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Presentation for DASL (Division of Academic & Special Libraries of Suffolk County Library Association) on using new technologies to market library services and resources to freshman students.

Presentation for DASL (Division of Academic & Special Libraries of Suffolk County Library Association) on using new technologies to market library services and resources to freshman students.

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  • 1. Fiona Grady Assistant Instruction Librarian Stony Brook University April 17, 2009
  • 2. What is Web 2.0 & Why Use It?  Characteristics of Freshmen/Millenials  Old School Outreach   Personal Librarians  Laptop Loan Program A Brief Overview of Web 2.0 Tools    Social Networking Sites Next-Generation Library Catalogs  Course Management Systems  Social Bookmarking/Tagging  Web Conferencing  Using Videos & Photos  Clickers  Virtual Reference  LibX  Zotero Thoughts on Instruction  Questions/Success Sharing 
  • 3. quot;Web 2.0quot; refers to a perceived second generation of web development and design, that facilitates communication, secure information sharing, interoperability, and collaboration on the World Wide Web. Web 2.0 concepts have led to the development and evolution of web-based communities, hosted services, and applications; such as social-networking sites, video-sharing sites, wikis, blogs, and folksonomies. (“Web 2.0”, 2009)
  • 4. It’s all about discovery and sharing resources  It’s about exposure and connecting to users  It’s about interaction and allows for a dialog  between users and librarians It’s about participation, trust and allowing  users to collaborate with librarians It’s dynamic & keeps users interested 
  • 5. Expect entertainment, engagement and  variety in their education Parallel processors of information rather than  linear processors Prefer to learn through trial and error  Prefer informal instruction  Accustomed to peer learning  Quickly adapt to unexpected situations  Martin, J. & Ewing, R. (2008)
  • 6. Use horizontal skimming or power browsing  Click links extensively  Don’t spend much time evaluating for  relevancy, accuracy or authority Poor understanding of their information  needs ”Have unsophisticated mental maps of what  the Internet is” (CIBER, 2007)
  • 7. Don’t underestimate the importance of a random act of kindness to a new student on campus.
  • 8. At Yale each incoming freshman is assigned • a Personal Librarian (PL) • Students are initially notified by mail • Ongoing communication by email • PL acts as the single point of contact for the library until a major is declared
  • 9. Acts as an ice breaker and reduces library  anxiety Opportunity to introduce library services  Proactive introduction to the library before  student arrives on campus Opportunity for marketing library services to  parents
  • 10. Available at the following libraries: • Cornell University • LaGuardia Community College • Queens College • Syracuse University • University at Albany • University of North Texas • and many, many more
  • 11. Reinforces the idea that the library provides  something useful Gets students into the library  Fosters social relationships between library staff  and students Plants familiar faces in library instructions  Provides opportunity to “cross-sell” other library  services Funding from IT/student tech fees  Students sign agreements and are responsible for  laptops while checked out
  • 12. “The quot;social networking sitequot; is the 21st century term for quot;virtual community,quot; a group of people who use the Internet to communicate with each other about anything and everything.” (“Social Networking Site”, 2007) • Facebook •Twitter • MySpace •Bebo • LinkedIn • Live Journal • Ning • and many, many more
  • 13. Provide additional ways for students to find the library – go  to where your users are Library pages can be used to market library events and  services Opportunity to highlight collections  Librarians can create profiles and provide chat reference  through the site Allows patrons to participate and feel part of the library  community, for example by sharing photos or comments May make libraries & librarians less intimidating  Remember: Inundating fans = SPAM 
  • 14. Create a library page  Encourage students to “fan” the page  Notify fans of library workshops and news  Link to the Facebook page from the library  homepage to increase awareness Add WorldCat CiteMe and other useful  applications Add an RSS reader application to minimize  redundancies when updating information
  • 15. Sites designed to allow users: • To store bookmarks and access them from any computer • To tag bookmarks non-hierarchially rather than using folders, using folksonomies rather than taxonomies • To share bookmarks with friends, co-workers or other networks • To discover new resources by exploring other users’ tags
  • 16. Set up an account for the library  Use tag bundles for subject areas  Allows users to discover library resources while  using del.icio.us Allow users to add their favorite links  Use RSS to “push” lists of websites to relevant  library pages or to users Keep links in a course module on Blackboard fresh  Can update multiple sites without manual  intervention
  • 17. Popular social bookmarking sites: Delicious (http://del.icio.us)  Digg (www.digg.com)  Reddit (www.reddit.com)  StumbleUpon (www.stumbleupon.com) 
  • 18. • Supplement traditional instruction with media • Encourage instructors to provide assignments using video mashups allowing students to express creativity in new ways • Provide opportunities for students to be active participants in the library by contributing videos & photos • Create a Flickr account , let students add photos and include them as a slideshow on the library blog Picture Sharing Sites Video Sharing Sites • Flickr • Picasa • Blip.tv • Fotki • Snapfish • Google Video • Photobucket • Shutterfly • Vimeo • YouTube
  • 19. Many database publishers provide video, flash or  other slick tutorials for their products Devote staff time to creating tutorials that cover  unique, local collections or services Use Camtasia, Captivate or similar software to  create tutorials using screencasting Narrate powerpoints or convert them to Flash for a  more engaging user experience Incorporate quizzes to make more interactive &  assess student learning
  • 20. Consider having a video or photo tour of the  library Post on library website, social networking and  other sites to increase exposure & chance of discovery Encourage students to share their own videos  & photos of the library on the library’s Facebook page – see the library through a student’s eyes
  • 21. Have a library tour video contest with an online vote  Let students do marketing for you by encouraging  other students to watch their videos Have a contest each semester/year for student  created videos that promote an aspect of the library Relinquish control – let students drive the content,  they are more likely to create something of interest to their peers Share videos on YouTube or similar sites  Have a cool prize 
  • 22. QuestionPoint Tutor.com Adium AIM Libraryh3lp Meebo Pidgin Trillian
  • 23. Provide IM (Instant Messaging) widgets where  users are likely to encounter problems  Highlight IM widgets in instruction sessions  Provide a way for students to email a question when the service is not available  Our IM reference statistics doubled after adding widgets to three pages – Ask A Librarian, Article Linker no match page and the e-Journals page
  • 24. LibX is a browser extension (plug-in or add-on) that allows users to • search library resources easily from anywhere on the Internet LibX was initially developed in 2005 @ Virginia Tech by Annette • Bailey, Godmar Back, and Mike Doyle as a “virtual librarian” tool Goal was to let users take the library with them on the Internet • Puts the library right on students’ browsers! LibX provides: • A browser toolbar • A right-click menu • Embedded cues or icons • Autolinks for ISBNs, ISSNs, PubMed IDs and DOIs
  • 25. No need to navigate to the library website  Easily integrates library searches into students  workflow Search results open in a new tab or window  No need to cut & paste search terms –highlight text  on page and drag & drop Individuals can customize toolbar to include their  favorite resources or those most relevant Get IT to install LibX on all computer lab machines  Promote to all incoming freshmen and transfer  students at orientations
  • 26. Lets you search library catalogs or databases  from any web page Supports simple or complex queries 
  • 27. User can customize menu options 
  • 28.  Websites like Amazon, Barnes and Noble, Google, the New York Times Book Reviews and Yahoo support the display of embedded cues or icons  Clicking on the icon will initiate a search for the selected book in the library catalog
  • 29. ISBNs, ISSNs, DOIs, PubMed IDs and other  identifiers are recognized and made into links to the catalog or Article Linker
  • 30. Browser extension for Firefox which: • Automatically captures citations • Cite from within Word and OpenOffice • Stores PDFs, images, and web pages • Automatically grabs metadata from PDFs • Allows users to include annotations • Organizes resources with collections and tags • Allows for remote back up and syncing • Lets you access your library from anywhere • Supports a variety of style guide formats • Provides its interface in over 30 languages (“Zotero”, 2009)
  • 31. Intuitive, easy-to-use  Open source - no fees  Students’ access doesn’t end when they  graduate Platform independent  Combine with LibX and browser search boxes  to make the browser a powerful research tool
  • 32. “… this catalog is not really a catalog at all but more like a tool designed to make it easier for students to learn, teachers to instruct, and scholars to do research. It provides its intended audience with a more effective means for finding and using data and information… It’s designed less like a “catalog” — an inventory list — and more like a finding aid… It is built using open standards, open source software, and open content in an effort to increase interoperability, modularity, and advocate the free sharing of ideas.” (Morgan ,2007)
  • 33. Provide more meaningful display of results  Federated searching combines library  holdings and non-holdings in one display Incorporate tagging, ratings and reviews  allowing students to collaborate with the library, librarians, other students and faculty Faceted search results  Context sensitive linking 
  • 34. Aquabrowser (http://www.medialab.nl/)  Encore (http://www.iii.com/products/encore.shtml)  Endeca (http://endeca.com/)  Primo (http://www.exlibrisgroup.com/primo.htm)  Open Source:  Koha (www.koha.org)
  • 35. Blackboard Desire2Learn Open Source Moodle ILIAS OLAT Sakai
  • 36. Get a dedicated library page or tab  Incorporate a library catalog, research  database or federated search widget to allow users to access library resources from within the Course Management System Incorporate IM reference widget  Include RSS feeds from library blogs  (events, news)
  • 37. Encourage faculty to link directly to articles  available in research databases (use proxied URL) Embed librarians in course modules  Link to relevant databases & subject guides  Include relevant video tutorials & bibliographies  Use wiki to allow students to contribute to a  bibliography Consider breaking down library instruction into  short, manageable sections incorporated throughout the course, rather than one long session, in order to increase relevancy and retention
  • 38. • Adobe Connect • Echo 360 •Horizon Wimba • WebEx • And many others
  • 39. Works in conjunction with CMS to provide  interactive online learning experience  Instructors can share their desktop with students allowing them to easily share websites, Word documents and other applications  Instructors use web cams to provide a “face-to-face” session online  Instructors have options to help control class flow, for example, hand raise mode
  • 40. Librarians can use for online instruction  Can provide an in-class session outside of regular class  hours, for example, “let’s all meet online on Tuesday @ 7 pm” Can help ease classroom resource issues or provide hands-on  sessions for large classes Sessions can be recorded so attendees can review information  as needed and non-attendees can catch up on what was missed A/V and chat dialog recorded  Students can interact via web cam w/ microphone or use chat 
  • 41. • A clicker is a handheld remote control used to convey answers to questions • Personal Response System (PRS) technology combines wireless hardware and presentation software • Presentation software aggregates student responses and displays results graphically
  • 42. Increases interactivity  Improves attentiveness  Facilitates discussion  Provides low anxiety, non-graded testing  Display results immediately so students can self-  assess their understanding of concept in relation to their peers  Allows instructors to assess students understanding immediately and modify instruction accordingly
  • 43. Students suffer from information overload just as  much as we do  Help them get the most out of your instruction sessions by making connections for them; don’t assume they can make the leap on their own  Always provide plenty of time for students searches  Sit in on other librarians’ instructions so that you can steal ideas that work and learn about new database features & other tools
  • 44. Make the instruction a win-win situation for  students by including a “gift” in each session Gifts can be tips on how to use:   The “cite me” feature of a database  The use of quotes to indicate a phrase  The Library Links preference in Google Scholar  The library’s link resolver, ie, SFX, Article Linker  The ILL link from WorldCat  Anything practical that will save the student time
  • 45. CIBER (2008). Information behaviour of the researcher of the future. Retrieved April 13, 2009 from http://www.ucl.ac.uk/infostudies/research/ciber/downloads/ggexecutive.pdf. Kipnis, D., & Childs, G. (2004, Winter ). Educating generation X and generation Y: Teaching tips for librarians. Medical Reference Services Quarterly, 23(4), 25-33. Retrieved April 16, 2009, from Library, Information Science & Technology Abstracts database. Martin, J., & Ewing, R. (2008). Power up! Using digital gaming techniques to enhance library instruction. Internet Reference Services Quarterly, 13 (2), 209-225. Retrieved April 21, 2009, from http://www.informaworld.com/10.1080/10875300802103874. Social networking site. (2007). In PCMAG.com Encyclopedia. Retrieved October 22, 2007, from http://www.pcmag.com/encyclopedia/. Web 2.0. (2009, April 12). In Wikipedia, The Free Encyclopedia. Retrieved April 12, 2009, from http://en.wikipedia.org/wiki/Web_2.0. Links to tools discussed and other resources used for this presentation available @ http://delicious.com/FionaGrady.
  • 46. Fiona Grady Assistant Instruction Librarian Stony Brook University fiona.grady@stonybrook.edu