In July this year I attended the Social Media, Libraries, Librarians and Research Support One day conference organised by ALISS, partly for reasons of professional development, and partly because of its relevance to a UCPD course in Web Enhanced Practice that I have now completed. For the last module of this course my focus was going to be on using social media for developing the information literacy skills of nursing students so I was keen to find out what practice was going on elsewhere and to find out about others successes and failures.
First off a JJ from the BL provided an explanation as to how he was using social media in his work as a curator of a BL collection relating to Intl Organisations and US Official Publications. The BL has been blogging for 5 years and has 17 active blogs has had FB fan page for 3.5 years now with 32,641 likes has an official Twitter feed for 2.5 years and individual feeds relating to different activities. has an online gallery of 30,000 items allowing tagging as sound archival recordings has around 100 podcasts on YouTube has Primo Beta Catalogue which also allows tagging Key points to this are Associations are good – know more people Develops discourse More you engage more you get out Immediacy let people know whats happening now Need to be found Discussed why these were used and how developed, statistics of use. Drawbacks Boss as friend on Fb Every work recorded for posterity End of private conversation Time cost Succession planning Data protection Easy to criticise Can you answer questions Issues Keep on target – JJ mentioned (not his) use of FB page for US history students – migrated away from the academic and into personal lives. Within 2/3 years guiding first years
Report of a project to close a knowledge gap of lecturers and researchers who had not been ‘brought up’ with web2.0 technology and were keen to find out about them for learning and teaching. Used blogs, seminars, developed support material, on RSS, blogs. Experienced difficulties in that sometimes administrative staff were dealing with on behalf of academics. My impression of this: difficult to get the essence of social media in the form of taught sessions – think you have to have a reason to use and then get stuck in –experience for yourself.
Guide and training session designed specifically for researchers to introduce them to range of web-based tools and services which could support the research process. Examines ways in which such tools can help – searching, communication, collaborating, disseminating, keeping up to date, planning and organising.
Uses online tools to collate different resources and get out to learners and researchers. For me was most relevant and interesting. Began with Delicious book marking, got bigger – so NetVibes – good use of this tool for variety of pages. As she commented ‘ Same questions, different students So many courses, only one of me...’ Mentions use of Ning – started charging – nothing is forever. Also talks about her use of Mixt, PebblePad and flavours.me.
Presenter did not get there so read out. Reports on a major international survey covering 2000 researchers which investigated the use of social media in the research workflow. Working with Ciber at UCL. Looks at ways of using social media amongst researchers. Little difference in age group. Looked at implications for librarians – in 4 hours of discussion amongst researchers libraries and librarians not mentioned once.
Outline of support advice and information for accessibility and inclusion amongst all learners. Went through some related social media tools including websites, wikis, blogs, nings, described accessibility kit and some really great apps to support writing, reading, planning, plus Sensory, cognitive and physical difficulties. e.g. tool bar on screen can pull down different colours for putting colour hue on work, ruler to underline, lots of other things.
Communication helps develop discourse more engagement more benefit Immediacy and Currency Up to date Instant messages Sharing and collaboration work together Effective search tools Discovery find material not necessarily looking for serendipity Dissemination spread far and wide quickly and easily Management and organisation e.g. wikis Aggregate different sources bring material and links into one place Links and associations connect to other relevant sources BL Associations are good – know more people Develops discourse More you engage more you get out Immediacy let people know whats happening now Need to be found Opportunity to share and discover Link to other collections UB searching, communication, collaborating, disseminating, keeping up to date, planning and organising. UW Bring together lots of different sites, resources. Create one central start point Link with other tools Promote with each other
Privacy and personal data Boss as friend on FB End of private conversation Don’t use membership – people protective of privacy Recorded for posterity Time Consuming to set up and maintain Confidentiality data protection Criticism makes it very easy so must be able to deal with Different agendas and expectations disparate groups with different ideas have to be managed eg. FB page for academic purposes used for personal exchange – had to be brought back on track Difficult to teach Really have to have own reasons for using and then immerse oneself to experience Transience Can’t always be relied upon Back up strategies needed Can’t control - lead to debate on creating sites and using tools outside institution webpages – different experiences – comment that it is all for internal educational use and not external face of uni. Engagement essential If lack of engagement does not work Can’t force people to use, even if compulsory does not mean they will engage Discussion or feedback seems to have only come through Facebook – little or no comment on blogs, sites etc. No commenting on blogs but people more likely to like on fb rather than comment. One idea to get friends to comment then see if snowballs! BL Drawbacks Boss as friend on Fb Every work recorded for posterity End of private conservation Time cost Succession planning Data protection Easy to criticise Can you answer questions Disparate groups have different agendas UB Drawbacks Difficult to teach – have to have reason to use and experience for oneself UN Drawbacks Web tools come and go Users have no control over development or longevity UW Drawbacks Nothing is forever – Ning Tool might do job then no longer manage eg Delicious Don’t use membership puts off.
Social Media, Libraries. Librarians and Research Support
Social Media, Libraries, Librarians and Research Support Lanchester Library, Coventry University 20 th July 2011
<ul><li>Jeremy Jenkins, Curator, International Organisations & North American Official Publications </li></ul><ul><li>British Library </li></ul>
<ul><li>Paula Anne Beasley </li></ul><ul><li>Linda Norbury </li></ul><ul><li>Subject Advisers </li></ul><ul><li>College of Engineering and Physical Sciences University of Birmingham </li></ul>
<ul><li>Miggie Pickton </li></ul><ul><li>Research Support Specialist </li></ul><ul><li>University of Northampton </li></ul>
<ul><li>Sarah Oxford </li></ul><ul><li>Academic Liaison Librarian </li></ul><ul><li>Institute of Education </li></ul><ul><li>University of Worcester </li></ul>
<ul><li>Anna Drabble </li></ul><ul><li>Head of digital and product development </li></ul><ul><li>at Emerald Group Publishing Ltd </li></ul>
<ul><li>Alison Wootton </li></ul><ul><li>Accessibility and Inclusion Advisor </li></ul><ul><li>JISC RSC West Midlands </li></ul>
<ul><li>Communication </li></ul><ul><li>Immediacy and currency </li></ul><ul><li>Sharing and collaboration </li></ul><ul><li>Effective search tools </li></ul><ul><li>Discovery </li></ul><ul><li>Dissemination </li></ul><ul><li>Management and organisation </li></ul><ul><li>Aggregate different sources </li></ul><ul><li>Links and Associations </li></ul>
<ul><li>Privacy and personal data </li></ul><ul><li>Recorded for posterity </li></ul><ul><li>Time consuming </li></ul><ul><li>Confidentiality </li></ul><ul><li>Criticism </li></ul><ul><li>Different agendas </li></ul><ul><li>Difficult to teach </li></ul><ul><li>Transience </li></ul><ul><li>Lack of engagement </li></ul>