Incorporating Social Media into LIS Distance Education


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Incorporating Social Media into LIS Distance Education

  1. 1. Extending Our Reach: LIS Education Beyond Blackboard Vanessa Irvin Morris, Assistant Teaching Professor The iSchool at Drexel WISE Pre-Conference Workshop ALISE 2012 | Dallas, Texas
  2. 2. <ul><li>LIS professionals in this digital age </li></ul><ul><ul><li>Design web resources </li></ul></ul><ul><ul><li>Navigate various web platforms competently </li></ul></ul><ul><ul><ul><li>Integrating multiple platforms (social media) </li></ul></ul></ul><ul><ul><ul><li>Cultivating a viable web presence (branding) </li></ul></ul></ul><ul><ul><li>Participate in conversations/collaborations </li></ul></ul><ul><ul><ul><li>Involved in online conversations for professional practice </li></ul></ul></ul><ul><ul><ul><li>Providing information services as continuing education </li></ul></ul></ul>Rationale
  3. 3. <ul><li>Professionalism-as-Pedagogy </li></ul><ul><ul><li>Sholle (1994) discusses the way professionalism can be perceived as a pedagogical strategy in media education </li></ul></ul><ul><ul><ul><li>In iSchool at Drexel courses, professionalism-as-pedagogy is applied by requiring students to immerse themselves in real-time interactions via social media </li></ul></ul></ul><ul><li>Library 2.0 </li></ul><ul><ul><li>Has moved librarians from a more traditional means of service delivery to a more dynamic, interactive, multi-textured model of engaging, teaching, and serving library patrons (Maness, 2006). </li></ul></ul>Conceptual Framework
  4. 4. <ul><li>Bridging the “professional” with the “personal” </li></ul><ul><ul><li>Ko and Rossen (2010) state that when involving social networking sites such as Facebook with online teaching instructors must be mindful to respect students’ boundaries around their “personal” and “private” ways of knowing and being (p. 363). </li></ul></ul><ul><ul><li>Baird and Fisher (2006) challenge the boundary notion that concerns Ko and Rossen (2010): </li></ul></ul><ul><ul><ul><li>millennial students’ learning styles are embedded with a heightened awareness for embracing social media outlets as pedagogical tools </li></ul></ul></ul>Conceptual Framework
  5. 5. <ul><li>Social Media Theory </li></ul><ul><ul><li>“ Social media … examined as aspects of media ecology, communications, web technologies, usability, aesthetics, pop culture, and behavioral practice” (Jacobs, Eckert, & Barnes, 2009). </li></ul></ul><ul><ul><li>The social media eco-system views content as ignition for user-sharing , engagement, & feedback for the purpose of “effective exposure impact” simultaneously (Garcia, 2011). </li></ul></ul><ul><ul><li>Effective application of social media theory incorporates reflection and inquiry (Irvin Morris & Unsworth, 2012). </li></ul></ul>Conceptual Framework
  6. 6. <ul><li>LIS Technology Courses </li></ul><ul><ul><li>INFO552: Introduction to Web Design for Information Organizations </li></ul></ul><ul><ul><li>INFO621: Social Media Resource Design for Information Professionals </li></ul></ul><ul><li>Other LIS Courses that go beyond Blackboard </li></ul><ul><ul><li>INFO650: Public Library Services </li></ul></ul><ul><ul><li>INFO684: Resources for Young Adults </li></ul></ul>The iSchool at Drexel
  7. 7. <ul><li>Making the familiar strange </li></ul><ul><ul><li>Early weeks of course: Start with Blackboard </li></ul></ul><ul><ul><ul><li>Introductions </li></ul></ul></ul><ul><ul><ul><li>All course information </li></ul></ul></ul><ul><li>Course Websites </li></ul><ul><ul><li>INFO552 </li></ul></ul><ul><ul><li>INFO621 </li></ul></ul><ul><ul><li>INFO684 </li></ul></ul>From Blackboard…
  8. 8. <ul><li>Incorporate assignments </li></ul><ul><ul><li>On Blogs (INFO650; INFO684) </li></ul></ul><ul><ul><ul><li>Class discussions on </li></ul></ul></ul><ul><ul><li>On Twitter (INFO621) </li></ul></ul><ul><ul><ul><li>Class announcements </li></ul></ul></ul><ul><ul><ul><li>Class chat (still in development) </li></ul></ul></ul><ul><ul><li>On Facebook (INFo621) </li></ul></ul><ul><ul><ul><li>Class chats </li></ul></ul></ul><ul><ul><ul><li>Course resources posted on course FB page </li></ul></ul></ul><ul><ul><li>On Second Life (INFO552; INFO621) </li></ul></ul><ul><ul><ul><li>Extra Credit Assignment: INFO552 </li></ul></ul></ul><ul><ul><ul><li>Office Hours (required): INFO621 </li></ul></ul></ul>Beyond Blackboard…
  9. 9. <ul><li>INFO552: Square One - How to design websites </li></ul><ul><ul><li>INFO552 – student websites </li></ul></ul><ul><ul><ul><li>Electronic Portfolio </li></ul></ul></ul><ul><ul><ul><li>Community Resources Website </li></ul></ul></ul><ul><li>Some examples………. </li></ul>Beyond Blackboard …
  10. 10. INFO552 – Weeks 1-4
  11. 11. INFO552 – Week 5-10
  12. 12. <ul><ul><li>INFO621 – “Do Social Media to Learn Social Media” </li></ul></ul><ul><ul><ul><li>A theoretical survey of social media immersion </li></ul></ul></ul><ul><ul><ul><ul><li>Solidifying Your Brand: Social Media Policy </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Formalizing Design: Website Proposal Document </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Social Media Resource Design: Term Project </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Wordpress / Blogger / Tumblr </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>XHTML/CSS Templates </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Flash Templates </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Introduction: HTML5/CSS3 </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Introduction: mobile design, LIS CMS design (Drupal/Joomla) </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Newer & emerging social media platforms </li></ul></ul></ul></ul></ul>Beyond Blackboard …
  13. 13. INFO621 – Weeks 4-7
  14. 14. INFO621 – Week 10
  15. 15. <ul><li>Students: </li></ul><ul><ul><li>Independently increased their skills to include PHP, Drupal, etc. </li></ul></ul><ul><ul><li>Redesigned their ePortfolio sites to establish an established social media brand </li></ul></ul><ul><ul><li>Had their Final project designs formally adapted by their client </li></ul></ul><ul><ul><li>Hired as web designers </li></ul></ul><ul><ul><li>Hired in their chosen endeavor because their design projects put them ahead of the candidate field </li></ul></ul>Outcomes
  16. 16. <ul><li>Garcia, I. (2011, 17 March). Social-media-integration-theory. Social Media Today. Available: http:// . Accessed January 02, 2012. </li></ul><ul><li>Irvin Morris, V. & Unsworth, K. (2012). Morphing distance education into social media communities of practice. Conference Paper. DGI Conference 2012, Social Media and Web Science: The Web as a Living Space. Düsseldorf, Germany. </li></ul><ul><li>Maness, J. (2006). &quot;Library 2.0 Theory: Web 2.0 and Its Implications for Libraries&quot;. Webology , 3 (2), Article 25. Available at: http:// </li></ul><ul><ul><li>Jacobs, S., Eckert, C.A. & Barnes, S. B. (2009). Social media theory and practice: Lessons learned from a pioneering course. 39 th Frontiers in Education Conference. San Antonio, Texas. doi: 10.1109/FIE.2009.5350773   </li></ul></ul><ul><li>Ko, S., & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). New York: Routledge. </li></ul><ul><li>Scholle, D. (1994). The theory of critical media pedagogy. Journal of Communication Inquiry , 8-29. </li></ul>References