(Insitu Smarter Learning, 2022)
Undertaking this unit has shifted the way I think about social media and the value it has on education. I visualised social media being an online communication for people who wanted to showcase their lives with other participants. However, I immersed myself in the module readings and Facebook discussions and I was able to envisage the potential social media offered not only socially and for business purposes, but also for the whole school environment. Furthermore, I learnt the importance Web 2.0 technologies have on social media since their emergence, especially where this technology permits mobile use, and the connection learners have with each other and educators on commonly shared social networks (Giannikas, 2020).
Before studying INF506 I never used social media because it did not interest me and had no time for it; however, I have realised there is more to social media than taking pictures of dinner plates at restaurants. As an inexpensive, reliable, and effective tool for reaching out and connecting people and services, social media offers positive benefits to people’s lives. However contrary to the benefits, there are notable cons that had me thinking about how people portray themselves on social media. For example, if people do not get enough “likes” on their posts or comments on achievements, this initiates a vulnerability generating depression and anxiety and showing signs of low self-esteem (OLJ Task 1) . This task signified the limitation and significant inconsistencies that were highlighted in the article between the benefits and negative impacts of social media on self-esteem, although it was depended on relational-closeness whereby support played a dominant role in effective mediation.
This unit has empowered me with the confidence, knowledge and skills needed to enhance my digital skills through social media as a tool; to create, market, promote and provide information for the whole school environment, initiating exciting new possibilities as a future teacher librarian (TL). The influence of social media and technology has deepened my understanding and insight of the impact it has especially when researching OLJ task 2. I reflect on my amazement of how COVID forced people to embrace technology to such a high degree. After lockdown, it became apparent that society was more inclusive of the technology and its usage. Schools embraced online learning immediately with teachers quickly moving to online teaching and students experiencing another world in learning. I agree with Kristina that changes have been rapid and fast-paced, and the spread of information is providing opportunities for people. However, as I stated in Task 2, new technology changes will only be beneficial to organisations if they meet the clients’ needs; therefore, organisations must know when and how to change to grow and provide products and services for their customers (Adner & Kapoor, 2016). My understanding has deepened of how the influence of technology on society is connected and the way it has stimulated its usage.
Millennials prefer to be taught using digital technologies and have an interaction with technology that no other generation has previously endured (Au-Yong-Oliveira et al., 2018). The influence technology has on millennials is apparent through constant use of devices. Libraries must ensure their systems and processes assist users as social media and technologies become easier to access, use and people become comfortable with it (Destrianan & Juanda, 2019). This also agrees with Kimberly’s report whereby the advancement of technology, and the influence it has on social media bring about significant changes and the way we communicate. Suzanne explains how embracing Library 2.0 broadens a library’s impact by incorporating the digital use of resources and reaching out to users regardless of location. The impact of Library 2.0 on social connection and learning in the 21st century offers opportunities; however, up-to-date software and technological advancements must be maintained to fulfil competencies in the professional field of TLs, otherwise it may be difficult to sustain positive library usage (Luo & Hostetler, 2020).
As I engaged in the practical side of the unit, creating a mock Instagram page, I was able to explore and learn new skills as I mould over how I was going to get through assessment one. Once I understood what I had to do and finally got my head around how to create a page, I began to enjoy the opportunity of taking photos to match events and activities I thought would generate interest in the library by users. Posting pictures and writing a blurb about what was happening was a new avenue for me and surprisingly, I enjoyed immensely. Additionally, this subject provided me with the confidence and skills I needed to reassess my thoughts and advance my skills going forward. I began to acknowledge that incorporating new technological trends, software and social media into education would enhance the users’ experience and ultimately promoting the library. In the future, I look forward in taking on the TLs role and using my new learnt skills and knowledge to further enhance the school environments’ experience.
Gaining insight into how social media platforms work, the future of technological trends, social, cultural, ethical issues, and educational benefits, I also challenged my thinking with implications associated with social media and new technologies. This was apparent in OLJ Task 1 and the impact technology and social media has on ethical and social issues. Chloe highlighted aspects of the article; the more times a person is on social media the more comparison there will be and the more they want. I agree with her and elaborate on relational-closeness based on self-esteem. For example, those who have a high intensity of social media usage resulted in higher self-esteem based on social support perceptions; however, the effects were reversed for those suffering lower self-esteem.
In conclusion, the skills and knowledge I take away as the unit comes to a close and my understanding of how social media benefits connections with people and endless possibilities for education, are invaluable. The future in technological advancements is equally instrumental in new developments such as, innovative tools like Augmented and Virtual Reality as Mariana highlighted; however, financial constraints will be an issue initially forcing delays to fully implement such potential benefits in the library for its users. My discussion on the OLJ Task 17, thoughts for the future and accessibility of new technological trends are not without its challenges and the privacy surrounding social media as libraries seek innovative ways to promote their services. The future in technologies is advancing at an incredible rate and embracing new technology is both exciting and daunting as libraries and TLs are constantly alerted to keep up with new trends and information systems with their unique expertise.
Total words: 1099
Reference
Adner, R., & Kapoor, R. (2016). Right tech, wrong time. Harvard Business Review. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=136e4ffa-b9cd-4ac4-87d6-a45e580c1c53%40redis
Au-Yong-Oliveira, M,. Gonçalves, R., Martins, J., & Branco, F. (2018). The social impact of technology on millennials and consequences for higher education and leadership. Telematics and Informatics, 35, 954-963.
Destriana, D. B., & Juanda. (2019). Influence of information technology on society. Materials Science and Engineering. 662. 1-6.
Insitu Smarter Learning. (2022). Reflection in online learning – designing designing alternatives to free writing activities (image). Insitu Smarter Learning. https://insitu.digital/reflection-in-online-learning-designing-alternatives-to-free-writing-activities/
Giannikas, C. (2020). Facebook in tertiary education: The impact of social media in e-learning. Journal of University Teaching and Learning Practice. 17(1), 3, 1-17.
Luo, T., & Hostetler, K. (2020). Making professional development more social: A systematic review of librarians’ professional development through social media. The Journal of Academic Librarianship. 46(5), 102193.