Creation (module IV) & the social web: an introduction for students in LIBR559MThe ‘Nine Muses’ were patron-goddesses of the arts who gave writers, painters & philosophers the inspiration to createDean Giustini, UBC librarian | firstname.lastname@example.org | LIBR559M February 2013
Module IV Goals• Define the social web• Quo social web – an inspirational space?• Knowledge creation in web 2.0• Nonaka’s concept of ‘ba’ in knowledge creation• A future digital epistemology ”..give them tools to help them create content” says Andy Russell, co-creator of Toontastic
What is the social web?• A shift in how people discover, read & share information• Moving from monologues (one to many) to dialogues (many to many)• Changing users from content readers into content creators• Lowering the bar to creating by removing the “costs of production”• A space to be social where online content can be created
Using social media to create“…web 2.0 applications encourage users to make and create… educators can usethese applications to foster an atmosphere that supports creativity of all kinds. Forinstance, educators can encourage or even require students to make and createcontent in blogs and wikis to help learners verbally process information. Often alleducators need to do—especially when trying to support informal learning—is toprovide a skeleton structure to get things started…” Make, Share, Find: Web 2.0 & Informal Learning (Antonelli, 2009)
Knowledge creation process “…knowledge creation is a synthesis of disparate elementsorganized into a meaningful whole. Implicit in this activity is the analysis of components and the evaluation of outcomes…”
Six stages of social engagement Inactive: sign up, do nothing Spectator: watch only (lurking) Joiner: join some groups, still read only Collector: have favorites that you follow Critic: comment on what you read Creator: create original content
In web 2.0 – we mediate• Create awareness, branding, content, inspiration for your archive• Content creation by web users, ‘the people’, your library• Contrast with top-down model of official or professional media• The web as originally envisioned seems to be returning to its original purpose: “...[our] idea was not just that the web should be a big browsing medium...the idea was everybody would be putting their ideas in, as well as taking them out.” Tim Berners-Lee (1999) address to MIT Laboratory
Bloom’s Learning Taxonomy (reframed) Can a group of learners create new points of view? Knowledge objects?… can they assemble, construct, create, design, develop, formulate & write?? See Blooms Digital Taxonomy Google Tools to Support Blooms Revised Taxonomy
My observations as evangelist• Social media is not a panacea to learning or creating• But it will increasingly be a part of the future social web• Post-textuality & the social web• Blogging is an effective scholarly activity• You can still create advocates for LAMs without social media• Managing digital identity is part of the information professions now On the web, be your self ...your ‘best self’
The ‘free’ knowledge-based economy• The social web is a learning space • Creates new opportunities for information professionals • Knowledge-creation; multimedia exploration • Collective knowledge now theoretically ”searchable via the web”• Creative commons• Lessig’s Remix economy, copyleft• The knowledge-based economy• Web as digital paradise, technotopia or infotopia• Openness - access, data, source, search, education• Innovative delivery of information services The Future of Work – “Hyperspecialization” Harvard Business Review, 2011
Japanese “Concept of Ba” / place“…effective knowledge creation depends on an enabling context… an ‘enabling context’ is a shared space that fosters emerging relationships …based on the Japanese idea of ba (or “place”) …the organizational contexts can be physical, virtual, mental or ALL three; you might say that knowledge is embedded in ba, and supporting the process of knowledge creation requires the right context or “knowledge space” (Choo, 2010) Choo et al. Beyond the ba: managing enabling contexts in knowledge organizations. J Knowledge Manage. 2011
Create something …you never know where it will take you• Create an outline of your final presentation; post it to your blog and then tweet it...• Create an outline of a paper on a social media topic and post it to your blog (pdf it and post it to SlideShare)• Create a knowledge object(s) using social media and share it with your peers (create a tutorial using screencasting software)• Create a web 2.0 strategy that you could use in your library - how would you sell it to your supervisor?• Create a simple one-page social software policy for your library• Create a mashup and post it to YouTube (or your blog)• Create something using a completely new social technology 2011 LIBR559M student http://storify.com/jjackunrau
In summary …• Information professionals are not simply curators of information i.e. we also curate knowledge context on the social web• As archivists and librarians, we want users to discuss and use information• Social participation adds richness & depth to our work• Information organizations should encourage users to try applications they enjoy, and where possible curate, extend & share content• Information professionals should aim to inspire, recognize & reward substance• After creating something, your community needs to be nurtured
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later.