Part 2A – Evaluative Statement

In the past several years, there has been a distinct shift away from the traditional concept of a library as a brick-and-mortar building towards a more permeating presence, with many libraries striving to meet both existing and potential users where they already are: online (Mathews, 2007). In fact, according to We Are Social’s Digital 2020 report, over 3.8 billion people worldwide use social media, and on average, spend a total of 144 minutes on these platforms each and every day. Most of this activity is done using untethered mobile technology, with 32.9 million mobile phone connections in Australia alone (We are Social, 2020b). With such trends realised, there can be little doubt as to why subjects such as INF506: Social Networking for Information Professionals exist and why this particular subject sets out to give information professionals a firm grasp of the theoretical and practical application of social networking within libraries.

Online social networking has provided new and exciting opportunities for both libraries and information professionals and is often undertaken for two primary purposes. The first of these is professional learning. Leveraging Web 2.0 technologies, social media sites use algorithms and other data to identify and connect users with previously unknown, but otherwise like-minded individuals and organisations. Typically known as Professional Learning Networks (PLNs), these sets of connections are always based on common ground, such as shared interests, skills, and/or a profession. Although the success of a PLN depends on individuals being willing to contribute, these networks often serve a great space of collaboration, encouraging users to build knowledge together, whilst also learning at their own pace (Richardson & Mancabelli, 2011). Some great examples of PLNs can be found on Twitter, a microblogging platform. Twitter is one of my preferred PLN sites because users typically use the hashtag symbol (#) before a relevant keyword or phrase to categorise each tweet and make it discoverable in a Twitter search. By clicking a hashtagged word in a message, I can see other users’ tweets on the same topic, which allows me to very easily locate potential people to add to my PLN.

The second purpose for cultivating an online presence is the increased visibility of the library to users. Information professionals can leverage social networking sites as a marketing tool for the services available to users at their library. The possible convenience and simplicity of using social media also allows libraries to quickly spread information, and communicate library-hosted events and activities to patrons (Chu & Du, 2012). An example of such an organisation is @galstonhslibrary on Instagram. Their feed consists of a series of engaging images that promotes the collection, services, and upcoming events that the school library offers to their users. This account was one of many that I used as inspiration for the creation of my own school library Instagram as part of Assessment 2. I ultimately picked Instagram as the platform for my theoretical account because I liked the visual component of the content, particularly because it felt more informal, which given my target audience of teenagers, was the desired outcome.

For all the opportunities it provides, using social networking in a professional context is not without potential challenges and issues. Since with Web 2.0, users are both consumers and producers of content, users should practice media ethics (Lee, 2010). Many organisations do not always think to properly train staff in using specific social media platforms effectively and ethically before launching accounts on these platforms (Potter, 2012). Furthermore, the ongoing management of an online account is a considerable time investment, as information professionals must not only create content to regularly post, but also engage with users online (Mathews, 2007). There is also the continual threat of loss of privacy and identity online, particularly given social media networks are constantly tweaking their privacy settings. Although measures can be put in place to mitigate the risk to users, the hacking of Google (Sveen, 2018) and data ‘sharing’ of social media giants such as Facebook (Confessore, LaForgia & Dance, 2018) illustrates that nothing is ever truly private online.

This being said, individuals and individuals acting on behalf of organisations must always comport themselves online in a manner that does not contradict the user agreement of that specific social media site, or if relevant, the organisation’s code of conduct and/or social media policy. It is recommended that before embarking on establishing a social media presence for any organisation, there is a clear and approved social media policy in place that governs behaviour online and protects employees and/or the organisation. By creating policies, planning for preservation, understanding user needs, defining tasks, and assigning workloads, libraries and information professionals will be better prepared and ready to act should any issues or risks concerning social networking arise (Zhixian, 2017).

In conclusion, INF506 has been an exploration of the possibilities and challenges of social media tools in a library setting and has personally pushed me to look beyond social media as a being solely about social participation, and more as a platform that can be used expand my professional learning network.

 

Word Count: 783

 

References

Confessore, N., LaForgia, M., & Dance G. J. X. (2018). Facebook’s Data Sharing and Privacy Rules: 5 Takeways From Our Investigation. The New York Times. Retrieved from https://www.nytimes.com/2018/12/18/us/politics/facebook-data-sharing-deals.html

Chu, S. K. W. & Du, H. S. (2012). Social networking tools for academic libraries. Journal of Librarianship and Information Science, 45(1), 64-75. https://doi-org.ezproxy.csu.edu.au/10.1177/0961000611434361.

McAndrew, F. T. & Jeong, H. S. (2012). Who does what on Facebook? Age, sex, and relationship status as predictors of Facebook Use. Computers in Human Behaviour, 28(6), 2359-2365. https://doi.org/10.1016/j.chb.2012.07.007

Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks: Using the power of connections to transform education. Hawker Brownlow Education.

Lee, A. L. (2010). Media Education: Definitions, Approaches and Development around the Globe. New Horizons In Education, 58(3), 1-13.

Mathews, B. (2007). Chapter 7: Online social networking. In N. Courtney (Ed.), Library 2.0 and beyond: Innovative technologies and tomorrow’s user (pp. 75-91). Westport, CT: Libraries Unlimited.

Potter, N. (2012). The Library Marketing Toolkit. London, UK: Facet Publishing.

Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks: Using the power of connections to transform education. Melbourne, Victoria: Hawker Browlea Education.

Sveen, B. (2018). Google+ social media service to shut down after private data of at least 500,000 users exposed. ABC News. Retrieved from https://mobile.abc.net.au/news/2018-10-09/google-social-media-service-shut-down-after-privacy-issue/10354918?pfmredir=sm&sf199623527=1

We Are Social. (2020). Digital 2020 – Global Overview. Retrieved May 17, 2020, from https://wearesocial.com/au/blog/2020/01/digital-2020-3-8-billion-people-use-social-media

We Are Social. (2020b). Digital 2020 – Australia. Retrieved May 17, 2020 from https://wearesocial.com/au/digital-2020-australia.

 

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Part 2B – Reflective Statement

In my introductory blog post for INF506, I wrote that by engaging in this subject, I hoped to gain a better understanding of how participatory Web 2.0 technologies had transformed libraries by changing the way users consumed, shared and created information (Milliken, 2020a). I also noted that I was approaching this subject as someone who already regularly uses a variety of social media platforms to meet both my personal and professional needs. If I’m being entirely honest though, I didn’t really expect to learn anything new in INF506. Born in 1994, I have grown up alongside the Internet and do not remember information services – or really, life – before Web 2.0. Perhaps conceitedly, I consider myself a digital native. As such, I definitely wondered what, if anything, INF506 could teach me considering I am an established social networker and fledgling information professional, hence why I simply stated that I hoped to gain a “better understanding” of Web 2.0 throughout this subject. Oh, how pride cometh before the fall.

From the very beginning, INF506 has made me rethink the technology tools that are already at my fingertips, as well to question and reflect upon how I can make these tools work for me within my specific context as an information professional employed in a high school library. Module 1 was brief but introduced me to the idea that social media platforms were about more than just connecting with family and friends, and also had the benefit of being a place in which individuals could learn collaboratively for the purpose of enhancing professional practice (Gerts, 2020a). As a result, in the past 3 months, I have become more active on Twitter, my chosen platform for my Professional Learning Network [PLN]. Using this platform, I have been identifying resources relevant to and users who share my passion for school libraries.  Figure 1 shows an exchange I had on Twitter with another member of my PLN regarding a possible resource that could be used in the library (Milliken, 2020b).

Module 2 asked us to think about how society and information services have been influenced and changed because of developments and trends in participatory Web 2.0 technologies (Gerts, 2020b). I reflected upon these changes and how libraries were responding to them in my second post, The Influence of Technology on Society (Milliken, 2020c). This module and subsequent OLJ entry really made me think about how hypocritical I was being when it came to libraries and Web 2.0. I talked the talk about libraries needing to embrace the future, lest they become irrelevant, but I wasn’t yet walking the walk in my own library.

Module 3 focused on a variety of social media platforms and assessment tools, and how organisations were using these to further their reach and connect with users (Gerts, 2020c). In my third blog entry, I discussed what constituted an effective social media presence by contrasting ALA and ALIA’s twitter accounts (Milliken, 2020d). The outcome of my analysis really highlighted the importance of using #hashtags.

Module 4 combined theory with practice to look at the processes involved in embracing Library 2.0 (and Librarian 2.0) to implement social media at an organisation (Gerts, 2020d). Module 5 meanwhile honed in on the importance of social media strategies and policies in an organisation, particularly when it comes to avoiding issues surrounding social networking (Gerts, 2020e). These modules and their various components formed the groundwork on which I based much of Assessment 2. Using all the knowledge I had culminated through my engagement with INF506, I created a prototype Instagram account for my high school library, which I had already wanted to — in real life — create. Using Assessment 2 as a ‘trial run’ was a valuable learning experience because it made me think about my patrons and what I hoped to achieve in establishing an online community for them, as well as what was involved in the ongoing management of this community. Whereas I may have otherwise rushed into it in real life, I have instead taken the time to develop a strategy, and familiarise myself with my organisation’s social media policy… all as part of an assessment that I already had to do! Talk about serendipity.

Module 6 left the unit open-ended, and had me looking toward the future (Gerts, 2020f). I considered this future in my final OLJ entry, The Future of Teacher Librarians (Milliken, 2020e). As an information professional, I am uniquely positioned to assist teachers and help students be prepared to be competent and active citizens in an increasingly digital society. This being said, there is definite need for increased collaboration between teachers and teacher librarians in digital literacy instruction, and that it is only through this collaboration that authentic and meaningful learning can take place.

As INF506 draws to a close, I feel empowered to put the knowledge and tools I’ve encountered throughout this subject into use. It’s time to walk the walk, not just talk the talk, and I am excited for the future.

 

Word Count: 802

 

References

Gerts, C. (2020). Module 1: Introduction to the Subject [Module notes]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_44362_1&content_id=_3264901_1&mode=reset

Gerts, C. (2020b). Module 2: Information and society [Module notes]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_44362_1&content_id=_3264902_1&mode=reset.

Gerts, C. (2020c). Module 3: Social Media tools and platforms [Module notes]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_44362_1&content_id=_3264903_1&mode=reset.

Gerts, C. (2020d). Module 4: Social media and your organisation [Module notes]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_44362_1&content_id=_3264904_1&mode=reset.

Gerts, C. (2020e). Module 5: The role of social media policies [Module notes]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_44362_1&content_id=_3264905_1&mode=reset.

Gerts, C. (2020f). Module 6: On to the future [Module notes]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_44362_1&content_id=_3264906_1&mode=reset

Milliken, K. (2020a, March 11). INF506: Assessment 1 [Blog post]. Retrieved from https://thinkspace.csu.edu.au/readminder/2020/03/11/inf506-assessment-1/.

Milliken, K. [@ilykcake]. (2020b, April 27). Can’t wait! #edchat #writing #writingcommunity https://twitter.com/yvetteposh/status/1254567025130668037. [Tweet]. Retrieved from https://twitter.com/ilykcake/status/1254619204348592128.

Milliken, K. (2020c, March 20). INF506: The Influence of Technology on Society [Blog Post]. Retrieved from https://thinkspace.csu.edu.au/readminder/2020/03/20/inf506-the-influence-of-technology-on-society/.

Milliken, K. (2020d, March 30). INF506: ALIA versus ALA [Blog post]. Retrieved from https://thinkspace.csu.edu.au/readminder/2020/03/30/inf506-alia-versus-ala/.