Social bookmarking:A pilot study<br />Language & Literacy Research GroupSheffield Hallam University<br />30 April 2010<br />
Outline<br />What is ‘social bookmarking’?<br />A pilot study<br />Preliminary findings<br />Action points<br />
Social bookmarking<br />Bookmarking from any PC, using social apps such as Delicious, Diigo, Connotea<br />Sharing bookmarks with other people<br />Adding personal comments<br />Annotating<br />Having a dialogue about the bookmarks<br />
Why use social bookmarking?<br />To share work and support a community<br />important for e-learners who don’t have informal conversations with each other<br />To create an informal space to voice views about texts<br />“Hi …, I also found Harrison to be very useful and comfortable to read. Harrison focuses on applying her framework to website visuals but I intend applying the framework to images within a document. Her suggested questions, grouped by metafunction provide a good guide when carrying out an analysis “<br />To encourage and give support <br />To assess approaches to handling literature?<br />
Study context<br />Online MA Professional Communication at SHU<br />Overall research question: can social media be used support academic literacies <br />Academic literacies as defined by Lea, Street, Lillis<br />Action research philosophy<br />Multi-case study to explore a range of social media (Diigo, LinkedIn, group blog, etc)<br />pilot on Diigo (March 2010)<br />Visual Communication module <br />16 students ‘active’ + 4 temporary withdrawn<br />13 Diigo contributors: 8 women + 5 men <br />3 non-contributors: 1 planned + 2 unplanned<br />
Students’ social bookmarking skills <br />“I had not heard of social bookmarking before the diigo task. I had heard of Delicious but did not know what it was used for.”<br />
Tutor skills<br />Personal use of Delicious for 2-3 years to collect references (copy to Endnote)<br />Never used social bookmarking for teaching<br />Found few references on social bookmarking use in teaching (eg Educause, Mason & Rennie, Tinker, Webb)<br />
Student views (1)<br />No technical difficulties, training videos useful<br />Cautiously favourable<br />I feel fairly comfortable with sharing my summaries. I think the people who are on the list make a huge difference to how comfortable one feels with sharing summaries. While constructive feedback is definitely welcome, I wouldn't want to share my summaries with people who are unnecessarily critical.<br />I think diigo can be useful, especially when the readings are consistently tagged. It might be useful to agree on a tagging system before starting to add topics/bookmarks. <br />
Student views (2)<br />Mixed views on impact on essay writing<br />The Diigo task enabled me to read in a structured way and also record my thoughts. The processes of reading, reflecting, and recording helped me to be better planned as I had developed and clarified my arguments by the time I started writing my essay. <br />I could have been writing my essay.<br />
Example of student recommendations<br />I would make it a core component of each module actually - if we were more schooled in the functionality. Otherwise, it offers very little more than the Blackboard discussion forums. <br />I could imagine a group task with several students creating an annotated reading list for a certain document. I think a group task on one document would also stimulate a real discussion about the readings and frameworks.<br />
Action points for teaching<br />Select a more appropriate module<br />Start at the beginning of a module<br />Seed with comments inviting responses<br />Respond to more postings (not just feedback and encouragement by email)<br />Encourage social tagging<br />Encourage the discussion of ‘topics’ – not just references<br />
Tentative conclusions<br />An interesting experiment<br />refinements needed<br />Potential to allow e-learners to develop a personal stance towards academic literature – before they start essay-writing<br />
References<br />Beaumont, C. (2010) Using Open Online Resources to Enhance Social Learning. Brighton: HEA Art Design Media Subject Centre. Available at <http://www.adm.heacademy.ac.uk/resources/case-studies/using-open-online-resources-to-enhance-social-learning>. [Last accessed February 2010]<br />Hammond, T., Hannay, T., Lund, B. and Scott, J. (2005) 'Social bookmarking tools (I): a general review '. D-Lib Magazine. 11 (4). Available at <http://dlib.org/dlib/april05/hammond/04hammond.html>. [Last accessed January 2010]<br />Lomas, C. P. (2005) Things You Should Know About Social Bookmarking. Boulder, CO: Educause. Available at <http://net.educause.edu/ir/library/pdf/ELI7001.pdf>. [Last accessed January 2010]<br />Lund, B., Hammond, T., Flack, M. and Hannay, T. (2005) 'Social bookmarking tools (II): a case study - Connotea '. D-Lib Magazine. 11 (4). Available at <http://dlib.org/dlib/april05/lund/04lund.html>. [Last accessed January 2010]<br />Mason, R. and Rennie, F. (2008) E-learning and Social Networking Handbook: Resources for Higher Education. Abingdon: Routledge.<br />Stolley, K. (2009 ) 'Integrating social media into existing work environments: the case of Delicious'. Journal of Business and Technical Communication 23 (3): 350-371.<br />The New Media Consortium and Educause Learning Initiative (2007) 2007 Horizon Report. Austin, TX: The New Media Consortium. http://net.educause.edu/ir/library/pdf/CSD4781.pdf<br />Tinker, A., Byrne, G. and Cattermole, C. (2009) 'Creating learning communities: three open source tools'. 6th LDHEN Symposium. Bournemouth University, April 2009. <br />Webb, E. (2009) 'Engaging students with engaging tools'. EDUCAUSE Quarterly. 32 (4). Available at <http://www.educause.edu/EDUCAUSE%2BQuarterly/EDUCAUSEQuarterlyMagazineVolum/EngagingStudentswithEngagingTo/192954>. [Last accessed February 2010]<br />
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