LIBR559M - Social media for information professionals

Contact instructorDean Giustini, Adjunct faculty, and UBC reference librarianE-mail: dean.giustini@ubc.caPhone: 604.875.4505Twitter: http://www.twitter.com/giustiniBlog: The Search Principle http://blogs.ubc.ca/deanGoogleTalk: dean.giustini@gmail.comQuestions?Do you have questions about the course, any of the modules or assignments?Feel free to post a question to the "discussion" forum in Vista. You can also askyour question via the course e-mail system or one of the following e-mailaccounts: dean.giustini@ubc.ca or dean.giustini@gmail.com http://www.flickr.com/photos/yesiamisme/ / CC BY-NC-SA 2.0I spend time every day in digital spaces but enjoy face-to-face (F2F)interactions with students. The online world can be a felicitous, useful place 2011 – LIBR 559M Social media for information professionals

for conversations and collaboration, but to create relationships with others,you will eventually need to meet up in person. When you are ready forconversation, drop by my library at Oak and 12th Avenue. In the electric age, we all wear mankind as our skin... Marshall McLuhan (1911 - 1980)Virtual Office HoursI use e-mail, Google Talk and Wimba for office hours. My virtual office hoursare 6 to 9pm Pacific Standard Time on MondaysIntroductionSocial Media for Information Professionals is an online course offered throughthe School of Library, Archival and Information Studies (SLAIS) and the Web-based Information Science Education program. In all likelihood, this will not bethe first online course you have taken. However, its important to considersome of the differences between face-to-face learning (in physical classrooms)and online learning, and try to be aware of these differences as you proceedthrough the modules of the course.Online learning refers to courses delivered using a platform such as Blackboard,Moodle or Vista. Online courses are generally delivered using a combination ofreadings, discussions and activities. Courses meeting in classrooms benefit fromface-to-face interaction but an online group of committed students andinstructor can create a learning experience that will rival a bricks-and-mortarclassroom. The critical learning in classrooms comes from sharing ideas aboutcourse content including discussion and debate.Archivists, librarians and information professionals can learn all sorts of newinformation skills using social media. While communicating asynchronously, thisdoes not (and should not) prevent you from meeting your classmates outside ofclass. I encourage F2F meetings if you live in the same city; some greatconversations take place over coffee or other informal contexts.I use HLWIKI Canada for this class and encourage you to read the relevantgeneral social media entries there. If you dont already do so, try Facebook and 2011 – LIBR 559M Social media for information professionals

Twitter. If you author a blog, consider using it for your reflective journal orcreate a new blog using WordPress at UBC. For your group projects, use HLWIKIas a collaborative space or private spaces such as Google Documents.Navigating closed and open digital environments is part of the course.Six modules in courseLIS courses on social media tend to focus on tools and how librarians use thosetools. Although we do some of that here, I want our discussions to movetowards more debate about social media and what might be considered bestpractices for information organizations. As information professionals, we shouldview social media as part of a digital ecosystem which we use to communicatewith our user groups not simply as technological diversions.Each module of LIBR559M is designed to provide exposure to this digitalecosystem. I share my experiences as a social media user and point you toinformation about the impact of social media. The literature deals with shiftingnotions of identity, society and power (agency) - and each module refers tosome examples for your consideration, discussion and assessment.Its important to speak to archivists and librarians who use social media and askthose who dont why they dont use it. If you can, ask information professionalsfor their opinions. I model effective use of social media and point to archivistsand librarians whose work I admire. This course should help you, in a concreteway, to formulate your own social media practices. We do not have to usesocial media in the same way.The best way to learn about social media is to reflect on your past experienceswith it. Why did a project work because of social media? What are your goals inusing social media? Evaluate your use of media in general including via mobiledevices and smartphones. Does your social media usage change when you areusing your iPhone or Blackberry? I encourage this self-reflection! To understandsocial media culture, there are few substitutes for trying things out andengaging with others in online communities. Well have opportunities to usenew tools in this course but bear in mind that the tools are not our focus.Learning curve in LIBR559M 2011 – LIBR 559M Social media for information professionals

There is a steep learning curve with social technologies and a growingliterature regarding the affordances of social media. Many of you who usesocial media in your private lives and academic programs will find it easy tomake the switch to using social media professionally. As a group, we bring awealth of knowledge to class and I encourage you to share it.One of the strengths of interdisciplinary programs (including library andinformation science programs) is the diverse backgrounds of students. Yourpeers come from all academic backgrounds and walks of life that reflect thediversity of Canadian (and American) society.There is a learning curve in understanding web media and its impact onarchives and libraries. It is similarly steep in terms of learning how informationprofessionals use social media. The course aims to simulate the breadth ofadoption (or lack thereof) in modern libraries, archives and museums. In anycase, use the course as an opportunity to build a collegial network of adviceand support both during and after the course.In weeks I to III, we focus on web 2.0 and library 2.0 - especially peer-production and collaboration. Lets collectively examine and share examples ofhow social media is used in archives, libraries and museums from across theworld.Time managementTime is at a premium for graduate students and interest in this course will varyconsiderably among enrolled students. A recurring discussion I have withlibrarians is that they do not have much time to use social media. Timemanagement is a recurring theme in the course as we strive to find a balancebetween using social media and resisting its wholesale adoption.Each week there are at least two required readings and one activity. I providereading to delve into topics and issues. I encourage you to share interestingblogs, wikis or scholarly work (adding articles to the wiki) that you find. Youdont have to read everything on the reading lists. If there is something youwish to share with your colleagues feel free to do so in the social cafe.A word about your time. Your engagement with social media and the coursecontent is demonstrated by participation in discussions and assignments. My 2011 – LIBR 559M Social media for information professionals

commitment is to follow your discussions and guide as needed, providingfeedback in a reasonable time frame.Trust and respectDue to the asynchronous nature of online classes, high levels of trust areneeded for meaningful interaction. Trust is essential in building a learningcommunity. In the forums, share your thoughts and ideas; the discussion boardsare our "classroom" and conversation is part of learning the material. Considerwhat is and is not appropriate for sharing online and how best to providefeedback and encouragement to others.I encourage you to use the forums for technical issues. To access Help!, clickon the link at the top right of any page. If you have questions not appropriatefor the forums, use Vistas mail tool to send messages to me (mail tool link, topright corner of course page), or use the telephone.I look forward to working with you. I appreciate you have decided to take thiscourse with me to learn so I am hoping we can ... ... enjoy our journey together ~DeanNote: This schedule reflects a condensed time-frame in 2011.Week Readings Discussions & Activities AssignmentsModule 1: Affordances • Getting started • Introduce yourself Create a blog • Create a blogI • Find study buddy Join Twitter • Social media Study buddy glossary • Read affordance module Social media "term" • Discovery exercise • Reflection: Blogs - Sullivan affordances Affordances/constraints • Reflect on Blogpost 1 Affordance 2011 – LIBR 559M Social media for information professionals

Module 2: Participation Jenkins, Pearson, Casey • Scavenger hunt Post to discussionII & Savastinuk discovery exercise forums • Explore instructors Discuss 2.0 use of social media Albrechtslund • Downside of 2.0 Blogpost 2Module 3: Collaboration • View collaboration presentation Wiki entries - due JulyIII Russell • Team up with 29th another study buddy group for your wiki entries • Read wiki entries from last time Explore course was Blogpost 3 offered in Summer 2010Module 4: Creation • CreatingIV knowledge • Self-directed work Blogpost 4 of your own Top 100 Ways Librarians • Scavenger hunt Use Social MediaModule 5: Aggregation • View Wesch video • Examine Select one reading from aggregatorsV list • View Rheingold video • Explore networks OReilly & Battelle Blogpost 5 • Whither web 2.0 in the next 5 yearsModule 6: ImmersionVI Luo or Hedreen • View virtual world videos • Explore any virtual 2011 – LIBR 559M Social media for information professionals

world such as Second Life • Examine building blocks of immersivity • Examine one or more immersive environments • Will the semantic web be three- Blogpost 6 dimensional? • Prepare presentations • Group presentations • Course & instructor Final projects due by evaluation August 19th • Bundle, synthesize, harmonize2011 – LIBR 559M Social media for information professionals

IntroductionsBeing social digitally http://www.flickr.com/photos/25031050@N06/ / CC BY-SA 2.0Introducing yourself is part of your work as an information professional andfriending new people on social media. We begin this course with introductions.By introducing yourself, you facilitate the online experience by getting to knowothers. Online discussions are more rewarding when we come together as alearning community and find ways to share our ideas with each other. Animportant first step is to be social and to make connections with others.Starting conversations (and sharing personal stories) is fundamental to buildingtrust in an online class. By getting to know each other, we become engaged ina critical part of human learning - forming social relationships. Social learningis a powerful way to learn about media for online spaces offer new and excitingways to learn.The first step in evaluating whether tools are useful is to go where informationprofessionals congregate. What does it look like to be social online? How does 2011 – LIBR 559M Social media for information professionals

it feel? To enjoy its benefits, you may need to put yourself out there in waysyou never thought necessary.Part of learning on social media is to use the tools. Dont be afraid to trythings. Posting pictures make some people feel uncomfortable (Im camera-shy)but the human being at the other end may really appreciate it. Posting photosis not a requirement but I encourage it.Tell us something about yourselfYou may want to answer the questions below (or focus on areas you feelcomfortable sharing): • • Tell us something - your background, where you live, your interests • Do you work in a library or archive? Tell us where, and what you do • What drew you to a career in archives or libraries? • What are your academic interests? Where do you want to be in 5 years? • Have you used social media before? What tools? • Share your views about using technology to provide information services • What attracted you to this course? What do you want or hope to gain from it? new skills? insight into using social media to connect with people?Post something creatively • For something different, write your introduction, put it into Wordle and post the cloud • If you have a digital picture, attach it; the image should be in a .jpg or .gif format. • Read postings from fellow students, and get to know one another. This is the best part of working in libraries - all the great peopleInterrogating social mediaTo understand the impact of social media, it is important to critique and assessthe tools, and the networks that are created by them.In LIBR559M, I would like you to consider some of the following questions: 2011 – LIBR 559M Social media for information professionals

• What of value is there in social media? In creating a social network? • How should information professionals use social media? Should we be concerned about privacy and how? • What impact (i.e. positive or negative) does social media have in our work as information professionals/ in society? • What do information professionals need to know about social media? • What makes a social tool useful? to be connected? to stay current? to build a social network? to engage in learning? • How is community defined by social networks? Can we deliver information services completely online? • What do we stand to gain/or lose with social media? • Does a digital divide exist in social media? What are its implications in our work? • 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 through discussions,practical hands-on experience and reading. Our success in understandingconcepts will depend on the depth of analysis and whether we can highlightimportant issues to guide us in our understanding. My view is that we canalways interrogate the concepts until we determine where we sit on any givenissue (ie. Facebook privacy). 2011 – LIBR 559M Social media for information professionals

Expectations - two wayWhat you can expect from meAs your instructor, heres what you can expect from me: • Updates delivered regularlyA weekly update on the activities of the next week is posted on Sundays. I aimto make each week interesting and engaging. If something is unclear, send ane-mail to me or post a comment in the discussion forums. If someone has aquestion, its likely others do too. Throughout term, share information withyour peers (and me) frequently. 2011 – LIBR 559M Social media for information professionals

• Feedback and facilitationI try to limit my involvement in discussion forums so you can spenduninterrupted time with your peers. As needed, I post messages whenconversation needs to be re-tracked. I often post questions or comments sothat everyone can be brought into the conversation. • Support and feedbackIf you need to speak to me, send me an email. Without fail, I answer questionsin twenty-four hours and give feedback within a few days of receivingassignments. My goal is to be as responsive to your learning needs as possible.By terms end, I hope the wide exposure to social media and its issues will helpto make you feel comfortable discussing its principles.What I expect from studentsHere is what I expect from you as a student: • Active engagementActive discussions in an online course is critical and where real learning takesplace. It is therefore imperative everyone completes weekly reading and postscomments in a timely manner. Participation should be substantive, thoughtfuland constructive. Post one starter message each week in response to adiscussion prompt from me. Reply to at least two of your peers messages.When you cannot meet a deadline, make arrangements with me. Send amessage to your group about why you cannot make a deadline; propose analternative for meeting your time commitments. • Provide feedback to your study buddyYou will be paired with a "study buddy" and are expected to collaborate withand provide feedback to him/her. I have seen how well this has worked inother online courses and programs and want to try it here. • Develop ideas about social media 2011 – LIBR 559M Social media for information professionals

Some activities are designed to help integrate social software into yourlearning. You may be asked to write a blogpost or an entry on the wiki. Thegoal is to find activities that will be relevant and useful to you as library andinformation professionals. • Provide me (course creator) with inputI hope you find this course useful and intellectually challenging. I realize itscontents may need improvement and encourage you to provide feedback sothat I can make improvements "on the fly". Comments shared at the end of thecourse will help me to revise content for the next offering.Participation, group activities and assessmentParticipationStudents are asked to be part of a dynamic learning community and takeadvantage of the social support of the individually and group networks that willbe built in this class. The course is designed for those graduate students whoare comfortable with taking charge of their own learning, and who dontrequire supervision or external motivation. However, some activities require ahigh level of (online) collaboration and social engagement, and cannot becompleted in isolation.Twenty-five per-cent (25%) of your mark is allotted for participation. Keepingup-to-date on what’s happening means checking into the online modules everyday. Stay in touch with your study group and study buddy. Submissions must beon time; all activities need to be completed in order to pass the course. Marksare deducted when work is late. 2011 – LIBR 559M Social media for information professionals

Criteria for participationBelow are some criteria used to determine participation: 1. Submit activities by the due dates 2. Discuss and blog content related to the course and create posts and group submissions. 3. Group work - work with members in your class network. Collaborate on group activities. This includes peer editing of other members writing for class wiki. Contact members and provide collegial support as needed. 4. Assess your own participation. Send comments to instructor about how well you meet expectations for participation. 5. Comment about the participation of members in your group; give a mark out of 10.Group activities 2011 – LIBR 559M Social media for information professionals

In LIBR559M, you have the opportunity to work with others. I assign eachstudent to a study buddy to help you work through concepts and overcomefeelings of isolation. By discussing ideas with other students, the learningbecomes more grounded in real life experience.Why study groups?Study groups help you to get through course content. Building networks is askill needed in most workplaces. Help each other and provide support. Ask forassistance; I am not offline for long. Some activities are group-based; othersinvolve your buddy - this is explained in the assignment instructions.Study groups are a mix of four or five students. Its best to work with studentswho attend classes at UBC as well as remote students (some still reside in theLower Mainland). Diversity is a way to see other perspectives! During the firstweek, select a name for your group and post it in the discussion forum. Onceyou have a name, let me know so I can update it in the discussion area andassign you to a chat room.Each group has a private discussion area in the discussion forum. This is thebest place to contact your group members. Check for messages daily (Irecommend logging in every day). Keep your members informed if you areaway for any time. Your group should assign a Group Leader (every one shouldtake turns) who will be responsible for posting results of activities and gettingthe ball rolling. Its a good learning experience - and mirrors what is expectedin most professional information organizations.Why study buddies?In addition to groups, I pair you with other students for support. You areexpected to chat with your study buddy and provide feedback about their workas we complete all six modules. Let me know if you want to find your ownstudy buddy. I have seen how the buddy system works in other courses andrecommend it.AssessmentI assess participation in a variety of ways, including engagement in groupactivities and individual assignments. 2011 – LIBR 559M Social media for information professionals

Online journal or blog assignmentBlogs are the quintessential social medium. For the blog assignment (runs theduration of the course) each student is expected to: • Establish a UBC blog account • Observe the effective use of blogging by other library and information professionals • Make thoughtful comments about other blogs in class • Make one blog post per week related to readings or activities, such as: o ideas about web 2.0 or library 2.0 o concepts and experiences related to themes in the course o your thoughts while contributing and sharing with your peers o posts should be succinct and concise; most people prefer brief entries but should move beyond surface-level observations o demonstrate critical thinking, evaluation, and commentary; pack meaning into a few paragraphsIdeas for blogposts • Respond to theories and concepts in course readings • React to posts by someone (adding a new dimension or angle) • Cite examples of effective use of social media (and why) • List suggestions for improvement of existing library services • Link to emerging technologies (what’s new and has potential?) • Ruminate on social, cultural, political and economic impact of social media • Try ideas how you can (or are) implementing L2 in your work • Individual philosophy or definition of L2 • Reflect on web 2.0 or library 2.0 • First experiences with social media or immersive environments; virtual communities • Remember to link to other sites, add images and embed videoTips on bloggingWrite one substantial blogpost per module (six in total). Leave one thoughtfulcomment a week on a blog of two people in class. Bloggers should use themedium to entertain, incite, dispute, inform or critique ...depending on voiceand stance required. Strive to be critical, informative, performative - show me 2011 – LIBR 559M Social media for information professionals

(as a fellow blogger) that you are thinking about some of the issues I raise andshare your own. Entertain us if you want but remember a critical, academicvoice is desirable.Many blogs are commentaries on current events but can be creative, uniqueeven. More often than not, librarian bloggers share their opinions of what ishappening in the library world. A quintessential post for me is short (Twitterinfluence?) filled with links. While some posts dont contain links, many dobecause they are important for follow up.Seek to find your own voice. Strive to be critical, informative, performative -and show that you are thinking about issues. Share your learning with peers.Entertainment value is a great but remember a critical scholarly voice is alwaysdesirable.AssignmentsFinal group project: • Study groups will design an archive, museum, library 2.0 service targeting specific users or type of library • Use open source software to create a working model to be implemented in an actual information organization. • Small groups of students develop plan to implement social software applications in an information or library organization • Each project will include a presentation in the final week of class. Groups should use social media to collaborate on project development and document how social software contributed to (or hindered) project success. Students receive two grades, an individual grade and a group grade. Further details will be forthcoming.OR Final group paper: • As an alternative, write a well-researched paper about one of the social media principles, issues or trends discussed in the course • The paper should be analytical and present ideas for the future of libraries in a 2.0 world, and include a literature review • The paper should be from between 12 and 15 pages with a list of sources consulted. 2011 – LIBR 559M Social media for information professionals

2011 – LIBR 559M Social media for information professionals

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LIBR559M - Social media for information professionals

by Dean Giustini

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