through this subject’s forum discussions (Forum 4.2). It had enabled me to add numerous safe and credible sites (e.g. Creative Commons licensed videos, curriculum -related themed resources) to my library collections. Sharing resources with community libraries, gaining recommendations from edublogs and engaging in professional development are practical tips at building a strong library collection.

However, just building the collection size does not guarantee learning. A conscientious effort must be made by teacher librarians “to ensure that the right resource finds its way to the right student at the right time” (Oddone, 2020, para.15).  Ensuring that the school’s library collection policy is geared towards the needs and the growth of its users, would showcase its success.

References

1. Kimmel, S. C. (2014). Developing collections to empower learners. Chicago:

American Library Association.

2. Loh, C. E. (2018). Envisioning the school library of the future: A 21^st century

framework. Singapore, National Institute of Education, Nanyang Technological University. https://doi.org/10.13140/RG.2.2.32524.36489

3. Mitchell, P. (2011). Resourcing 21^st century online Australian Curriculum: The role

of school libraries. Journal for the School Information Professional, 15(2),10-15

4. Narayanasamy, K. (2020, May 3). Key takeaways from censorship readings [Online

discussion comment]. Interact 2. https://interact2.csu.edu.au

5. Newsum, J. M. (2016). School collection development and resource management

in digitally rich environments: An initial literature review. School Libraries

Worldwide, 22(1), 97-109.

http://dx.doi.org.ezproxy.csu.edu.au/10.14265.22.1.008

6. Oberg, D., & Schultz-Jones, B. (Eds.). (2015). IFLA School Library Guidelines (2nd

ed.). Den Haag, Netherlands: IFLA.

7. Oddone, K. (2019, August 19). School library collection development: It’s not as

simple as you might think. Linking learning. [Blog post]

https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/

8. Schmidt, J. (2016). Developing a Library Collection Today: Revisiting

“Collection Evaluation, the Conspectus and Chimeras in Library Cooperation”.

Australian Academic & Research Libraries, 47, (4), 190-195.

https://doi.org/10.1080/00048623.2016.1250598

9. Tait, E., Martzoukou, K. & Reid, P. (2016). Libraries for the future: The role of IT

utilities in the transformation of academic libraries. Palgrave

Communications,2, 1-9. https://doi.org.10.1057/palcomms.2016.70

How the role of a teacher librarian is different from that of a classroom teacher?

A teacher librarian asserts a very specialised and unique position within the school community.  In addition to teacher training in education, a teacher librarian is also professionally trained in two other key areas: library science and information science. Primarily, a teacher’s responsibility lies in teaching curriculum to a specific level or class, a teacher librarian oversees the deliverance of information knowledge to the whole student population. The scope of the teacher librarian’s work entails much more.

Fear and Anxiety

Have I lost the battle at the start?

Till recently, I had been thinking that it was most noble to stand against the onslaught of the social media frenzy. I do not have a Twitter account, no Instagram, not Blogging till now, and holding onto an inactive Facebook account (requested to open an account, to support a friend’s business). The strong statement I always use to justify my position was: Do I need to be updated with the proliferation of the latest information and news happening all around the world?

Then, as I start reading the Lesson Outlines of ETL 401 and ETL 531 modules, engaging in social media seems much necessary to excel in this course. It is perceived as a significant medium of exchange to attain and share knowledge in various fields of work within an Information Age that we are living in. Attending a school conference last week and hearing a prominent university lecturer proclaiming that we need to get into Twitter to  get the latest research and advancements made in the literacy field, affirms my renewed stance to see social media forms in a new light. So, blogging…here I come.