Reflection

Reflection

Personal reflection

If I going to be completely candid, when I signed up for INF506 – Social networking for information professionals, I was dubious about the subject but as it was only one of the few options available to me for the summer session it was either that or delay the completion of my course by another semester. This was not an option in my mind, so I embarked upon the subject despite my apprehensions. I have been pleasantly surprised by this subject and its content, and I have really enjoyed the journey of growing my understanding of being a social networker within the context of an information professional. Being close to the finish line for my degree, and already working in a library, the biggest appeal for me about this subject has been around the practicality and relevancy of the topics and themes covered.

As a part of the Generation X cohort, I have been fortunate to grow up along many technologies and social media as they have evolved and have always been open to learning and in engaging in them. I remember when Facebook came online and how it was embraced by my generation without hesitation. For me especially, as I had moved overseas around the time of Facebook’s inception, it was a great channel to connect with people back home but also a great way to build community with my new “friends”. However, in recent years I have, at a personal level, shied away from social media and networking as it is something that takes up too much time and actually takes away from genuine in-person connections when as a society we are all glued to our devices. As Danish (2023, April 25) points out, social media can be a ‘major time sink’ and stepping away from it can allow you to be more social as you more motivated to meet up with others, build connections when you are not constantly being stimulated by social media. In addition to the hours lost on social media, there exist privacy concerns and alarm bells start ringing when I observe people not demonstrating good digital citizenship when engaging in social media. As Cruze (2024, January 5) discusses in their Online Learning Journal (OJL) post, one’s digital footprint never washes away and this is alarming because, as Me and My Shadow (n.d.) point out, once our digital traces or shadows are out in the digital world, they are no longer in our control. In a post COVID-19 era, when using social media and social networking technologies was the only option available to connect with others outside my household, it has become even less valuable to me. However, studying this subject has reiterated to me the importance that social media plays in our current climate and the value it has the potential to bring to both individuals and organisations. Without access to social media or the skills to access it, it is likely that individuals will experience a level of exclusion from society. For information organisations, not engaging in social media and creating an online presence has the potential to result in lost opportunities to engage with current users and to attract the non-users to their spaces.

Throughout this subject I have been able to research and explore many topics around the topic of social networking with the lens of an information professional and this has led to greater understanding of the role of social media the role it plays in my chosen career path. The extended post-exercise and my selected topic of social and personal/professional boundaries highlighted to me, not for the first time, how important boundary practice is and whilst this specific post was related to personal/professional boundaries in social media practice, the concepts are applicable beyond social media. In reviewing others who completed the same extended post topic, McDonald (2024) and Gee (2024), it is clear that boundary practice in social media is crucial to maintaining personal/professional boundaries within information organisation to ensure that users, employees, and the organisation are safeguarded for unwanted consequences and risks associated with social media.

Studying this subject has changed my thinking about social media within a professional realm. As someone has previously viewed social media platform as an evil enterprise who draw people in, try to sell them goods and never lets them out, I am aware and acknowledge that social media also has many potential benefits. In order to identify these benefits at a professional level, organisations must research and plan the use of social media and not just jump on the bandwagon because everyone else is doing so. As information professionals, we are a profession well-versed in researching and making choices that are ethical and align with librarianship values; when it comes to social media, this is no different.

The future of social media is unknown. Questions to consider are whether it will continue to grow and if yes, will Facebook continue to dominate? Or will TikTok with its catchy videos take over the world? Or will Elon Musk and X become our go to for social connections, networking and finding information? As we do not have a crystal ball or the ability to foresee the future, only time will. However, as information professionals we will be ready to embrace the change because as it has been discussed by those that completed the activity OJL 8: Defining information professionals in the digital era for their blog posts (Arthur-Smith, 2024; Hon, 2024; Leung, 2023; Serobian, 2023; Tornabene, 2023), what clearly stands out is that information professionals are adaptable, ethical, willing to learn and possess growth mindsets and a willingness to engage in and promote new and ever evolving technology. Remember when they said that libraries were dead when the internet came online? Well, here we still are today, flourishing and supporting our communities with not only their information needs but also their technology learning needs, including social media, so that they can access information in the digital era. Information professionals have demonstrated over and over again throughout history their ability to embrace change and I believe that in an era of social networking we will continue to do to ensure that the people can access the information they need and want and what they do not even now they need or want. That is the beauty of seeking assistance from an information professional!

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REFERENCES

Arthur-Smith, K. (2024, January 18). OLJ 8 : Navigating the digital frontier: Essential traits of information professionals. Teacher Librarian https://thinkspace.csu.edu.au/kathleenarthursmith/

 

Cruze, G. (2024, January 5). OLJ 5: The role of social media policies – Managing your digital identity. Social Networking for Information Professionals https://thinkspace.csu.edu.au/socialnetworkinginfopros/2024/01/05/module-5-reflection/?fbclid=IwAR2_7iVMIPCohLZhzc4nRIHtmL5zEZNg7zQBNtC4L4U5-lhylzGhNJnrct0

 

Danish, A. G. (2023, April 25). The benefits of quitting social media: 11 reasons to give it a try Linkedin. https://www.linkedin.com/pulse/benefits-quitting-social-media-11-reasons-give-try-a-g-danish#:~:text=Ironically%2C%20quitting%20social%20media%20can,conversations%2C%20and%20build%20deeper%20connections.

 

Gee, K. (2024, January 19). INF506 Assessment 2 part 2 – Extended post. . Mrs Gee’s Learning Journey. https://thinkspace.csu.edu.au/geeslearningjourney/2024/01/19/153/

 

Hon, Y. (2024, January 14). OLJ task 8: Defining information professional in the digital era.  https://thinkspace.csu.edu.au/inf506hyh/2024/01/14/olj-task8-defining-information-professional-in-the-digital-era/

 

Leung, K. (2023, December 14). OLJ task 8: Defining information professional in the digital era. My Learning Journey. https://thinkspace.csu.edu.au/mylearningjourney/2023/12/14/oljtask-8-defining-information-professional-in-the-digital-era/

 

McDonald, W. (2024, January 20). Part 2: Extended post – Social media and personal/professional boundaries. INF506. https://thinkspace.csu.edu.au/wendymcdonald/2024/01/20/part-2-extended-post-social-media-and-personal-professional-boundaries/

 

Me and My Shadow. (n.d.). What are digital traces? https://myshadow.org/

 

PickPik. (n.d). Person holding clear glass ball [Photograph]. https://i1.pickpik.com/photos/461/417/182/social-media-icon-hand-keep-preview.jpg

 

Serobian, K. (2023, December 26). OLJ task 8: Defining information professional in the digital era. Kristina’s Learning Journal. https://thinkspace.csu.edu.au/kristina/2023/12/26/olj-task-8-defining-information-professional-in-the-digital-era/

 

Tornabene, T. (2023, December 20). OLJ task 8: Defining information professionals in the digital era. Tyrone Tornabene’s INF506 Reflective Blog. https://thinkspace.csu.edu.au/tyronetornabeneinf506/

 

 

 

 

Extended Post

Extended Post

Extended Post – Social media and personal/professional boundaries

Social media, whether we like it or not, is a part of daily life both within personal and professional realms. As a result, through social media, connections with others has never been easier, more affordable, and effective. Nowadays, if an individual, or an organisation is not engaged in social media, there is the real chance that they will find themselves excluded from society at some level. Subsequently, it would be unlikely to find an organisation within the Galleries, Archives, Libraries and Museums (GLAM) sector in today’s era that does not have a social media presence in some capacity. And accordingly, the individuals working within these organisations are more often than not, also engaged in social media in some form whether it be on a personal or professional level, or both.

Within the GLAM sector, social media platforms are used for professional purposes such as, professional development, to engage with users and promote services, and for communications with colleagues, whilst also being concurrently used to connect with friends and family (Banghart et al., 2018). This is a result of, as Gregg (2013) discusses, the accessibility of mobile technology devices and social media platforms, which can result in professional life encroaching upon personal life and vice versa. Specifically, as Cassano Rizzuti (2020) discuss, it is in social media where the blurring between personal/professional lives is most likely to occur. With personal/professional lines converging and crossing when social media is being used, there arises potential issues of miscommunication, privacy, and unprofessional behaviours taking place both on organisational social media accounts and on employees’ personal accounts. The collision of personal/professional worlds in cyberspace is, as Ollier-Malaterre et al. (2013) discuss, increasingly common in a world when social media infiltrates all corners of the globe. Thus, it is imperative that clear boundaries are put in place to mitigate personal/professional lines being crossed and being clear on how to navigate these when the blurring of personal/professional worlds occurs within information organisations and among its employees.

To create boundaries between personal and professional use of social media for employees, the first step that information organisations need to take is to create a social media policy to guide them. As McLachlan and Newberry (2023) outline, a social media policy is a formal document created by an organisation that outlines the standards for how social media is to be used by the organisation and its employees, and it covers both professional and personal accounts and the channels used. When creating social media policy information organisations benefit from researching policies that already exist among other organisations within the GLAM sector as well as exploring those from outside the sector to gain additional insights. It is key to seek input from stakeholders, including employees, and when it is introduced, the policy needs to be visible and accessible to those who it impacts. Within information organisations this would belong with other policy documents, and this may include it being made available to the public via the organisation’s website depending on whether the policy includes particulars that are applicable to the public as well as employees. Moreover, a schedule for policy review is imperative for this policy, more so than for other policies, as this document is what James (n.d.) calls a ‘living document’, which needs to be regularly reviewed due to the ever-evolving nature of technology and how quickly change can happen thus requiring modifications accordingly. The particulars of a social media policy will be influenced by the specific organization; however, the objective of establishing clear boundaries between professional and personal use is a common factor among GLAM sector organizations.

A key factor to consider when establishing a social media policy is that employees should use a different social media account for professional use, so this is distinct from their personal one. This is crucial to establishing professional and personal boundaries and is the only sure way to avoid confusion between the two. Additionally, thought should be given to whether accessing a professional account should only be done on organisational devices or whether staff can be permitted to do so on their personal devices. The latter has the potential to blur the lines between personal and professional worlds, so this must be carefully considered when defining the policy. Moreover, the reason for which information organisations and their employees use social media on behalf of the institution should be explicitly stated in the policy so that is clear what the social media can and cannot be used for. For instance, according to the American Library Association (ALA), the primary function for social media use in libraries is communication about services and resources and to engage with users (2018). Good digital citizenship should guide the use of social media by employees personally and when representing their organisation. This entails having ‘smart and safe social media habits’, which include thinking before posting, being mindful of the information shared, especially any personal information, and reporting inappropriate or illegal activities (Temple University, 2020). Additionally, it is key, as Kaser Corsillo (2019) discuss, to clearly state in a social media policy who within the information organisation is responsible for maintaining and posting on social media, outlining what is to be posted and how the organisations’ brand will be represented, how issues that arise will be dealt with and security guidelines including those around password management and multi-factor authenticator and deciding who has access.

Along with professional and personal boundaries being crossed within an organisational context, it is important to consider when the lines are blurred outside the workplace when employees use social media to socialise and make connections with their fellow colleagues. As Rothbard et al. (2022) point out, in our very interconnected world, employees need to make choices on setting boundaries between their personal and professional lives as blurring these lines can be complex and have both associated benefits as well risks. Recognising and respecting that individuals have different comfort levels and preferences associated with social media and how they use it personally and professionally is key to supporting employees in navigating their own boundaries and decision making when it comes to social media use.

Given the ease with which mobile technologies now allow employees to cross between their professional and personal lives using social media, information organisations must implement policies, specifically around social media use, to protect both themselves and their employees. This will allow clear boundaries to be established and for procedures to address issues that can arise when the use of social media between professional and personal worlds is blurred.

 

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REFERENCES

American Library Association (ALA). (2018). Social media guidelines for public and academic libraries. https://www.ala.org/advocacy/intfreedom/socialmediaguidelines

 

Banghart, S., Etter, M., & Stohl, C. (2018). Organizational boundary regulation through social media policies. Management communication quarterly, 32(3), 337-373. https://doi.org/10.1177/0893318918766405

 

Cassano Rizzuti, J. (2020). Social media: Are the lines between professional and personal use blurring? McMaster Journal of Communication 12(2). https://doi.org/10.15173/mjc.v12i2.2464

 

Gregg, M. (2013). Work’s intimacy. John Wiley & Sons.

 

James, S. (n.d.). Social media ethics: Why you should have a policy. Steam Creative Blog. https://www.streamcreative.com/blog/bid/52570/Social-Media-Ethics-Why-You-Should-Have-a-Policy

 

Kaser Corsillo, G. (2019, June 28). Staying social: Why your library needs social media policies. Public Libraries ONLine. https://publiclibrariesonline.org/2019/06/staying-social-why-your-library-needs-social-media-policies/

 

McLachlan, S., & Newberry, C. (2023, June 8). How to write a social media policy [Template]. Hootsuite. https://blog.hootsuite.com/social-media-policy-for-employees/

 

NCMIC. (2021).  [Digital on a hand being held up on the left with social media icons on the right on a blue background].  https://www.ncmic.com/webres/Image/learning-center/risk-mgmt/Social%20Media/NCMIC%201460×420.jpg

Ollier-Malaterre, A., Rothbard, N. P., & Berg, J. M. (2013). When worlds collide in cyberspace: How boundary work in online social networks impacts professional relationships. The Academy of Management review, 38(4), 645-669. https://doi.org/10.5465/amr.2011.0235

Rothbard, N. P., Ramarajan, L., Ollier-Malaterre, A., & Lee, S. S. (2022). Omg! My boss just friended me: How evaluations of colleagues’ disclosure, gender, and rank shape personal/professional boundary blurring online. Academy of Management journal, 65(1), 35-65. https://doi.org/10.5465/amj.2018.0755

 

Temple University. (2020, October 6). Your guide to being a good digital citizen Temple Now. https://news.temple.edu/nutshell/2020-10-06/digital-citizenship-0

 

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OLJ Task 12: Virtual and augmented reality

Virtual reality (VR) and augmented reality (AR) open up new worlds to users accessing these technologies. The immersive and realistic experiences offered by VR and AR, that essentially transports users to another place or time without them having to go anywhere creates opportunities one may not be able to access otherwise.  VR experiences take place in artificial and imaginary environments, whereas AR experiences take place in real-world environments (International Federation of Library Associations and Institutions, 2023). As pointed out by the American Library Association (2017), libraries have historically been where people first have the opportunity to experience new technologies and are as Dahya et al. (2020) highlight, great locations for introducing and promoting new technologies, and this is no different when it comes to VR and AR.  However, like with any new technology, there exists both advantages and disadvantages associated with the use of VR and AR specifically in the context of libraries.  The primary advantage of AR and VR, specifically in the context of libraries is the opportunities that it creates when used as a learning tool and how it can engage users in their learning as well as promote social engagement (Dahya et al., 2020).  These technologies allow people to have immersive and interactive experiences that they may not be able to access in real life such as visiting and learning about new places all from the comfort of their local library. When looking at the disadvantages of AR and VR, the one that jumps to the forefront is the cost associated with these technologies. Specifically, when considering libraries where funding is a significant issue (Leach & Stilwell, 2023) and that libraries have never been reliably or sufficiently funded (Leach & Stilwell, 2022), the implementation may be halted pending the required funds. As Reynolds et al. (2020) discuss, as AR, and VR technology is still developing and advancing, which may result in substantial costs associated with the time and infrastructure required to implement it, not to mention the learning and training required to make AR and VR accessible to library users who come with varied skills and knowledge.  However, libraries are in a prime position, to provide shared access to VR and AR technologies by removing the cost and lack accessibility of the technologies to the individual by adding it their library spaces so they can be accessed by everyone. In conclusion, advantages and disadvantages exist for any new technology, with it being no different for AR and VR, and the goal is to find a way to through move past the disadvantage to ensure, that learning and connection through AR and VR are available to library users.

 

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REFERENCES

American Library Association (ALA). (2017, June 16). Virtual reality         https://www.ala.org/tools/future/trends/virtualreality

Dahya, N., King, W. E., Lee, K. J., & Lee, J. H. (2020). Librarian perspectives on the role of virtual reality in public libraries. Proceedings of the Association for Information Science and Technology, 57(1), n/a. https://doi.org/10.1002/pra2.254

International Federation of Library Associations and Institutions (IFLA). (2023, June 5). Augmented reality in libraries https://www.ifla.org/news/augmented-reality-in-libraries/

Jacobs, S. (2019). [Photograph of a person wearing a virtual reality headset and engaging in the technology]. Unsplash.  https://unsplash.com/photos/person-using-vr-headset-4lSz1Jv0Vkc?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash

Leach, A., & Stilwell, C. (2022). Historical development and the funding of libraries for the public: England. Sabinet African Journals 40(4), 8. https://doi.org/10.25159/2663-659X/11099

Leach, A., & Stilwell, C. (2023). Historical development and the funding of libraries for the public in the United States. Mousaion, 41(2). https://doi.org/10.25159/2663-659X/12641

Reynolds, K., Schofield, T., & Trujillo-Pisanty, D. (2020). Children’s magical realism for new spatial interactions: Augmented reality and the David Almond archives. Children’s Literature in Education, 51(4), 502-518. https://doi.org/10.1007/s10583-019-09389-2

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OLJ Task 8: Defining information professional in the digital era

The rise of technology has brought with it endless new and evolving opportunities which has subsequently changed the way in which society learns, works, and plays. It is likely that this will not only continue, but also accelerate into the future. Unsurprisingly, this has led to a shift in the knowledge, skills, and attributes that information professionals need to succeed in their roles. This has led to, as Burton (2019) discusses, for the need of an expansive toolkit. So, in an era where easy access to information has almost become a prerequisite and thus an expectation and often at the snap of one’s finger (instant gratification anyone?), what is an information professional in the digital era?

Primarily, information professionals are adventurous and curious individuals with growth and design mindsets who are open to learning, adopting, and adapting. As Millhiser (2019, March 6)points out, with no end in sight when it comes to digital transformation, continuous learning is vital. Ayinde and Kirkwood’ (2020)recommendation that ‘learning, unlearning, and relearning’ (p.150) along with continuous professional training supports this. This is not a time to shy away from the new, rather it is necessary to take advantage of the technology and learn how to make it accessible to users. Networking and collaboration with others in both physical and virtual spaces, which has become easier than ever with technology, is key to learning, supporting, and moving the profession forward.

As a service oriented profession, information professionals need to be able to meet users where they are at, and in the digital era play a key role in assisting users to make sense of the information beyond what is explicit. The human skills, which is the ability be socially and emotionally intelligent and be able to work with everyone, regardless of age, gender, background, race, heritage, and social standing remains, as Ayinde and Kirkwood (2020)point out, as important as ever despite the evolution of technology.

The information professional of today must be dynamic and ready to evolve as we move forward in the digital era and then on the next, yet to be defined ‘era’. Keeping Heraclitus’ well-known quote ‘change is only constant’ (n.d.) at the forefront and being adaptable, flexible, and willing to learn along the way is key to success.

 

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REFERENCES

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.

Heraclitus. (n.d.). Change is the only constant. https://www.azquotes.com/quote/612512

McGuire, Ryan. (n.d.). [Photograph of mountain and ocean scene in black and white with a quote]. https://quotefancy.com/quote/1003699/Heraclitus-Change-is-the-only-constant

Millhiser, A. (2019, March 6). Three ways to prepare your business for the Fourth Industrial Revolution. Forbes. https://www.forbes.com/sites/amitymillhiser/2019/03/06/three-ways-to-prepare-your-business-for-the-fourth-industrial-revolution/?sh=d56b88676fa8

 

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OLJ Task 2: The influence of technology on society

In a nutshell, technology has shifted the way that we live, work, and play and given its ongoing evolution, it will continue to do so into the future. As a member of Generation X, I have grown up alongside technology as it has advanced and been fortunate to learn it along the way. I have experienced both the analogue and digital worlds – for example, as a young child I listened to music played on vinyl records, as a teenager I owned a Walkman, followed by a Discman, and moved into digital technologies with an early generation iPod in the mid-2000s and got my first iPhone in 2008. Unlike previous generations who experienced the rapid changes in technology later in life or younger generations who have been born digital, I have seen the shift that technology has had and continues to have on society.

The influence of technology, specifically digital technologies, has led to an era when owning a personal mobile phone, and more likely a smartphone, is standard fare and almost a requirement to function in society these days as they are so much more than just a phone. Children these days, like my seven-year-old, are unsure how to make a phone call where they can’t see the person at the other end of the line due to the prominence video calling technologies which are standard nowadays. Mobile technologies, or ‘m-techs’ are, as Obinyan (2020, p. 374) points out, ‘recognized as the single most embraced technology in the world’. Given this, the impact for organisations is that you are not online, you are missing out on attracting, engaging with, and retaining users. Organisations nowadays need to exist online, with a website that is mobile friendly and beyond simply existing online, organisations need to have a social media presence. Moreover, organisations need to seek to understand their user preferences, as the choices are plentiful and there are clear favorites. According to the Digital 2021 Report (We Are Social, 2021), the top three social media apps used in 2002 were Facebook, WhatsApp and Instagram but when the next report comes out this may no longer be the case. Evolving and changing iteratively is key to the success of organisations as remaining static when it comes to technology will simply leave them behind their counterparts. Other considerations for organisations include providing free Wi-Fi to their users, ensuring they have cashless payment options and creating staff training opportunities around digital literacy to allow them to feel confident in their tech skills so that they can engage and support users in their organisations.

 

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REFERENCES

Lastovich, Taylor. (n.d).  Turned on black iPhone 7 displaying hello [Photograph]. Pexels. https://www.pexels.com/photo/turned-on-black-iphone-7-displaying-hello-1275929/

Obinyan, O. O. (2020). Application of mobile technologies in library service delivery. In A. Tella (Ed.), Handbook of research on digital devices for inclusivity and engagement in libraries (pp. 371-381). IGI Global. https://doi.org/10.4018/978-1-5225-9034-7.ch019

We Are Social. (2021). Digital 2021. https://wearesocial.com/uk/blog/2021/01/digital-2021-uk/?mc_cid=ed509b472e&mc_eid=632bbf90f7