Tag: future trends

INF 506 Personal Reflection

Prior to engaging in the INF506 – Social Networking for Information Professionals, I identified as a modest user of social media platforms. Routinely perusing my Facebook feed, viewing YouTube content, and browsing through Pinterest posts constituted part of my daily routine for personal purposes. The impetus behind enrolling in this elective subject was cultivating a more substantial engagement with social media, particularly for professional knowledge and networking.

The surge in social media usage for professional purposes has led numerous libraries to embrace a social media presence for marketing and communication purposes with their user base (AlAwadhi & Al-Daihani, 2019, p.228). Establishing a presence on platforms like Facebook and Instagram can stimulate engagement and facilitate content sharing, effectively connecting with their library user community.

The content explored in INF506 has allowed me to thoroughly examine and comprehend social networking technologies’ principles, theories, and applications within the context of information professionals. This holds particular relevance to my prospective position as a Teacher Librarian with a primary school library, where before starting Assessment One: Social Media Proposal, I had not considered the necessity of promoting the school library through social media channels.

Over the past decade, the profound impact of our reliance on technology and social media has transformed information acquisition and communication. When reading the blog entries of my peers for OLJ 2: The Influence of Technology on Society, two distinct perspectives emerged, reflecting variations in general experiences with technology. Esnouf articulated her perspective from the Generation X paradigm, a viewpoint I identify with, as stated in my response (Gonye, 2024, Jan 3). Her narrative resonates with shared encounters of an analog childhood, demonstrating a receptivity to and embrace the swiftly evolving technological landscape. (Esnouf, 2023, Nov 25).

In contrast, Souflias examines the evolving technological landscape, delineating its advantages and implications through a Millennial user perspective (Souflias, 2023, Nov 21). In my reply, I recognised the adept integration of technology into learning and professional interactions by tech-savvy millennials, illustrating a seamless incorporation into their experiences (Gonye, 2024, Jan 11).

Irrespective of one’s generational affiliation, all information professionals must adopt and engage in the digital era. As described in my blog post titled, Defining the information professional in the digital era (Gonye, 2023c, Dec 26) information professionals go beyond granting access, guiding users through vast information landscapes. Proficiency demands diverse skills for organisational relevance. Adaptability is crucial in the rapidly evolving information milieu.

As I read through other students’ blog entries on defining the information professional, I resonated with Serobian’s summation of patron-driven skills such as solid communication, management and collaboration skills in addition to traditional library skills and their enhanced application through technology for increased efficiency (Serobian, 2023, Dec 26). In my feedback (Gonye, 2024, Jan 11) I added that, theoretically, this provides additional time for adaptation to technological progress and engagement in creating, sharing, and consuming information.

Adding another dimension to the information professional’s skill set, Kaigorodova focused on human capabilities such as higher-order thinking and social and emotional abilities in the light of research indicating that the Fourth Industrial Revolution may result in the displacement of certain professionals by machines (Kaigorodova, 2023, Dec 20). I, too, acknowledged (Gonye, 2024, Jan 11) in my comments that machines, at least in the foreseeable future, cannot substitute for skills that make us human.

Dodd (2019) accentuates the necessity for teacher-librarians to embrace lifelong learning. This commitment to continuous learning and adaptability enriches their capabilities and greatly benefits those they assist. Staying abreast of the newest technologies and advancements in library services is equally advantageous for any knowledge specialist, especially teacher librarians.

Integrating the attributes mentioned above of the information professional and underscoring the patron-driven nature of the library, from a professional standpoint, has emphasised the importance of social networking.  Before reading Utecht’s (2018) Personal Learning Network (PLN) theory, I had not considered the value of social networking for individualised professional development, initially participating as consumers of knowledge and transitioning to creators of content (Gonye, 2023b, Dec 23).

In my blog post, Embracing a Library 2.0 ethos (Gonye, 2023a, Dec 20), I explored some concepts defining Library 2.0 after viewing Cole (2106). The reimagined library- where will it find you? The concept of the Biblio-Tech as an all-digital library was fascinating to me. At first, the idea of no physical resources sounded unakin to a library space I was familiar with. As I listened to the TED talk a second time, I began to understand the reimagined library space. I asked myself if the definition of Library 2.0 is a customer-focused approach to library services; patrons need more than reading material from a community space. The notion of prioritising service over collections is one that I will keep at the forefront when I begin my career as a teacher librarian.

Chun (2018) noted that libraries and teacher librarians are uniquely positioned to create an enduring impact for all students. We can influence student learning, innovation, and achievement through school libraries more than ever before. Rethinking the information professional’s role as complementary to the central student learning event – the teacher librarian can serve as a facilitator, cultivator, and navigator (Cole, 2016, p.4). I now feel I can confidently leverage my experience in social networking and new technologies to fulfil this vision.

Enrolling in INF506 surpassed my expectations, providing a comprehensive understanding of how social networking enriches my role as an information professional. The course illuminated the diverse opportunities inherent in this communication medium, fostering connections to information, resources, and diverse perspectives. As a teacher librarian, I now plan to integrate these insights, adapting to the evolving needs of students in the digital age. The experience underscored the importance of embracing peer contributions and instilling confidence in navigating new platforms. INF506 has expanded my comprehension of social networking and laid a robust foundation for my future as a proficient social networking information professional.

References

AlAwadhi, S., & Al-Daihani, S. M. (2019). Marketing academic library information services using social media. Library Management, 40(3/4), 228-239. https://doi.org/10.1108/lm-12-2017-0132

Chun, T. (2018). Brave before perfect: A new approach for future-ready librarians. Teacher Librarian, 45(5), 35-37.

Cole, L. (2016). BiblioTech as the re-imagined public library: Where will it find you? [Presented conference paper]. IFLA WLIC 2016 – Columbus, OH – Connections. Collaboration. Community, Session 213 – Metropolitan Libraries, http://library.ifla.org/1418/1/213-cole-en.pdf

Cole, L. (2016, April 15). The reimagined library – where will it find you?. TEDx San Antonio. https://tedxsanantonio.com/2016-spring-speakers/laura-cole/

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

Esnouf, M. (2023, November 25). OLJ Task 2: The influence of technology on society [Blog Post] https://thinkspace.csu.edu.au/onlinelearningjournalinf506me/2023/11/25/olj-task-2-the-influence-of-technology-on-society/#comments – MARIANA’S ONLINE LEARNING JOURNAL FOR INF506 (csu.edu.au)

Gonye, S. (2023a, December 20). Embracing a library ethos 2.0 [Blog Post] https://thinkspace.csu.edu.au/schoolofthought/2023/12/20/embracing-a-library-2-0-ethos/

Gonye, S. (2023b, December 23). Personal Learning Network Adoption [Blog Post] https://thinkspace.csu.edu.au/schoolofthought/2023/12/24/personal-learning-network-adoption/

Gonye, S. (2023c, December 26). Defining the information professional in the digital era [Blog Post] https://thinkspace.csu.edu.au/schoolofthought/2023/12/26/defining-the-information-professional-in-the-digital-era/

Kaigorodova, I. (2023, December 20). OLJTask 8: Defining information professional in the digital era [Blog Post] https://thinkspace.csu.edu.au/inna/2023/12/20/oljtask-8-defining-information-professional-in-the-digital-era/

Serobian, K. (2023, December 26). OLJ Task 2: Defining information professional in the digital era [Blog Post] https://thinkspace.csu.edu.au/kristina/2023/12/26/olj-task-8-defining-information-professional-in-the-digital-era/

Souflias, V. (2023, November 21). OLJ 2: The influence of technology on society [Blog Post] https://thinkspace.csu.edu.au/souf/2023/11/21/the-influence-of-technology-on-society/

Utecht, J. (2008). Stages of PLN adoption. The Thinking Stick. https://www.thethinkingstick.com/stages-of-pln-adoption

A vision for the future of children’s literature.

What is my vision for the future of children’s literature?

Before I read any prescribed readings, I reflected on my experience as an Early Childhood teacher and asked my eleven-year-old daughter for her opinion. Comparing my notes to those reflected in Short (2018) and the Australian Writers’ Centre Team articles was interesting.

My vision for the future includes picture books containing stories about diversity and representation that goes beyond stereotypes. This shift has happened, but cultural diversity is still somewhat underrepresented in this book format. A variety of simple to complex text and storylines in which picture books can be promoted for reading by a wider age group beyond the suggested early childhood and lower primary years.

In my daily practice, I have used picture books for more than just a quiet time activity. Combining text and imagery representing cultural diversity can provide children with many learning experiences they can relate to on a more personal level, developing understanding and empathy.

My daughter suggested that Graphic Novels are gaining popularity. This was confirmed by a somewhat subjective survey conducted amongst the peer group. Graphic novels not only provide a transition between picture books and young adult fiction novels but can engage the reader through bold and detailed graphics and fast-paced text.

According to the Australian Writer’s Team (2020), graphic novels are increasing in popularity across ages and genres. My daughter added, ‘Sometimes you want a quick-to-read entertaining book. A lot can be said through illustrations.’

Who will be the drivers of change?

The audience for which children’s literature is intended will be the primary drivers of change. This includes not only children but parents, carers and educators. These groups will influence the demand for particular types and modes of children’s literature. For example, young children may be affected by literature that ‘comes alive’ through multi-modal formats such as books adapted for a television series or vice versa and characters transformed into plush toys or action figures. Parents may seek literature ranging from traditional or classic stories from their youth to bedtime reading. Whilst educators may seek more contemporary literature with ‘teachable moments relating to ‘sustainability, diversity and indigenous cultures.

 

Australian Writers’ Centre Team. (2020, July 17). 7 trends in children’s and YA publishing. AWC: Australian Writers’ Centre. https://www.writerscentre.com.au/blog/7-trends-in-childrens-and-ya-publishing/

Short, K. (2018).What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298.