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LIBR 559M Social media for information professionals 2013
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The introductory unit and first module of LIBR 559M Social media for information professionals at UBC's iSchool

The introductory unit and first module of LIBR 559M Social media for information professionals at UBC's iSchool

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    LIBR 559M Social media for information professionals 2013 LIBR 559M Social media for information professionals 2013 Document Transcript

    • Welcome to LIBR 559M~W elcome to LIBR 559M – social media for information professionals. Youve cometo the right place. Once you have a chance to look around on Blackboard Connect (thelearning platform) and the course materials, youll feel more comfortable with ourlearning environment. It may take a few days to get fully acclimatized.A few words about our time together: the first two weeks of the course consist of awelcome unit and a module (affordance). You do not have to read files in one sitting. Infact, some files can be scanned and browsed; others read closely later. For each module,I leave it up to your time management and learning style about how to absorb conceptsand give you time at the end of each module to share your final reflections. Most of thedefinitions and charts can be scanned for reference, and put away. Try to explore thelinks I have embedded in the text. Similarly, the literature reviews are meant to supportthe academic study of social media and can be examined more closely as the termprogresses. The principles in some of these documents will help you to approach socialmedia more strategically and will help you to determine a topic for your final project.InstructorI hope you will use my contact information for help without hesitation during the coursewhen you need it. We want to try to accomplish as much as possible during our timetogether. I am available to help you and anyone who needs my advice and support.Dean Giustini UBC adjunct teaching faculty, UBC reference librarianE-mail: dean.giustini@ubc.caPhone: 604.875.4505 Twitter: @giustiniBlog: The Search Principle http://blogs.ubc.ca/dean LIBR 559M Social media for information professionals, Jan-April 2013
    • Virtual officeI use e-mail, Google Talk and a bunch of other online tools to meet with students.My virtual office hours are from 7 to 9pm Tuesdays PST and 10-12noon Saturdays.Questions?Tip: If you have any questions about this course, or any of the modules and activities,please contact me through one of the following e-mail accounts: dean.giustini@ubc.caor dean.giustini@gmail.com. I aim to answer all e-mails within 24 hours.Digital Resource Library via HLWIKITo prepare for this workshop, I have updated several literature reviews and websitescans on the wiki I maintain at http://hlwiki.ca. The wiki contains over 900 pages ofcontent so feel free to browse to your heart’s content.Below is a near-complete listing of monographs published about social media use in theinformation professions. The list is meant to support your reading and thinking aboutsocial media. I do not require you to purchase any specific text for the course. However,it’s important to know what monographs are being published in the area in case youwant to purchase any. The material is meant to supplement the many great articles inthe peer-reviewed literature. Page 2
    • See also: The use of social media in academic libraries, 2012. • Ballard T. Google this! : putting Google and other social media sites to work for your library. Oxford (England): Chandos Pub., 2012. • Bradley P. How to use web 2.0 in your library. London: Facet, 2007. • Casey ME, Savastinuk LC. Library 2.0: a guide to participatory library service. Medford, NJ: Information Today, 2007. • Courtney N. Library 2.0 and beyond. Innovative technologies and tomorrows user. Westport: Libraries Unlimited, 2007. • Crawford W. Successful social networking in public libraries. Chicago : ALA Editions, an imprint of the American Library Association, 2013. • De Saulles M. Information 2.0: new models of information production, distribution and consumption. Facet, 2012. • Godwin P, Parker J. Information literacy beyond library 2.0. Facet, 2012. • Gupta DK, Savard R. Marketing libraries in a web 2.0 world. IFLA, 2011. • Harmon C, Messina M. Using social media in libraries: best practices. Best Practices in Library Services. Scarecrow, 2012. • Kaiser R. Library success with web 2.0 services: an introduction into the use of web tools as blogs, wikis, podcasts - a new generation of information services. (Berlin): Simon Verlag, 2012. Page 3
    • • Kroski E. Web 2.0 for librarians and information professionals. New York: Neal-Schuman, 2007.• Landis C. A social networking primer for librarians. New York: Neal-Schuman Publishers, ©2010.• Morgan P. Using web 2.0 for health information. Facet, 2011.• Murphy J. Location-aware services and QR codes for libraries. Chicago: ALA TechSource, an imprint of the American Library Association, ©2012.• Parkes DH. Web 2.0 and libraries: impacts, technologies and trends. Oxford: Chandos, 2007.• Purcell MA. The networked library: a guide for the educational use of social networking sites. Santa Barbara, California: Linworth, an imprint of ABC-CLIO, LLC, 2012.• Reddy DBE. Social networking and the libraries in the new millennium: an annotated bibliography. Hauppauge, New York : Nova Science Publishers, Inc., 2012.• Rigby B. Mobilizing Generation 2.0: a practical guide to using web 2.0. San Francisco: Jossey-Bass, 2008.• Sauers MP. Blogging and RSS: a librarians guide. Medford: Information Today, 2006.• Solomon L. The librarians nitty-gritty guide to social media. ALA Editions, 2013.• Solomon L. Doing social media so it matters: a librarians guide. ALA, 2011.• Steiner K. Strategic planning for social media in libraries. Tech Set #15. ALA, 2012.• Stephens M. Web 2.0 and libraries: best practices for social software. Chicago: American Library Association, 2006.• Swanson TA. Managing social media in libraries: finding collaboration, coordination and focus. Oxford: Chandos Pub., 2012.• Tomaiuolo NG. UContent: the information professionals guide to user- generated content. Medford, New Jersey : Information Today, Inc., 2012. Page 4
    • Structure of the Course Thirteen (13) / six (6) modulesThis is a 13-week asynchronous course that runs from January 2nd to April 5th, 2013. Thecourse consists of an introductory week and six modules that last two weeks each. Eachmodule is designed to provide exposure to an important topic or theme. While weexamine and discuss social media tools in LIBR559M, our focus is less about learninghow to use tools as it is developing an understanding of strategies associated with usingsocial media. As we move through course content, you’ll notice a shift in emphasistowards information management practices. Each module consists of reading(s) and anoverview of concepts. Activities are planned to highlight concepts in each module.There are six (6) modules in total…Week I begins with the Introduction module (starting January 2nd, 2013) meant toprovide you with an orientation and an opportunity to meet your peers. The six modulesare organized from learning some of the basic social media concepts to getting engaged.Once we reach module IV, we will be into the second half of the course, so by then weshould be ready to adopt new attitudes and skills. In Module IV, we aim to think aboutways to “strategize and lead” social media initiatives in information organizations."Discussions" areaI encourage you to use the "Discussions" area to share your views (click on "Discussions"on the left hand side of Blackboard). If you need assistance, click on the links at the topright or contact me. I may refer you or can try to troubleshoot with you. If you have anyquestions you want to ask me privately, use the e-mail tool in Bb Connect or one of mye-mail addresses listed.Time managementEach week in this course consists of a reading or activity. I provide suggestions aboutwhat to read to help you learn the concepts and manage your time. I also provide a pdfversion of the entire module for offline reading. I encourage you to share what you readabout social media with your peers; in other words, share your thoughts (positive /negative) by posting them in the discussions area. You’ll find that posting andresponding to posts will help you work out your perspectives more fully. Page 5
    • A further suggestion about your time: budget an hour or so every single day for yourexploration. Many files can be printed and read offline. If you have concerns, mycommitment is to guide you as needed and provide assistance within 24 hours. Usually, Irespond in a few hours because I am not off the grid for very long. If you plan to useFacebook or Twitter, I may respond more regularly~! Tip: With a proliferation of social media tools, its easy to get pulled into a state of endless exploration and experimentation in social media courses. Your time issomething you need to manage closely. Effort expended does not always equate with a sense of proficiency in understanding the tools…More on directing your learningI hope we share our collective experiences of using social media. The literature dealswith a range of issues in social media such as branding, risk management and publicrelations - and each module refers to one or two of these complex issues. I have createdseveral easy-to-digest overviews and tables to help you get a handle on issues. My goalis to lead you to what you need to know during the time we have.Note: Its important to speak to other professionals who use social media. Ask yourcolleagues why they use (or dont use) social media. This course should help youdevelop a critical-reflective stance on issues - between advocacy and informed criticism.The best way to begin this type of learning is to start with definitions and facts.Later, including long after the course is over, it will be useful for you to consider whysome information professionals are using social media, and why some dont. Why isthere such a range of participation? What are your own goals in using the tools? Untilnow, have you ever used social media professionally? There are few substitutes forlearning than engaging with others who are also trying to make sense of the emergingchannels of socialization and information-sharing. Page 6
    • Confidentiality, trust & respect onlineAll interactions you have with me are confidential. If you want to share informationabout the course outside of Blackboard Connect ensure you take out identifiable names,and mentions of fellow students. This is especially true of the discussions in class (i.e.,on Blackboard Connect).The nature of asynchronous online learning is such that high trust levels are needed formeaningful learning. Trust is essential in building online classes. In the discussions area,be sure to share; this is literally our "classroom" and our exchanges are vital in meetingour learning objectives. However, consider what is and is not appropriate for sharing,and how best to provide encouragement to your fellow participants. The same rules ofcommunication on e-mail pertain to online learning (and using social media).I look forward to getting to know you and your assessment of social media trends andtools. I appreciate that you have decided to learn about social media and will doeverything I can to ensure your success.Why should information professionals study social media? "...i-Schools prepare a wide range of information professionals including information architect, data analyst, database administrator, web developer, ontologist, usabilityengineer, social media strategist, data curator, chief information officer, and of course librarian, archivist, and museum curator..." ~ Information Professionials 2050Social networking on the web emerged in the late 1990s and is now an established formof communication for many professions. In academic circles, social networking has beena catalyst for newer forms of scholarship and generating new knowledge. Some of themature social media sites such as those you hear about daily (and perhaps use daily?)are Facebook, Wikipedia, YouTube, Twitter, Linked-In ...plus other tools. As academicshave established their presence on social media, its place in the academy has becomeeasier to recognize and demonstrate. That said, I recommend critical thinking about theuse of social media. Each of us has to determine on our own whether or not we will usesocial media, and where it fits into our information practices.The influence of social media (and the web in general) and its impact on our informationpractice is a long-term endeavour. Social media is not about a passing fad or dealingwith a technology bubble. With emerging forms of technology providing new personalnetworking opportunities all the time, the web makes it possible now to aggregate andmanage information for our users so that it can be discovered, created and remixed. Page 7
    • This course explores how information professionals can implement social media toaugment our information services and ways to find, discover, access, navigate, evaluateand create content. One challenge is evaluating our use of social media, and accuratelyselecting the right tool to fit the right project. This is not unlike selecting books,databases and other online sources of information for our user groups.A note about mobiles: Smartphones (iPhone, Droid, and Blackberry) are everywhere in2013 and there is an explosion of apps for productivity, research, reading, and studying.Librarians can better serve their communities by having expertise in mobiletechnologies. Learn all you can about the best apps for library users such as Evernote,Dropbox, Instapaper, iBooks, Kindle and GoodReader.Smartphones have a natural affinity when used with social media. Our collections andservices account for this symbiotic relationship by moving us towards more socialinteraction on the go all the time. In an increasingly global-mobile information society,social media diminishes boundaries, transcends aspects of the digital divide and invitesus to participate more in modern life. However, by adding social media to our work, wedo not have to abandon our important traditions in the information professions.Questioning social mediaIts useful and necessary to question the use of social media. Social media is not meantto be a panacea to our problems in information organizations. No one tool can providethe answer. Thus, to understand social media in the 21st century, it’s important toassess tools and types of networks created by our users and try to use themstrategically. One thing I think we can all agree on is that not all social networks havevalue. To trigger some thinking around social media, and its importance in our field,start by asking yourself some key questions. As an information professional, why shouldI use social media? Share your answers (and ideas) with me or your classmates.In addition, I would like each of you to consider some of the following now (and, again,during Week VI and in the final week of LIBR 559M): • What value is there in using social media? • What tool(s) do you think are useful, or of value? • Are social networks of value to information professionals? Why or why not? • Should information professionals be concerned about their privacy in social networks? • What impact (i.e. positive or negative) has social media had in our work as information professionals? • What do information professionals need to know about social media? • What makes a social tool useful? For users to stay current? To share information? To engage in learning with others? Page 8
    • • How is community defined in a social network? Can we deliver information services using social media? • What do we stand to gain/or lose with social media? • Does a digital divide exist in social media? Is lack of social media literacy a problem perhaps? • How might social media be used to manage change in our communities? • How is social media linked to building your digital reputation?This course will explore these (and other) questions using discussion, practical hands-onlearning and reading. Our success in understanding concepts will depend on the depthof our analysis and whether we can pinpoint important issues. My view is that we canalways interrogate the concepts until we determine where we sit on issues. Who is danah boyd? http://www.flickr.com/photos/25031050@N06/ / CC BY-SA 2.0Introducing yourselfIntroducing yourself is part of being an information professional and useful in friendingothers in social media spaces. We begin this course with introductions. By introducingyourself, you facilitate the online experience by establishing the specific energy of ourgroup of learners. In any case, discussions online are always more rewarding when wecome together and talk. An important first step is to be social and to connect withothers. By getting to know one another, we engage in a critical part of learning –forming social relationships.Social learning is very powerful and one of the major benefits of social media. The firststep is to go where information professionals congregate: Twitter, Facebook, LinkedIn?What spaces will you use to be social online? To enjoy the benefits of social media, youmay need to consider putting yourself out there in ways you never thought necessary.Part of learning to use social media tools is to try things. Page 9
    • In some classes Ive taught, some students are not comfortable (Im camera-shy) postingphotos but the human being at the other end may really appreciate it. We are in atotally private space here in Blackboard Connect. Posting photos is not a requirementfor the course but I encourage it. • Tell us something about yourself, and share it • If you have a digital photo, attach it • What social media have you used in the past? Which tools? • What do you hope to learn from this course?Key social media terms and tools See also Facebook | LinkedIn | Social media glossary | Twitter • Blogs regularly-updated websites of entries arranged in chronological order; they are the quintessential web 2.0 tool. • "Cloud computing" refers to computing where software is accessed and stored out there in cyberspace instead of locally on desktop computers... • Collaborative writing tools similar to wikis but may be password protected, and only available by permission. An example is Google Docs see Collaboration 2.0 • Crowdsourcing refers to a form of outsourcing knowledge creation; Wikipedia is the best example of what can be accomplished by it • Facebook • File-sharing services DropBox is perhaps best example; sites where documents and files can be loaded and shared • Instant messaging Page 10
    • use of tools such as GoogleTalk to send text messages to someone.; see Instantmessaging & engagement software • LibGuidesLibGuides from Springshare • LinkedIn • Locative mediaLocation-based social networking sites (SNSs) (aka. locative media) refers totrend that allows you to reveal where you are (i.e. exact location within yourcity) and places you visit by using your mobile or smartphone. This trend isrelated to other geo-location trends such as geo-tagging. The most popular toolsare Foursquare, Gowalla and Booyah "MyTown". • Microblogging • broadcast medium in the form of "mini blogposts". Microblogs allow you to send short messages to people in your network. The most popular example is Twitter. • Media literacyability to sift through information on the web that informs, educates orentertains; the ability to bring critical thinking skills to bear on all media frommusic videos and websites to film and virtual displays. Some librarians view it aspart of information literacy; others as transliteracy. • "Network effect"Also called Metcalfes law...the Internet has billions of users and continues togrow; user base enables people to use the power of many to create the "NetworkEffect" -- in other words, any network is more valuable to users as more peoplejoin it. • Open source softwareavailable to anyone who wants to use, redistribute or remix; usually created byvolunteers for the public good. Drupal and Ubuntu are two examples. • Peer to peer (P2P) Page 11
    • method of distributing files over a network where all computers are treatedequally (in contrast to client/server architectures). Using P2P software, a clientcan send and receive files from others through central location on the web (e.g.,old Napster, Slideshare) • Photo-sharingSites where photos can be uploaded and shared. Flickr is perhaps the bestexample (also video now), but there are many others (see "Pinterest") • Pinterestpinboard-style social photo sharing website that allows users to create andmanage theme-based image collections such as events, interests, hobbies, andmore. Users can browse other pinboards for inspiration, re-pin images to theirown collections or like photos. Pinterests mission is to "connect everyone in theworld through the things they find interesting"... • Really Simple Syndication (RSS)RSS stands for really simple syndication, usually a way to stay informed when awebsite or database is updated. • Reddit...or reddit, is a social news website where registered users submit content in theform of either a link or a text "self" post. Other users then vote the submission"up" or "down", which is used to rank a post and determine its position on thesites pages and front page..." • Sharing powerpointsSlideshare is perhaps the best example; where powerpoints and pdf documentscan be uploaded and shared. Audio also in some cases... • Social bookmarkingpopular way to locate, catalogue and classify websites by assigning words,names and tags to group and describe those sites. • Social cataloguing Page 12
    • web-based applications that tag and track books for users in their own e-inventory or filing system. SCSs make it possible to discuss and review (rate)books while being social online. • Social networkinga way to create a space online where you can meet your friends and family, andshare things such as photographs, music, video clips and more; link to your "old"friends and meet new ones who might share your interests. • Tumblr...microblogging platform and social networking site that allows users to postmultimedia and other content to a short-form blog. Users follow other usersblogs, as well as make their blogs private..." • Twitter • Videosharing...popular way to share, rate and comment on videos using sites such asYouTube, Vimeo and Google Video • Virtual worldsreal-time, multi-player environment where users assume roles represented byavatars and interact. An obvious example is Second Life but there are others. • Wikiswebsites that permit anyone to edit or contribute content i.e. Wikipedia. Wikistands for "what I know is". Page 13