INF506 – Assignment 2 – Evaluative Report

Assignment 2

Part 1: Online Learning Journal (OLJ)

Online Learning Journal for INF506 Introductory posting – Social Networking INF506 – July 4, 2011, at: http://beeslearning.wordpress.com/2011/07/04/social-networking-inf506/

Blog postings from this initial INF506 post July 4, 2011 to 14 October, 2011 show evidence that I have:

(a) engaged in the self-paced modules, online readings and online class discussions.

(b) completed a number of immersive learning activities, used a range of social networking tools and documented reflections and evaluations of these learning experiences.

Part 2: Evaluative Report

Part A

An evaluative statement using three (3) experiences documented in your online learning journal (OLJ) as evidence of meeting the learning objectives of the subject (@ 750 words).

OLJ entries selected for evaluative report:

A – Z of Social Networking

Priority PLN

Social Media Policies and Guidelines

Successful integration of Web 2.0 tools in library and learning contexts is contingent on building community, creating carefully crafted communication/content, and the selection of online social network (OSN) tool/s informed by user need. This user focus ensures a participatory service model (i.e. Library 2.0) reflective of the underlying philosophies of Web 2.0 – collaboration, conversation, community and content creation – the 4 C’s. An emphasis on client-centred engagement also under-girds the selection of OLJ entries that exemplify the learning journey outcomes of this course. Each learning journal entry places the ‘learner’ at the centre, with a focus on the people, the information, and the learning assets they require.

Engagement with a variety of Online Social Network (OSN) tools and technologies (Priority PLN-OLJ#2) permits the exploration of user-controlled, peer-to-peer knowledge creation and network based inquiry. Library staff, through their participation in OSN, are positioned to critically evaluate the collaborative and transformative potential (Richardson & Mancebelli, 2011) of emerging (e.g. Google+) and existing tools (e.g. Facebook, Twitter and Delicious). This type of immersive and experiential learning is considered requisite for those involved in the development of Library 2.0 participatory services (Abram, 2007; Casey, 2007 and Sodt & Summey, 2009) ensuring they are engaged in strategically meeting client need (Farkas, 2007). Incorporating OSN as part of a suite of client services requires clear vision, direction and active team involvement in the evaluation, use and promotion of existing and emerging technologies. A considered and collaborative focus on quality content for blogs, wikis and social bookmarking tools, for example, works towards maintaining momentum in building Library 2.0 services and also in engaging potential users of the service.

The awareness of the functionality and features of various tools/environments is also essential to inform policy and daily practice that will benefit users – in particular teenagers and younger students (Agosto & Abbas, 2009; Rogers, 2009 and Zandt, 2010) as they engage in a Web2.0 world as both consumers and creators. OSN technologies enhance the building of learning community by providing connectivity and access to distributed expertise (Bretag, 2011). The global growth and influence of OSN, use of social media and ubiquity of access requires libraries to leverage these tools to interact and collaborate in new ways. Whilst the initial technology adoption is usually for an explicit purpose, the ongoing use of that tool/technology is maintained by interpersonal connections and the meeting of needs contingent on the expertise of the library team.

Developing a Professional Learning Network (Priority PLN-OLJ#2) facilitates the information professional’s immersion in a variety of social media environments. The resultant benefit includes broadening their expertise for: understanding client groups; making OSN tool recommendations; and developing effective implementation strategies (including marketing) for specific users/groups. However, successful introduction of OSN is also contingent on a growing knowledge of the people and processes involved. Applying social network theories (Nielson, 2006; Li & Bernoff, 2008; Bernoff, 2010) to the development of online learning spaces increases the information professional’s capacity to effect change in library services through a focus on the relationship with the user. This deeper knowledge of clients and their desire for increased connectivity will support and maintain the effective engagement of users as co-contributors to to an effective library service.

The emergence of OSN, enables user-generated (UG) digital content, offering opportunities for ubiquitous engagement and exchange – sharing experiences, information and opinions. Library information specialists therefore, need to develop their work as researchers and leaders of innovation (Wittenberg, 2007). It is essential that the knowledge of users and how they communicate and learn is integrated into the provision of both a virtual and physical library space in order to retain Library relevancy in a digitally networked world. Adaptive use of social network and media tools has considerable potential to increase engagement and connectivity of library users, creating a service that is personalised, participatory and productive.

User-generated content does however, present significant challenges in the areas of privacy, online safety (Burkhardt, 2011) and the authentication and credibility of content (Wittenberg, 2007). Librarians 2.0 are positioned to contribute to the preparation of users in their acquisition and improvement of their skills and competencies (Abram,2007),including digital citizenship, by addressing these challenges through effective social media policies. In embracing a Library 2.0 ethos (A – Z of SN – OLJ#1) library staff have a responsibility to ensure staff and students are learning about responsible use (SM Policy – OLJ#3). Policy guidelines need to be enabling, user-centred and written with clear purpose (Jurico, 2011) to ensure that individuals and organisations are protected from the consequences of inappropriate social network use (Kroski, 2009). Policies need to be regularly reviewed and adapted to remain effective in continually evolving and changing information environments.

The challenge for library personnel is to ensure that they continue to broaden their own personal learning networks (Utrecht 2008; Richardson & Mancebelli, 2011; ) in order to observe and evaluate best practice from the collective expertise of colleagues, peers, educators and researchers engaged in progressive ‘communities of practice’(see – Wagner,2009). Staying connected to library and information best practice via existing and emerging technologies will ensure that they remain innovative change leaders bringing effective marketing and enabling policy to a range of connected collaborative users within an a continually evolving information and learning landscape.

INF506 Evaluative Report: PartB

A reflective statement on your development as a social networker a a result of studying INF506, and the implications for your development as an information professional.

Reflective Statement

Participatory engagement has been the key characteristic of my INF506 learning journey, transforming my daily practice and professional educator connections. From my initial introduction (Morris, 2011, July 4) through to recent course work completion, I have connected, shared, communicated and collaborated utilising a variety of social network tools and Web 2.0 technologies (Morris, 2011, Priority PLN-OLJ#2). I have begun to feel empowered as an information specialist and increasingly recognise that I am positioned to impact my learning community as it transitions towards becoming a digital networked school (Lee, Finger & Lewis, 2010). Strategic opportunities exist to embrace and lead change (Fullan, 2004; Lee, et al., 2010) however, I am cognisant that they are contingent on proactivity, astuteness and increasing my own capacity to effect that change.

The enlargement of my Professional Learning Network (PLN) (Morris 2011,(Priority PLN-OLJ#2) September, 10) has been significant in facilitating my application-oriented learning and has aided a more confident immersion journey into a Web 2.0 world. The progressive integration of social networking tools into my daily, personal and professional practise has resulted in a growing competence and confidence in my role as an information specialist and curriculum partner. Whilst I have not added significantly to my list of OSN technologies I have deepened my extent of use and application to professional contexts. With this increased capacity I have had more courage to build into the capacity of others and to assist them to become more confident, flexible and adaptive digital citizens (Maher & Lee, 2010).

A deeper realisation of the power of a Professional Learning Network (PLN) (Ferriter, 2010; Morris, 2011, September, 10; Richardson & Mancebelli, 2011 & Sheninger, 2011) has not only broadened my own personal/professional development but now features in the intentionality of growing collaborative network possibilities for those within my school/work context. The Social Networking Project (Assignment 1, 2011) was instrumental in synthesising my awareness of the potential in collaborative ‘Communities of Practice’ (Wenger, 2009) to transform learning. The project also highlighted the opportunity to develop shared expertise in Twitter, Delicious, RSS feeds and the use of Facebook as a professional learning tool. This avenue of collaborative engagement with educators and senior leadership, further highlighted the potentiality of my role in the school as one of collaborative partner and information specialist (ASLA/ALIA, 2004).

My preference for Facebook as a connecting and collaborating tool is evident in my frequent viewing and increasing contributions to the Pilot Project, the INF506 group and the i-Centre initiative (Facebook, 2011). Facebook’s features and functionality, including familiarity, ubiquitous access and ease of posting has made it a time-efficient tool for me to use and provides effective connection to other professionals (Sheninger, 2010; ResourceLink, 2011). Together with my RSS feeds and following educators via Twitter, I have access to expertise outside my immediate circle and continually collect and ‘store’ resources via my developing Delicious account. I note that with Google + (ResourceLink, 2011) gaining significant use in professional learning contexts, that there will continue to be emerging tools that I will need to evaluate for potential use in my personal and professional worlds.

Developing and shaping social network participation (Assignment 1, Bernoff, 2010; Richardson & Mancebelli, 2011; Woodruff, 2011) has strengthened my mentoring and marketing skills in relation to social networking. Moving from a spectator (in OSN) towards collaborator, contributor and creator (Bernoff , 2010), I have experienced first hand the effect of enhancing knowledge creation, reinforcing the power of relationships enabled by technology tools. Even though, I am more included in collaborative endeavour, with increased influence in curriculum and staff development (Morris, 2011, October 7), I still hesitate at posting original thought and have yet to develop many followers on Twitter or my Blog. Yet, my own ‘digital fear’ factor (Ferriter, 2010 and Richardson & Mancebelli, 2011, p. 70) is diminishing as I become more confident in advocating for a digitally networked school and transitioning the ‘library’ to an iCentre (Hay, 2010, p. 150 – 155). I will continue to seek mentorship from tech-savvy and pedagogically strong colleagues through my PLN (OLJ#2 – including: Abram: Hay; Sheninger and Valenza) and to shape the contributions of others via the College Facebook PLN group as I move ‘up’ the social technographic ladder (Bernoff, 2010).

Central to the fulfilment of my role as an information, curriculum and technology leader and intrinsic to the use of Social Networking tools in our school, is the responsibility to collaboratively develop appropriate and enabling OSN policies. Effective Social Networking policies are essential to provide for safe and ethical learning experiences (Kroski, 2009: Jure, 2011) yet they also must reflect the connectedness, increasing mobility and immersive opportunities of our socially networked world. Whilst aware of security and protection issues via media, discussion and existing school policy, the readings, modules and discussion have certainly broadened my experience of effective policy, its necessity and the need for consistent existent policy review. Marketing the pilot project gave me first-hand experience in the use of people-centred strategy that will be invaluable as new Web 2.0 initiatives are launched.

As a result of this course’s learning experiences and the engagement in critical reflective practice, my capacity to facilitate effective integration of SN and technology tools is becoming more evident. This increased capacity is occurring at a library level, within teacher-collaborative contexts and also ‘spilling over’ to classroom learning, much like the steps towards transforming schools, outlined by Richardson and Mancebelli (2011, p.12). These evaluative reflections confirm that the personal expectations set at the commencement of the course have been met. It is also clear that, ‘this’ information specialist is more at ease with being at the centre of transformative action in collaborative partnership with other purpose-driven educators.

References:

Abram, S. (2007). Web 2.0, library 2.0 and librarian 2.0: Preparing for the 2.0 world. Retrieved on 8 September, 2011 from Interact website: http://www.online-information.co.uk/online09/files/freedownloads.new_link1.1080622103251.pdf

Agosto, D. & Abbas, J. (2009). Teens and social networking: how public libraries are responding to the latest online trend. Public Libraries, 48(3), 32-37. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

Australian School Library Association (ASLA) and Library and Information Association (ALIA). )2004). Library standards of professional excellence for teacher librarians, available http://www.asla.org.au/policy/TLstandard.pdf

Bernoff, J. (2010, January 19). Social technographics: Conversationalists get onto the ladder [blog post]. Retrieved from: http://forrester.typepad.com/groundswell/2010/01/conversationalists-get-onto-the-ladder.html

Burkhardt, A. (2010). Social media: A guide for college and university libraries. College & Research Libraries News, 71,(1), 10-24. Retrieved October 4, 2011 from

http://crln.acrl.org/content/71/1/10.full.pdf+html

Bretag, R. (August 9, 2011) Bringing it All Together: Community, Shifts, Roles and Tools. Retrieved September 2, 2011 from: http://www.ryanbretag.com/blog/?p=2600

Casey, M. E. & Savastinuk, L. C. (2007). Maintaining the momentum. In Library 2.0 : a guide to participatory library service (pp. 119-132). Medford, N.J. : Information Today, Inc.

De Rosa, C., Cantrell, J., Havens, A., Hawk, J., & Jenkins, L. (2007). Sharing privacy and trust in our networked world: A report to the OCLC membership. Dublin, Ohio: OCLC. [ebook]
Retrieved October 1, 2011, from http://www.oclc.org/reports/pdfs/sharing.pdf

Farkas, M. G. (2007). What will work @ your library. In Social software in libraries : building collaboration, communication, and community online (pp. 233-255). Medford, N.J. : Information Today, Inc.

Ferriter, W. M. (2010). Digitally Speaking. Educational Leadership, 68(4), 87. Retrieved from EBSCOhost.

Fullan, M. (2004). Leading in a culture of change: personal action guide and workbook. San Francisco, Calif.: Jossey-Bass.

Fullan, M. (2008). The six secrets of change: what the best leaders do to help their organisations survive and thrive. Array San Francisco: Jossey-Bass.

Hay, L. (2010). Developing an information paradigm approach to build and support the home-school nexus. In M. Lee & G. Finger (Eds.), Developing a Networked School Community – A guide to realising the vision. (pp. 143 – 157). Camberwell, Victoria: ACER Press.

Junco, R. (2011). The need for student social media policy. Educause Review, January/February, 60-61. Retrieved from Educause website: http://net.educause.edu/ir/library/pdf/ERM1118.pdf

Lee, M., Finger, G. & Lewis, M. (2010). Implementing the shift. In M. Lee & G. Finger (Eds.), Developing a Networked School Community – A guide to realising the vision. (pp. 293 – 309). Camberwell, Victoria: ACER Press.

Kroski, E. (2009). Should your library have a social media policy? School library journal, 55(10), 44-46. Retrieved September 20, 2011, from http://www.schoollibraryjournal.com/article/CA6699104.html

Li, C. & Bernoff, J. (2008). Jujitsu and the technologies of the groundswell. In :Groundswell : winning in a world transformed by social technologies(pp. 17-37). Boston, Mass. : Harvard Business Press.

Maher, D., & Lee, M. (2010). Student Internet usage in a networked school community. In M. Lee & G. Finger (Eds.), Developing a Networked School Community – A guide to realising the vision. (pp. 241 – 257). Camberwell, Victoria: ACER Press.

Morris, B. (2011, October 7). Pilot Project Reflections [Blog Post]. Available from:

Nielson, J. (2006, October 9). Participation inequality: Encouraging more users to contribute. Alertbox, October 9, 2006. Retrieved on September 24, 2011 from : http://www.user.com/alertbox/participation_inequality.html

Resourcelink, (2011, September 21). How Social Media can Enhance Schools as Professional Learning Communities. Blog accessed at: http://resourcelinkbce.wordpress.com/2011/09/21/how-social-media-can-enhance-schools-as-professional-learning-communities/

Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks – Using the Power of Connections to Transform Education. Bloomington: Solution Tree Press.

Sheninger, E (2010, August, 23). A PLN Quick Start Guide. Retrieved September 12, 2011 from: http://esheninger.blogspot.com/2010/08/pln-quick-start-guide.html

Sodt, J, & Summey, T. (2009), ‘Beyond the Library’s Walls: Using Library 2.0 Tools to Reach Out to All Users’, Journal of Library Administration, 49, 1/2, pp. 97-109, Academic Search Complete, EBSCOhost, viewed 2 June 2011.

Utecht, J. (2008, 7 January 2011). Stages of PLN Adoption. Retrieved from: http://www.thethinkingstick.com/stages-of-pln-adoption.

Valenza, J. (2009). 14 Ways K-12 Librarians Can Teach Social Media. In Tech & Learning. Retrieved July 20, 2011, from http://www.techlearning.com/article/23558

Wenger, E. (2009). Communities of Practice – a brief introduction. Retrieved September 29, 2011, from http://www.ewenger.com/theory

Wittenberg, K. (2007). Credibility of content and the future of research, learning, and publishing in the digital environment. The Journal of Electronic Publishing, 10(1). Available http://quod.lib.umich.edu/cgi/t/text/text-idx?c=jep;cc=jep;rgn=main;view=text;idno=3336451.0010.101

Woodruff, S. (2011). 12 Most Significant Ways to Build a Deep Network. Retrieved from: http://12most.com/2011/08/26/12-most-significant-ways-to-build-a-deep-network/

Zandt, Z. (2010). Share This! : How You Will Change the World with Social Networking. Berrett- Koehler Publishers. Retrieved September 20, 2011, from Ebook Library.

Managing Marketing – Drafting a Marketing Strategy

Constructing an effective online learning environment is dependent on the implementation of a practical, yet comprehensive process of investigating, planning and applying group processes (People, Objectives, Strategy) and the ‘marketing’ of the learning space (Technology/tool).

POST Strategy - Li & Bernoff (2007)

To fully utilise the benefits of social media in my school context, I need to develop clear ideas of why social media would make a difference, how to implement it and what I want it to be able to achieve. The success of any new strategy is dependent on connecting with the people involved and knowing their need and social networking experiences. The success of the pilot project (Assignment 1, INF506, September, 2011) hinged on meeting the need of a target group, harnessing individual and collective capacity and enlarging it to meet the greater need/purpose of the group. It has been exciting to hear requests from teaching colleagues at my school advocating for the continuance of the PLN after the pilot project – clearly indicative of common purpose and commitment level.

Continuation of the PLN group will require consideration of the following:

1. Collaborative discussion and decision making about continuation of a PLN (Why? – Clear purpose) who will be involved and what SM platform will be used. See – POST – ( Li & Bernoff, 2008). Need to understand the environment to optimise implementation (Brown, 2009).

2. Utilising the knowledge of users and their social media usage experiences (Li & Bernoff, 2008). The re-evaluation of group need, the rewarding of participant contributions (Conversationalists, Critics and Creators) and mentoring their efforts (Richardson & Mancebelli (2011) are all important contributing factors to the further success of the PLN group.

3. Consideration and outline of the type of activity needed on the site, the activity frequency and ways to evaluate success of implementation phase. Consider time allocations for the project – too much time spent will affect other initiatives, too little time will be insufficient to keep the community growing and the content/ approach ‘fresh’, interesting and relevant.

4. Ensure that Leadership are supportive and that staff are positive about being involved. “Mandatory” involvement will affect ‘buy-in’. Teachers need to see that being involved will benefit them and their students.

5. Promotion – Dynamic engagement is a requisite for successful marketing of the ‘service’. Need to use opportunities for conversations, discussions, sharing in staff meetings, emails, pointing to the site and benefits of participating.

6. Evaluate the development of the learning community at regular intervals. Routine measures of success are necessary – engagement, evidence of action or increased membership. Implementing modifications to marketing strategies as necessary.

Participatory engagement in Communities of Practice is facilitated by the use of social networking technologies. Whatever the chosen technology, considered and informed processes for successfully ‘marketing’ and implementing new initiatives are necessary to ensure optimal engagement.

References:

Brown, AL. (2009). Developing an Effective Social Media Marketing Strategy, in Salt Lake City Social Media Examiner (30 July)

Bernoff, J. & Li, C. (2010) Groundswell excerpt,http://www.forrester.com/groundswell/assets/groundswell_excerpt.pdf

Twitterpating? – Evaluating Twitter.

As this unit draws to a close, I am conscious that I have learned so much and experimented with many new tools and ideas. I often am so busy making a work-related adaptation of what I am learning, that I fail to record my reflections or evaluations about what I have discovered.

In my assignment 2 preparation, I came across some handwritten notes about twitter that included a list of things I planned to try.
What follows is a summary of those notes, with comments about what I have undertaken. I have also found a list of ways Librarians can use Twitter that I will post.

20 Ways for Librarians To Use Twitter

Ask for Help

1. Ask for recommended books, products, or services.

2. Ask for help or advice about a topic of professional interest.

Be Helpful

3. Recommend a book, product, or service other librarians would be interested in.

4. Write a book list one tweet at a time, or link to a book list on the web.

5. Tweet about a useful resource on the web, a particular blog post, video, or web site.

6. Provide a daily tip like a word of the day, book of the day, random trivia, useful fact, or helpful resource.

7. Share new studies of interest to other professionals.

8. Celebrate timely events. Recognize author birthdays, Banned Books Week, and other events that affect your patrons.

Promote Yourself

9. Tweet about your library’s web site, blog, and/or podcast. Add a new tweet to let your followers know when you make updates.

10. Link to a book trailer or video booktalk you create.

11. Start a Twitter book club, and tweet your reactions to the book as you read.

12. Invite followers to an event (online or offline). Events can include library programs, book signings, talks, meetings, your online book club, webchat, etc.

13. Link to photos of your library and events.

Make Connections

14. Retweet someone else’s post that you found interesting.

15. Say thanks when someone retweets you or mentions you in their tweets.

16. Participate in #FollowFriday by recommending others people might want to follow.

17. Answer someone else’s general question, and reply to those who ask you a direct question @your_Library.

18. Schedule to meet fellow librarians at a conference, or organize a professional tweet-up in your area.

19. Make a personal connection with other librarians by sharing your favorite new book, video of the day, quote of the day, blog post, etc.

20. Ask others for their favorite posts, and reply with comments on their picks.

A former school librarian, Sonja Cole is the host of Bookwink.com, a video booktalk web site for kids. You can follow her on Twitter @bookwink

Using Twitter

I’m still considering myself a novice but increasingly being motivated to build my competency in connecting to the world of tweets. I now see it as a way to build my PLN so that it is even more tailored as my personalised Professional Development option where the main cost is ‘Time’. It has to be seen as advantageous in this often frenetically paced Teacher Librarian ‘change’ world.

To further enhance my skills, I plan to target the use of relevant #tags and seek out ‘experts’ by name to follow (hopefully they have the same info in their ‘tweet’ name as on their blogs, FB etc). So far I have ‘tuned’ into a number of Teacher Librarians on Twitter (Joyce Valenza, Kathy Schrock0 and those from the wider Library and Information Systems world. Branching out to educators that are implementing technology innovations into school (#iPaded, Sheninger).
I read that to build your PLN it is important to work at it 15 – 30 minutes/day. This amount of time can quickly disappear when reading lengthy blog posts, but with Twitter the gleanings of what’s out there can become rich in a short time. I have discovered that I need to be selective, refine my interest and connect more effectively with what is out there (Pluss, 2008, p. 59).

* Practical tips for Twitter:
* Use the @ sign to directly address someone
* Direct message function can be used for a private messge
* Use the # + prefix or word. You can then search for tweets on a specific subject or event.
* Can tweet on the go – using mobile or i-pad
* Use Freindfeed to consolidate Twitter, Flickr, Delicious. FB, RSS feed.
* Can converse easily with threaded discussions.

Pilot Project Reflections

The deep learning from the Pilot project continues to happen. Connections with school staff have deepened as a result of the project and increased the conversations about Web 2.0 tools and their possible classroom applications. I have felt more connected to classroom learning as a result and my vision of a library without walls has certainly become more of a reality.

I have found the shared lesson ideas and technology information helpful and have been challenged to think more deeply about how new technologies will shape learning for our students. The ongoing challenge is to more consistently embed what I’ve learned into classroom learning.

I have come across some excellent information to help me learn about the power of collaborative learning via Social Networks and the potential of personally crafted PLN’s.

Also want to post a link to a great infographic on Social Learning that I posted to INF506 Facebook group. Here’s a link to a great infographic about social learning with the learner at the centre.

http://www.skillsoft.com/infographic/social_learning_infographic.pdf

I hope the Facebook community that was established as a PLN will continue beyond the ‘end’ of the project. It was an easy way to share strategies, technology tools and the challenges presented in adopting new ways of doing/learning.
Applying social networking theory has helped me think about how to continue to build engagement with current participants and to shape the value of the contributions. Continuing the shared vision for the community will be reliant on clear communication and ensuring that there are built in rewards for people to keep using the platform. Shaping and rewarding the learning discourse will require ‘fresh’ material that is targeted at the needs of the educators and the need of the students. I am looking forward to sharing the Project Report with Executive staff next week.

References:
Bernoff, J. (2010, January 19). Social technographics: Conversationalists get onto the ladder [blog post]. Retrieved from: http://forrester.typepad.com/groundswell/2010/01/conversationalists-get-onto-the-ladder.html

Bretag, R. (August 9, 2011) Bringing it All Together: Community, Shifts, Roles and Tools. Retrieved September 2, 2011 from: http://www.ryanbretag.com/blog/?p=2600

Ferriter, W.M., Ramsden, J.T. & Sheninger, E.C. (2011). Communicating and Connecting with Social Media. Bloomington IN: Solution Tree Press.

Hinds, D & Lee, R. (2008). “Social Network Structure as a Critical Success Condition for Virtual Communities,” hicss, pp.323, Proceedings of the 41st Annual Hawaii International Conference on System Sciences (HICSS 2008), 2008 Retrieved from: www.computer.org/comp/proceedings/hicss/2008/…/30750323.pdf

Howard, T. (2010). Sustainable Social Networks and Virtual Communities: Morgan Kaufmann. Retrieved September 24, 2011, from Ebook Library.

Li, C. & Bernoff, J. (2008). Jujitsu and the technologies of the groundswell. In :Groundswell : winning in a world transformed by social technologies(pp. 17-37). Boston, Mass. : Harvard Business Press.

Resourcelink, (September, 21, 2011). How Social Media can Enhance Schools as Professional Learning Communities. Blog accessed at: http://resourcelinkbce.wordpress.com/2011/09/21/how-social-media-can- enhance-schools-as-professional-learning-communities/

Richardson, W. & Lampe; Mancabelli, R. (2011). Personal Learning Networks – Using the Power of Connections to Transform Education. Bloomington: Solution Tree Press.

Sheninger, E (2010, August, 23). A PLN Quick Start Guide. Retrieved September 12, 2011 from: http://esheninger.blogspot.com/2010/08/pln-quick-start-guide.html

Utecht, J. (2008, 7 January 2011). Stages of PLN Adoption. http://www.thethinkingstick.com/stages-of-pln-adoption.

Feedback on Facebook

I am finding it a challenge to distill my thoughts for the range of learning that is happening in this subject. I know that I will need to refine these postings before submitting my OLJ submissions for Assignment 2. So a challenge to myself was to post short postings every few days even amidst my writing of Assignment 1 due in days!
So my feedback on Facebook:

*Appreciate its functionality as a communication tool – much more friendly than the forum for subject participation

*Sharing and collaborating ideas and resources somehow ‘felt’ easier – perhaps it was my familiarity with the tool from connecting with friends over this past year.

*Having a face/avatar/image to link with a name seemed to increase the feeling of connection – personalized the connection.

*Noticed an increased willingness to share, connect and comment – increasing my own critical thinking skills and benefiting from seeing it modeled by others.

*Particularly enjoyed the easy way to post links and images that everyone can readily access (at a click). I liked the aspect of being able to view a snippet of the linked post – hastened one’s decision about opening/accessing the link.

Collaboration – enhanced
Conversation - enlightened
Community - enriched
Content-Creation - encouraged.

In essence the 4C’s in action!

Social Policy – What must be done?

Just starting to read information regarding developing a Social Media Policy. A blog post from Mashable reveals 10 Must Haves in a Media Policy. I particularly like the good advice in #5 Exercise Good Judgement #6 Consider the Community and #8 Confidentiality.

Jure’s Blog and features 12 Most Common Elements of Effective Social Media Policy. I like that it is succinct – providing an overview of the elements to be considered and applied to individual contexts.

The use of social media is becoming more mainstream and organisations – including schools – are developing a growing social media presence as part of marketing, value adding, engaging and educating ‘customers’. Yet, there are organisational concerns regarding the effects of social media on productivity, privacy and online-safety (Burkhardt, 2011). It is clear that the concepts of Representation, Responsibility and Respect (Sprecht, M, 2009) require consideration to assist social media users to be effective and ethical in this medium. As a response to concerns for safety and ethical use in workplace contexts, social media policies have been developed and implemented in a way that endeavours to enhance the organisation and the underlying principles and values of Web 2.0 (4 C’s), without damaging its reputation and alienating employees.

To be part of organizational change I know that I will need to facilitate the writing and implementation of a social media policy. Engaging in some thinking on this topic, I realise that I will need to consider the following:
* How to develop and maintain Social Media in our College context
* How to create policy of best practice
* How to moderate use
* Monitoring privacy and copyright issues.

I have heard that people are now writing Responsible Use policies rather than Acceptable Use policies – whilst some might see the change in wording as just an exercise in semantics, I find the change to considering ‘Responsible Use’ much more proactive and responsive to learners compared to thinking about the prescribed ‘judgements’ of Acceptable Use Scenarios.
The use of Social Media for my current INF506 Pilot Project has reinforced for me the need to consider how we can best prepare for Student and Community use of Social Media tools in learning. I do sense an increase in my involvement as a Curriculum Collaborator and Information Use Adviser/ Facilitator (as the TL) in my workplace.

References:

Burkhardt, A. (2010). Social media: A guide for college and university libraries. College & Research Libraries News, 71,(1), 10-24. Retrieved September 4, 2011 from
http://crln.acrl.org/content/71/1/10.full.pdf+html

OLJ# 3 Entry – Social Media Policies – Strategic Aspects.

Schools need to develop social media policies that set clear expectations and empower and reward those who connect and communicate. Students and staff need to use social media without fear of privacy breaches, z breaking copyright law or experiencing cyber-security and bullying issues. To advise a social media working party at our College I would suggest the following five key points:

1. Define the purpose and explain the scope in user-friendly, simple terms clearly stating what type of social media activities the policy covers in the workplace/college. Use responsible-use terminology that are empowering guidelines rather than restrictive rules. Include an emphasis on the need for review as social media is dynamic and policy will need to evolve as new trends and technologies emerge (Burkhardt, 2010).

2. Frame the policy in the context of the College’s overall vision and values. This will make it more meaningful to staff and students and increase ownership. Incorporating the College’s shared values including Character Development, Leadership, Innovative creativity and Life-long learning and Mission and service. These provide context, quality and vision to shape a better future and incorporate values which also reflect Web 2.0 philosophies.

3. Clearly define expectations and positive behaviour. Explain ‘rules’ of engagement within clearly outlined boundaries and limitations (Junco, 2011). Include reminders, responsibilities and response outlines for violations. For example: Disclosures of information or images (Jure, 2011) Give credit where credit is due and do not violate others’ rights; Respect copyright and be responsible for your work (Kroski, 2009 and Lauby 2009). Specifically state the behaviours considered negative and potentially harmful and indicate the proposed sanctions (Intel, 2010).

4. Use the College’s current policy frameworks to intentionally link to the social network policy (Fleet 2009 and SLQ 2010). For example, the College’s Code of Conduct, its ICT Policies, anti-harassment policies, the Copyright Act and the Privacy and Personal Information Act. This will increase its meaning, comprehensibility, acceptance and implementation success.

5. Encourage positive online behaviour and principles modeled by including enabling phrasing (not regulatory in tone), accountability, responsible postings, authenticity, community oriented, transparency, trust, integrity, fairness and reciprocity, and timeliness (Ryan, J 2007; Jure and Lauby, 2009).

References:

Burkhardt, A. (2010). Social media: A guide for college and university libraries. College & Research Libraries News, 71,(1), 10-24. Retrieved September 4, 2011 from

http://crln.acrl.org/content/71/1/10.full.pdf+html

Fleet, D., (2009), Social media policies. Retrieved September 22, 2011 from http://www.slideshare.net/davefleet/social-media-policies-ebook

Intel Corporation, (2010). Intel social media guidelines. Retrieved September 22, 2011 from http://www.intel.com/sites/sitewide/en_US/social-media.htm

Junco, R. (2011). The need for student social media policy. Educause Review, January/February, 60-61. Retrieved from Educause website: http://net.educause.edu/ir/library/pdf/ERM1118.pd
Jure, (2011, August 13) 12 Most Common Elements of Effective Social Media Policies. Retrieved September 22, 2011 from

http://jureklepic.com/2011/08/13/12-most-common-elements-of-effective-social-media-policies/

Kroski, E,. (2009), Should your library have a social media policy. Retrieved September 22, 2011 from

http://www.schoollibraryjournal.com/index.asp?layout=articlePrint&articleID=CA6699104#What%20should%20a%20policy%20include?

Lauby, S., (2009), 10 must-haves for your social media policy. Retrieved May 22, 2010 from http://mashable.com/2009/06/02/social-media-policy-musts/

Rogers, C. R. (2009). Social media, libraries and web 2.0: How American libraries are using new tools for public relations and to attract new users – Second Survey November 2009. Retrieved October 4, 2011 from

http://www.statelibrary.sc.gov/docs/social_media_survey2009.pdf

Ryan, J., (2007), Principles for public sector social media (NZ). Retrieved September 26, 2011 from

http://psnetwork.org.nz/blog/2007/02/19/principles-public-sector-socialmedia/

Sprecht, M, (2009). Telstra’s social media policy. Retrieved September 29, 2011 from http://specht.com.au/michael/2009/04/21/telstras-social-media-policy/

State Library of Queensland, (2010), Social networking policy. Retrieved September 22, 2011 from http://www.slq.qld.gov.au/__data/assets/pdf_file/0010/167545/Social_Networking_Policy_v5.pdf

Van Grove, J., (2009), 3 great social media policies to steal from . Retrieved September 22, 2011 from http://www.openforum.com/idea-hub/topics/technology/article/3-great-social-media-policies-to-steal-from-jennifer-van-grove-1

Social Media – Creative Conversations?

Here is an interesting image – infographic?

source: http://www.pamorama.net/wp-content/uploads/2010/03/artoflistening.jpg

Creative Conversations – Implications and Applications – Library 2.O
Incorporating these digital communicative technologies has potential to connect with our library users to:
Collaborate
Converse
Develop Community
Create Content and Co-create, and
Crowd source.
Thus the service becomes personal, participatory and productive.
Social Media Guides

References:

Casey, M & Savastinuk, L.(2006).Library 2.0: Service for the next-generation library, Library Journal,1 September. Retrieved from http://www.libraryjournal.com/article/CA6365200.html

Transformative Questions

Reading a recent post by http://davidwarlick.com/2cents/?p=3174 and I am propelled into applying these questions in my own context. I need to work out who to ask and when to ask them.
Classroom Teachers:

How might I alter this assignment or project so that it “Responds” to the learner? How can the experience “Talk Back?”
How might I plant barriers within the assignment that force learners to “Question” their way through — to value the “questions” not just for “answers?”
How can I ban silence in my classroom, provoking “Conversation” with my assignments and projects, expecting learners to exchange ideas and knowledge?
How can I make their learning worth “Investing” in? How might the outcomes of their learning be of value to themselves and to others?
How am I daring my students to make the “Mistakes” that feed the learning dialog?

Teacher Librarians:

How can I make my library “Respond?” How can I make it “Talk Back?”
How might it become a place that evokes “Questions” — not just answers?
How can I ban silence, provoke “Conversation,” and expect patrons to explicitly exchange knowledge?
How can I make this library a place that inspires “personal Invest”?
How am I daring my students to make the “Mistakes” that feed the learning dialog — expanding and enriching the information experience?

Administrators:

How does the learning here “Respond” to the learner? How does the learning “Talk Back” to the learner and to the community?
Have my classrooms banned silence? Do the learning experiences “Provoke Conversation” by expecting learners to exchange knowledge?
Are my classrooms places that student “Questions” as much as their answers?
How do the learning environments in my school inspire learners to invest their time and skills for something larger?
How are learners being dared to make the “Mistakes” that feed the learning dialog and how am I a part of that dialog?

Perhaps I can start by posting them on my Project’s FaceBook site?

Keeping up and keeping track

The pressure of becoming information literate and working as an information professional is certainly real for me. I am conscious that I struggle at times to handle all that is coming towards me and know that I need to strategically set aside more thinking time.

I am conscious that I have worked on my INF506 course material with limited recording of the journey. And yet, I have learned so much about the power of the SN world to grow my knowledge and skills. I have refined my use of Delicious and after reading another student’s blog may investigate Diigo as it may prove a better option for school.

Implementing and managing my project has taken up my ‘study’ time this past 2 weeks. I have actually become quiet excited by the developments in the project and in particular with the direction the project is taking. Whilst only a pilot project for this subject, I can see the potentialities of it continuing beyond this course. I am definitely energised by working on something directly linked to my workplace. I can also see how the project assists me in advocating and in actually achieving my role. The project has provided me with a platform for connectivity and collaboration that I have wanted to see occur in my work context for a while. Perhaps SN will be a way to overcome some of the barriers/obstacles in my overstretched portfolio of tasks.

I have recorded more reflections about the project progress but have not placed them here as yet – keeping them off-line for the time being.

Whilst I am a more active social networker than prior to this course, I am still a little shy when it comes to public postings. I have yet to move beyond lurking in some arenas – mostly this is a product of the limited amount of time I have to devote to twitter and Second Life – balanced against work demands and the inevitable crises that sometimes surface in a busy school term.

These situations do make it easy for me to understand the challenge it is in embracing and adopting new technologies and to identify with some of the ‘fears’ of the teachers in my school. We are in need of some mentoring as we move from Learning Platform ‘awareness’ to a point of transformational use of technology in the learning context (BECTA, 2010; Richardson & Mancebelli, 2011). I realise that as I make this journey through this subject, I am traversing a landscape very new to most of the staff at my school. I am thus placed to reflect, recognise the challenges and put into place some strategies to assist others to make the journey forward. Some of these strategies will be sharing how I have been going in my own learning journey, encouraging them to develop their own PLN and mentoring them in the inclusion of technologies in classroom learning. I think I will also find others more experienced than me to help me assist others.

References:
BECTA Learning Platforms (2010) Learning Platforms: Steps to Adoption: A step-by-step guide for schools pdf. Retrieved September 7, 2011 from: http://webarchive.nationalarchives.gov.uk/20101102103654/publications.becta.org.uk/display.cfm?resID=42120

Bernoff, J. (2010, January 19). Social technographics: Conversationalists get onto the ladder [blog post]. Retrieved from: http://forrester.typepad.com/groundswell/2010/01/conversationalists-get-onto-the-ladder.html

Ferriter, W.M., Ramsden, J.T. & Sheninger, E.C. (2011). Communicating and Connecting with Social Media. Bloomington IN: Solution Tree Press.

Hinds, D & Lee, R. (2008). “Social Network Structure as a Critical Success Condition for Virtual Communities,” hicss, pp.323, Proceedings of the 41st Annual Hawaii International Conference on System Sciences (HICSS 2008), 2008 Retrieved from: www.computer.org/comp/proceedings/hicss/2008/…/30750323.pdf

Howard, T. (2010). Sustainable Social Networks and Virtual Communities: Morgan Kaufmann. Retrieved September 24, 2011, from Ebook Library.

Lee, M., Finger, G. & Lewis, M. (2010). Implementing the shift. In M. Lee & G. Finger (Eds.), Developing a Networked School Community – A guide to realising the vision. (pp. 293 – 309). Camberwell, Victoria: ACER Press.

Nielson, J. (2006, October 9). Participation inequality: Encouraging more users to contribute. Alertbox, October 9, 2006. Retrieved on September 24, 2011 from : http://www.user.com/alertbox/participation_inequality.html

Resourcelink, (September, 21, 2011). How Social Media can Enhance Schools as Professional Learning Communities. Blog accessed at: http://resourcelinkbce.wordpress.com/2011/09/21/how-social-media-can-enhance-schools-as-professional-learning-communities/

Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks – Using the Power of Connections to Transform Education. Bloomington: Solution Tree Press.

Sheninger, E (2010, August, 23). A PLN Quick Start Guide. Retrieved September 12, 2011 from: http://esheninger.blogspot.com/2010/08/pln-quick-start-guide.html

Utecht, J. (2008, 7 January 2011). Stages of PLN Adoption. http://www.thethinkingstick.com/stages-of-pln-adoption.

Becoming a connected learner – A – Z of Social Networking and Priority PLN

Module 3: OLJ#1, A – Z of Social Networking.

My work context/library is in the early stages(Infancy – Dempsey, 2009) of implementing Web 2.0 tools and developing a stronger Library 2.0 construct. In light of these early beginnings the following 5 letters have been selected as a focus for moving forward.

A – Active

School library teams need to be actively exploring, using and recommending appropriate Web 2.0 tools for teacher/student use across a range of learning contexts. Active marketing of social media is also needed to ensure growth and increase user-expertise. Teacher librarians and their team can facilitate the use of new technologies, assist teachers to grow their skills, see the possibilities for student learning and encourage them to incorporate SN tools as part of their PLN (Richardson and Mancebelli, 2011)

C – Content

Quality content targeting user need (Farkas, 2007), is important. Collaborative connections with teachers and students will ensure that content is tailored to needs, co-created where appropriate and regularly updated in order to connect with changing needs. Purposed conversations for tailored content enables knowledge creation pathways and development of critical thinking skills. People engage as creators, curators and consumers – 1:9:90 Rule (Nielson, 2010).

D – Direction

Vision for SN tool usage (Why and which way to go?) is required in order to plan and enact the process (How?). Understanding user needs and developing goals for tool and technology implementation and integration is essential. People, Objectives, Strategy and Technology (POST strategy – Li & Bernoff, 2008) are iterative considerations as is the need to develop ‘Responsible-use’ policies to cover issues relating to privacy and online safety.

O – Open-source

Open-source software considerations will be advantageous given current budget limitations (Farkas, 2007, p.242) that present as potential barrier to innovation. Moving away from a technological monoculture will expose students to a greater breadth of platforms and applications. It will also reflect the real-world scenarios that students will experience in the commercial technology world.

Z – Zeal

A degree of Zeal – enthusiasm and focused persistence – from Library team and school leadership is needed for social networking to become an effective and efficient platform for learning. Before progressing, the level of support for and acceptance of SN in the Library needs to be ascertained. Zeal is essential to create opportunities for staff and students to become familiar and confident in the potentialities of Library 2.0 ( See Casey & Savastinuk, 2007; Farkas, 2007, p.234) and to effectively promote them.

References:

Brown, A. (2010). A to Z of Social Networking for Libraries. Retrieved from http://socialnetworkinglibrarian.com/2010/01/22/a-to-z-of-social-networking-for-libraries/

Casey, M. E. & Savastinuk, L. C. (2007). Maintaining the momentum. In Library 2.0 : a guide to participatory library service (pp. 119-132). Medford, N.J. : Information Today, Inc.

Chapman, C. (2009). . Smashing Magazine, (13 July). Retrieved from http://www.smashingmagazine.com/2009/07/13/social-network-design-examples-and-best-practices/

Farkas, M. G. (2007). What will work @ your library. In Social software in libraries : building collaboration, communication, and community online (pp. 233-255). Medford, N.J. : Information Today, Inc.

Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks – Using the Power of Connections to Transform Education. Bloomington: Solution Tree Press.

OLJ#2:Priority PLN

I have spent the last month developing a more consistent approach to my own Professional Learning Network (PLN). In undertaking my INF506 Project I engaged in more consistent and persistent use of Facebook, Twitter, Google+, Google Reader and Delicious. I am convinced of the potential of a PLN to be a tailored ‘me-specific’ Professional Development tool. It’s affordable, transportable, transferable and transformational!

I have become a more comfortable and confident participant and am seeing myself as someone who is developing more discerning thinking. I know that my own journey of becoming a contributor, conversationalist and creator (Bernoff, 2010) has been shaped by the cogent comment of other educators and I am increasingly challenging myself to sharpen my skills and have a go at new things. More than that, I am more confident in recommending to others this learning journey and helping them to engage in developing their own tailored PLN.

However, evaluating my stage equivalent using Utecht’s (2008) Stages of PLN adoption, I am mid-way Stage 3 (Know it all) and Stage 4 (Perspective) conscious that over-spending time ‘networking’ will increase the stress in my daily life and I long to reach Stage 5 – Balance. Routinely managing my PLN with strategic engagement and monitoring foci and benefit will assist me in continuing my PLN journey, equipping and motivating others in my TL role whilst ensuring that I stay ‘sane’!

The realisation that this PLN concept connects with the core tenets of my role as teacher-librarian is exciting! It will of course connect with the outcomes of my INF506 Project even in its embryonic form. I agree with Joyce Valenza in saying that there has never been a more exciting and challenging time to be an information professional and our students have never needed us more.

My Mindmap of my PLN – using SimpleMind application from my iPad.

References:

Henry, V. (2010). How to network and LIKE it: A 10 point plan. FUMSI, (February). Retrieved from http://web.fumsi.com/go/article/share/4472

Nielson, J. (2006, October 9). Participation inequality: Encouraging more users to contribute. Alertbox, October 9, 2006. Retrieved from : http://www.user.com/alertbox/participation_inequality.html

Nielson, L. (2008, 12 October) ’5 Things You Can Do to Begin Developing Your Personal Learning Network” Innovative Educator Blog.
Retrieved from:

Peckham, S. (2009). Networking: Overcoming your hesitation. FUMSI, November. Retrieved from http://web.fumsi.com/go/article/share/433

Resourcelink, (September, 21, 2011). How Social Media can Enhance Schools as Professional Learning Communities. Blog accessed at: http://resourcelinkbce.wordpress.com/2011/09/21/how-social-media-can-enhance-schools-as-professional-learning-communities/

Richardson, W. & Mancebelli, R., (2011). Personal Learning Networks – Using the Power of Connections to Transform Education. Bloomington: Solution Tree Press.

Sheninger, E. (2010, August, 23). A PLN Quick Start Guide. Retrieved September 12, 2011 from: http://esheninger.blogspot.com/2010/08/pln-quick-start-guide.html

Utecht, J. (2008, 7 January 2011). Stages of PLN Adoption. http://www.thethinkingstick.com/stages-of-pln-adoption.