LIBR559M Aggregation Module V 2013


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March 2013 module V in LIBR559M

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LIBR559M Aggregation Module V 2013

  1. 1. Learning objectives for Module VAfter completing Module V "Aggregation" (March 4th — 18th) you will be able to: • Discuss aggregation as a core concept in dealing with social media • List some key websites and tracking tools that accomplish aggregation • Apply aggregation concepts into your information practices, programs and services • Assess platforms to bring information together for users (including mobile device users) • Place aggregation into a larger social, cultural context BY-NC-SA 2.0 "...the ability to aggregate all content authored by a user into a single stream so that friends, family, or other interested parties can see the user’s public activities wherever they occur [is key to the social web]..." — Toward a People Web What is AG·GRE·GA·TION? Aggregation may be defined as: • The act of collecting things, ideas; creating an assemblage or collection of things • The state of being collected into an organized whole • In ecology, “a group of organisms living together but less integrated than a society” LIBR 559M – Module V (Aggregate) March 2013 | Instructor: Giustini
  2. 2. Activities in Module V (Aggregate) “…social network aggregation is the process of collecting content from multiple social network services, such as MySpace or Facebook” — Wikipedia 1. Watch Michael Wesch and the Future of Education video (Portal to Media Literacy) o Kansas State University professor Dr. Michael Wesch is a cultural anthropologist with a deep interest in online spaces and their impact on learning o In this 2008 video, Wesch discusses learning in his undergraduate classes – and what he (and his students) did about it (the concepts are still very relevant) o He talks about students efforts to integrate social media such as Facebook, Diigo, Google Apps, Twitter and other tools in a single learning space o See Weschs Netvibes page which aggregates content he wants students to browse: 2. What are your thoughts after listening to Dr. Wesch? o How many of you would like to work with a faculty member like him? o Do aggregators hold part of the answer regarding information overload? o To explore this, examine two aggregators, tracking tools, dashboards o Share your views in the discussion forum "Here’s a useful aggregating tool" o Howard Rheingold, author of Smart Mobs, created his own solution to information overload. Listen to his video as he describes his Social Media Classroom & Collaboratory, a project funded by HASTAC. 3. Read one of the following o Doerr et al. Are friends overrated? A study for the social news aggregator Computer Communications. 2012;35:796-809. o Jessen et al. Aggregated trustworthiness: redefining online credibility through social validation. First Monday. 2012;17(1-2):online. o Share your thoughts about these articles’ main points in the discussion forum(s) For participation bonus, read:Fu WW, et al. Aggregate bandwagon effect on online videos viewership: value uncertainty, popularity cues, and heuristics. J Am Soc Inf Sci. 2011;62:2382–2395. LIBR 559M – Module V (Aggregate) March 2013 | Instructor: Giustini
  3. 3. Background – Why aggregation is important • The purpose of aggregation is to provide one place or user environment to access information. A single viewpoint (portal or window) may be another way to see aggregation. You can start with a news aggregator such as Google News or an RSS aggregator such as Bloglines. However, in 2013, aggregation is not limited to RSS feeds and these rather simplistic websites. • Aggregation is a critical concept (and affordance) to apply to the use of social media. As the availability of user-generated information increases, your task as an information professional will be to stem the tide and flow of information accordingly. For now, RSS readers aggregate content well enough but all kinds of learning platforms will change how information is managed. As library users will also want to manage information, aggregators will help them get organized. A number of experimental environments consolidate content so that Facebook, Twitter, YouTube, and Wikipedia can be managed in one user space or context. View “Virtual research worlds: new technology in the humanities” A short 3 min. video about how virtual research environments (VREs) enable researchers to make use of networked research aggregated content, users are less likely to be overwhelmed by information. One usefulaspect of filtered content is that you can create one-stop in real (or virtual) time for users. Inaddition, aggregators do not require constant monitoring that e-mail requires, for example, andcan be viewed as time permits. While aggregating content is increasingly necessary, how do weas information professionals continue to locate real-time content? Instead of surfing forinformation, what about searching within our specialized social networks? Some Twitter usersbelieve their networks act as their own aggregators of high-quality content. LIBR 559M – Module V (Aggregate) March 2013 | Instructor: Giustini
  4. 4. See other websites, portals and dashboards that aggregate • video • Hootsuite - your social media dashboard v=8SDwu4ggiuQ • Social media aggregator in support portal Source: learning environments (PLEs)A PLE (personal learning environment) is: ... a system that helps learners take control of andmanage their own learning…this includes providing support for learners to set learning goals,manage both content and process, and communicate with others in the process … • In contrast, a virtual learning environment (VLE) or learning management systems (LMS), such as Vista or Moodle, are ... systems designed to help teachers by facilitating management of educational courses for students, especially by helping teachers and learners with course administration. o Can you discern the difference? A VLE/LMS is about someone else controlling how you learn; a PLE is about giving more individual control over how you learn LIBR 559M – Module V (Aggregate) March 2013 | Instructor: Giustini
  5. 5. Create your own personal 2.0 networkSocial networking sites can be used to build and assimilate content from your favourite blogs,wikis, podcasts, photosharing, vlogs, instant messaging, music and book-sharing sites. However,eventually, the information coming from these separate social networking spaces will have tobe organized. Some popular social media tools used at the moment are Facebook (socialnetworking), YouTube (video sharing) and Twitter (social networking and microblogging).Not surprisingly, when users try to maintain separate accounts to the aforementioned, they canquickly become overwhelmed - and may, ultimately, abandon social media. Perhaps withoutthem even realizing it, social media interaction has become a platform of participation forthem, and an important platform for learning in the digital age. The following tools help usersto organize this platform and manage its tools more effectively.Each personal learning tool below has its own affordances and constraints: • b2evolution is a free blog tool for the next generation of blogs and includes features of traditional tools, extending them with features such as file & photo management, advanced skinning, multiple blogs support as well as detailed user permissions. • Drupal has a blend of features and can support websites ranging from personal weblogs to large community-driven sites. One of the most popular open-source tools. • Edublogs free hosting site for educational bloggers; useful if you are setting up blogs for multiple users. There’s an active community in Edublogs and users share information about blogging and its applications in learning. • Elgg an open source tool providing a framework to build social environments; ideal aggregating platform for LAMP (Linux, Apache, MySQL, PHP); blogs, files, RSS, learning profiles, FOAF and more. Some features include: social networking, file repositories, podcasts, tagging, RSS aggregation, collaborative community blogging, friends networking, multilingual services and other customizable web 2.0 services. LIBR 559M – Module V (Aggregate) March 2013 | Instructor: Giustini
  6. 6. • Journler is a daily notebook information manager. Scholars, teachers, students, professors and writers of all stripes use it to connect text and media (video and images) • Moodle is one of the more popular course management systems (CMS) out today. It is a free, open source tool designed with sound pedagogical principles to help educators create effective online learning communities. It is also used to host online conferences. • Symbaloo is touted as the easiest starting point on the Internet and comes from ancient Greek meaning ‘gathering’ or ‘assembling’. Symbaloo aggregates bookmarks and other apps like Google search, Wikipedia, YouTube, etc. Teachers use Symbaloo as a homepage as it keeps everything organized (another important feature of aggregation). (See ePortfolio for a slightly different view of managing your own learning.) • is a Canadian online community that connects youth to access information, get involved, and take action in their local communities. • Tapped In is an online workplace for a community of professionals. K-12 teachers, librarians, administrators, and professional staff, as well as university faculty, students, and researchers gather here to learn, collaborate, share, and support one another. • Worldbridges is a community of communities that use homegrown webcasting and other new media technologies to help people learn.Other popular aggregation platforms include Ning, Plaxo. Plurk, DEN and Thinkfinity. Anemerging virtual learning environment (VRE) is Sloodle, a merging of Second Life & Moodle, i.e.integrating virtual worlds and course management. The hybrid approach hints at options forlearning in social, immersive spaces. Two virtual learning examples are Edusim which brings 3Dto classrooms and Umgumbo -- an immersive 3D VLE that will allow collaborative andinteractive learning to take place in personalized 3D spaces (including educational gaming).Other notable aggregating spaces in higher education: • MIT Open Courseware • UK Open University • Mendeley (social bibliography/reference management tool) • LIBR 559M – Module V (Aggregate) March 2013 | Instructor: Giustini
  7. 7. Final reflections on aggregation • Some social media have an unscholarly reputation (e.g., Facebook and Twitter). Outside of these tools, what tools, websites or solutions can create space for aggregated content? • What ideas can librarians and information professionals pursue to control the information resulting from social media? • Is this a new role for librarians? Havent we always gathered, organized and used classification systems, and integrated information? • How can we use aggregating tools to deliver innovative library services? • Are any of the platforms we viewed suitable for information professionals? • Do these aggregating tools provide a suitable learning ecology to manage information? • Should information professionals create aggregated spaces for users? • Reflect on the idea of aggregation in a broader sense (e.g., power (agency), wealth, social injustice) and how these concentrations may impact civil society o Will a concentration of power or wealth in social media ie. Facebook have a negative effect on archives and libraries? o Should information professionals be concerned (or simply "vigilant") about social media as produced by these multinationals? What part worries you? • Google and Facebook represent the worst side of aggregated power in the digital age o What aspects have you heard about before on this topic i.e. monopoly? economic power? multinational control (influence) of politics? • Finally, how do we teach our users about the issues of "aggregation" for better information management, learning or being a good citizen? Are these our roles? • If not, whose roles are they? • What skills do librarians need to navigate the banquet of social media tools? What would an aggregated social media competencies framework look like? • If you wish, explore one (or more) of these questions in the forums or on your blog LIBR 559M – Module V (Aggregate) March 2013 | Instructor: Giustini
  8. 8. Other exploration • Cambridge D, Fernandez L, Kahn S, Kirkpatrick J. The impact of the open source portfolio on learning and assessment. Journal of Online Learning and Teaching. 2008;490–502. • Chalon PX. OPAC 2.0: opportunities, development and analysis. In: European Conference of Medical and Health Libraries; 2008. • Corrado EM. Delicious subject guides: maintaining subject guides using a social bookmarking site. Partnership: Canadian J Library and Information Practice and Research. 2008;3. • Dempsey L. Reconfiguring the library systems environment. Portal: Libraries and the Academy. 2008;8:2. • DeZelar-Tiedman C. Exploring user-contributed metadatas potential to enhance access to literary works: social tagging in academic library catalogs. Library Resources Tech Services. 2011;55(4):221-233. • Jacobson TB. Facebook as a library tool: perceived vs. actual use. College & Research Libraries. 2011;72(1):79—90. • Jiang T. An exploratory study on social library system users information seeking modes. J Document. 2013;69(1):6-26. • Kim KS, Sin SC, Yoo Lee E. Undergraduates use of social media as information sources. Coll Res Libr. 2014 TBA. • Kwanya T, Stilwell C, Underwood PG. Intelligent libraries and apomediators: distinguishing between library 3.0 and library 2.0. J Librarianship Info Science; 2012. • Laroche M, Habibi M, Richard M. To be or not to be in social media: how brand loyalty is affected by social media? Int J Info Manage. 2013;33(1):76-82. • Makori EO. Bridging the information gap with the patrons in university libraries in Africa: the case for investments in web 2.0 systems. Library Review. 2012;61:30–40. • Sierra T, Ryan J, Wust M. Beyond OPAC 2.0: library catalog as versatile discovery platform. Code4Lib Journal. 2007;1. • Stephens M, Cheetham W. The impact and effect of learning 2.0 programs in Australian academic libraries. New Review Of Academic Librarianship. 2011;17(1):31-63. • Weller M. Virtual learning environments: using, choosing and developing your VLE. London: Routledge, 2007. • Zywica J, Richards KA, Gomez K. Affordances of a scaffolded-social learning network. On the Horizon. 2011;19(1):33-42. LIBR 559M – Module V (Aggregate) March 2013 | Instructor: Giustini