Introduction
During this semester, I’ve had the opportunity to actively develop my skills as a social networker through studying INF206, focusing on both personal development of my skills by working through the online learning journals, and the application of social networking in a professional setting in the development of assessment 1.
How have my views on social media and social networking changed?
While I already understood the value of social networking in a professional setting through my work, I was sceptical of the role of social media in information organisations. I saw libraries, archives, and museums as a sanctuary from the growing involvement of technology. I believed the contribution of social networking would be purely for marketing.
Through my studies in this subject, I’m now more aware of the many practical applications of social media and networking within the information profession. I became aware of the extent of global social media use through the Digital 2021 report (We are social, 2021) showing me the importance of considering the use of social networking tools. I now appreciate the applications of web and mobile social applications for information delivery services, allowing remote access to catalogues and reference services, allowing the organisation to build relationships with their users remotely, and opening up interesting possibilities such as patron driven acquisitions for a collection through social media interactions, which was outlined in Forcier et al. (2013). I’ve also been able to consider the future for social networking, with Web 3.0 philosophy creating a more collaborative internet, where all content on a platform may be user-generated, from news articles to opinion pieces. An example of this philosophy can be seen in the Substack platform.
Developing a broader perspective on the role of social networking will allow me to utilise it effectively when I enter the information profession. I hope to continue reflecting on my understanding of social networking, and practice implementing my knowledge by continuing to create and share OLJ posts for future subjects to discuss concepts I’m learning with my peers.
I have also been able to view platforms I had not previously viewed as social networks through a new lens, such as YouTube. This has given me new ideas for the future on which platforms I would like to integrate into my work and how they can provide positive outcomes.
What tools and platforms have I engaged with and what is their relevance to me as an information professional?
During this subject, I engaged with my classmates online learning journals and the subject Facebook page. This was valuable for two reasons. First, it improved my ability to learn and understand concepts being discussed, and articulate my own thoughts on the topics. Having tasks to approach and complete based on the content we were learning, and being able to reference others journals if I was lost, made it easier to stay on track during a condensed session and gave me context for what I was learning. Second, these platforms allowed me to interact with my classmates, many of whom are already working as information professionals full time, some with decades of experience, and who come from all walks of life.
Not being in the information profession myself, the chance to read posts and engage in discussions with these classmates gave me an invaluable chance to understand how the material being studied was being applied to their real world scenarios, as seen in the post and discussion in Warren (2024), with the comments offering further insight on how others were finding the content useful in practice.
By engaging with these platforms, I’ve been able to gain practical knowledge and experience by studying the work of others, which will help me adapt when I do enter the information profession. It has also shown me the value of using social networking for professional development and connection. I can continue using these new skills of social networking throughout my education to maximise my learning and create potential professional relationships. These platforms are also similar to the platforms I will be interacting with professionally in the future, so using them now has better prepared me for then.
How has my understanding of online social issues changed?
I’ve always understood that using the internet and social media sites can be dangerous. There are scams attempting to steal your information, the risk of harassment and bullying, alongside privacy concerns such as data mining. With my background in tech education, I’m aware of requirements around protecting your users both in-person and online through internet safety education and cybersecurity protections. This subject gave me a chance to apply and refine my existing skills through research and discussion. Reading articles like Dunmade & Tella (2023) has given me a new perspective on the role libraries can play in keeping their users safe online. When considering vulnerable users, I need to stay up to date on the platforms they are engaging with to be able to properly educate and help them.
Libraries are becoming a common point of internet access for those who don’t have personal computers and internet connections, and so questions about staying safe online will become more common. In academic spaces, questions about machine learning and AI, and digital copyright, will be areas I need to stay current on. I can apply this knowledge by adding sources of information to my personal learning network to support my continuous development with social networking.
What was the process of constructing and contributing to my OLJ? What was the impact of the social networking aspect?
The online learning journal has made my learning journey fun, engaging and all round enjoyable. It’s inclusion in the final assessment made me feel like I was always working towards a meaningful outcome with my coursework, and made it easier to keep up and stay consistent. I enjoyed connecting with others in my course, and reading their opinions and experiences on the learning modules. The social networking aspect of the online learning journal allowed me to write my own, and then browse others that had been shared, looking for similar points, perspectives I hadn’t considered, and potentially even conflicting ideas. This social networking component made the learning easier, as I could see others progress, and when I started to fall behind it encouraged me to catch up and stay on track, and if I was stuck I could see how others had approached their tasks, and use it to inform my own research and study.
Maintaining a blog allowed me to revisit the topics later while preparing for this task, and review them with fresh eyes and knowledge, updating them as I went. This meant I could reflect on how my perspective had changed since I first wrote it, as well as see changes in my writing and research focus.
I also had to make considerations for the design of my online learning journal. I used the Thinkspace blogging tool, due to its convenience for adding content and moderating comments, its simple customisation, and the ease of access through my CSU account. I chose to go with a dark theme, with a black background and white text, shifting the colours to match this. I stuck with a basic theme, to make sure it was easy to find and read the journal entries. I based my decisions on relevant professional articles, including recommendations by Bufe (2023). My improved understanding of how site layout and design can improve user experience for social networks will be important for any blogs or social media sites I establish for professional use.
I enjoyed interacting with others OLJs, and felt engaged when others used the comments to provide context to my own posts. This provides a test to the ideas I’m presenting, opening them up to criticism. This application of
Task 9 introduced me to a new concept, personal learning networks (PLN), a topic I had not interacted with before. I was hesitant approaching the subject, and a little off put by the intensity its proponents addressed the topic with. But exploring the concept through the task allowed me to grasp the positive effect a well formed PLN could have. A PLN can allow me to build my professional knowledge and create connections with other professionals who interact with social network spaces. It also allows me to stay up to date on relevant news in the information sector. My PLN is valuable for my ongoing development as an information professional by providing me with more resources that will improve my education and prepare me for the future (Gutierrez, n.d.).
A challenge I’ve faced throughout this course has been my style of writing, and breaking from my habits. I’ve struggled to write with my own perspective, instead relying on sources that support my opinion, and presenting them instead. While reviewing and reflecting for this final assessment, I have relied on other OLJs for examples on where my writing is falling short, alongside reading professional blogs online. As I continue to develop as a social networker, I aim to transition from observing to engaging more actively and building connections that when I enter my professional life, I will be able to draw upon for criticism and feedback on my professional practice as outlined in Trust (2012). My reflection on this topic has allowed me to go back and reword my writing to more clearly express my personal opinion. This has allowed me to gain a better understanding of my own perspective on social networking and its role.
Reflection on the research and writing of assessment 1. How did it contribute to my understanding of working in a social environment?
Writing Assessment 1 gave me an understanding of how social networks support information professionals. The most informative section was researching the use of social networks for internal management, a function I would not have considered. Sites like LinkedIn and Workplace from Meta provide functionality to coordinate with co-workers, manage projects and remotely share resources and collaborate (Graham-Smith, 2023). Creating a proposal for the use of these platforms will allow me to explain their purpose and use in the future, and manage them effectively on both a personal and organisational level. It also gave me the opportunity to understand why libraries not only benefit from the adoption of social networking, but why it is necessary for them to do so, and which social media sites are best suited for adoption by libraries. This opens up future opportunities in managing social media accounts within the information profession.
Conclusion
This subject has given me a new perspective on the role of social networking in the information profession, and has provided the opportunity to develop my knowledge, skills, and understanding. This will benefit me both in my further studies, and once I’ve become an information professional. I have a much more positive perspective finishing the subject on the use of social networking, and feel better equipped to utilise it myself.
References
Dunmade, A. O., & Tella, A. (2023). Libraries and librarians’ roles in ensuring cyberethical behaviour. Library Hi Tech News, 40(7), 7-11. https://doi.org/https://doi.org/10.1108/LHTN-04-2023-0068
Forcier, E., Rathi, D., & Given, L. (2013). Knowledge management and social media: A case study of two public libraries in Canada. Journal of Information & Knowledge Management, 12(4), 10. https://lisagiven.com/wp-content/uploads/2014/01/s0219649213500391.pdf
Graham-Smith, D. (2023). What is Workplace from Meta and how can it help your business? https://www.techfinitive.com/explainers/what-is-workplace-from-meta/
Gutierrez, K. (n.d.). What are personal learning networks? SH!FT. https://www.shiftelearning.com/blog/personal-learning-networks#:~:text=Provide%20a%20continuous%20stream%20of,the%20technology%20involved%20in%20PLNs.
Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 38(4), 133-138. https://files.eric.ed.gov/fulltext/EJ972454.pdf
Warren, M. (2024). Defining “Information Professional” in the digital era. The Lamplight Library. https://thinkspace.csu.edu.au/moth/2024/01/05/defining-information-professional-in-the-digital-era/?fbclid=IwAR2ZQJPB4oigT4A7YWl6ZnJSNWrvQEnVWJRakh5G37XgYoylSds4CKdBRLg
We are social. (2023). Digital 2023 october global statshot report. https://wearesocial.com/uk/blog/2021/01/digital-2021-uk/?mc_cid=ed509b472e&mc_eid=632bbf90f7