Social bookmarking has been around for a while now, and is really starting to take off. Why? It's convenient (always having your favorite websites at your fingertips) and allows for easy sharing with friends (interesting articles, professional information, and, of course, this week's must-see viral YouTube video).
Roush, W. (2005). Tagging is it. Technology Review, 108(6), 21-22. Retrieved January 15, 2011 from EBSCOhost.
Why social bookmarking? It allows you to share things you find interesting, and creates an organized "list" of the things you share so you can easily access them from anywhere (so long as you have an internet connection). You "tag" the websites you save (add keywords you can use to search) and can see websites others are posting. Just as is the case with conversation, different people use different words for the same things so, while tagging isn't perfect, it can still be helpful. "But a bunch of people doing 'okay' tagging may actually have a higher net value than an authoritative organization telling you how information should be organized," says Joshua Schachter, the creator of Delicious (Roush, 22).
Gilmour, R., & Stickland, J. (2009). Social bookmarking for library services: Bibliographic access through Delicious. College & Research Libraries News, 70(4), 234-7. Retrieved January 15, 2011 from Education Full Text database
How does this impact libraries? Your patrons now have their bookmarks wherever they go, including the library. Traditional browser-based bookmarking tools were specific to one computer and were difficult to share. Tagging helps users create connections between different bookmarks and share with other users things they find interesting. It is the opposite of the traditional "top down" subject heading approach to information management. Lists can be shared with library users by embedding code in existing public webpages.
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How can this be used in the classroom? One, it helps you as instructor librarian stay organized, wherever you are. Two, have you ever had students researching something fairly new or doing website assessment? Bingo! You've got great tools at your disposal: tagging and sharing. Coming up with a unique course tag (i.e. UDSoc112) can help students search and see what sorts of things their classmates are finding. For one of my graduate-level courses I used others' tags in Goodreads to find new-to-me reading materials.
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Which social bookmarking tool should you use? It depends on what you are interested in doing. I will discuss two, Delicious and Diigo. The fate of Delicious has been up in the air for quite some time with the latest announcement that the creators of YouTube have acquired Delicious and is becoming part of AVOS, a new internet company. With this change, current Delicious users need to transfer their bookmarks sometime before July 2011. The transfer process is pretty simple (entering in name, contact information, and agreeing to the new AVOS terms of use). The benefits outlined above for social bookmarking are what make Delicious such a great tool--that and it's one of the (if not the) top bookmarking tools today, so if your main interest is sharing with friends, Delicious is a great tool for you to use. Other features include the ability to post to Facebook and Twitter.
Let's talk Diigo. Diigo gives you a toolbox allowing you to bookmark, highlight, add sticky notes, images, notes, and documents. All of the annotations are stored in the cloud and can be seen by you from anywhere, as long as you've logged in. You add tags, just like Delicious, but you can also upload the entire webpage (saved as HTML and an image) to make sure you have it later (should it change online). The annotation tools are simple and also allow you to capture and mark up screen shots to share with others in your library. You can also mark things to read later. iPhone's offline reader downloads pages to read later. Diigo seems to have all the bells and whistles beyond Delicious's current offerings. For new users, that may be a barrier.
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Tucker, Christy. (2008, March 29). Diigo or Delicious for Beginners? Retrieved from http://christytucker.wordpress.com/2008/03/29/diigo-or-delicious-for-beginners/
According to Christy Tucker, the features that make Delicious approachable are that it is so basic, lots of tutorials are available, and it can be a gateway to Diigo (easily import bookmarks). As I mentioned before, Diigo has a lot going for it, and it's visually more appealing than Delicious. You don't have to use all of the features Diigo offers, but it is nice having them there.
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Over the years Diigo has added helpful (albeit a little bland) tutorials that nicely explain the features and how to best use them). For me the real difference is the ability to annotate (and share annotations) and save entire pages to be viewed offline. I was one who started with Delicious but have decided to embrace the other features Diigo offers.
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Also consulted:
Pierce, David. (2008, November 8). 7 reasons Diigo tastes better than Delicious. Makeuseof.com Retrieved April 25, 2011 from http://www.makeuseof.com/tag/7-reasons-diigo-tastes-better-than-delicious/
Stolley, K. (2009). Integrating social media Into existing work environments: The case of Delicious. Journal of Business and Technical Communication, 23(3). 350-371. DOI: 10.1177/1050651909333260
What’s next for Delicious? (2010). Delicious Blog. Retrieved January 16, 2011 from http://blog.delicious.com/blog/2010/12/whats-next-for-delicious.html
Showing posts with label tech article. Show all posts
Showing posts with label tech article. Show all posts
Monday, May 2, 2011
Tech Blog Discussion: How To: Start Marketing [Your Library] on Foursquare (Part 2)
Fighter, D., & Wisniewski, J. (2010). Incentives, loyalty, and recommendations: Learning From social media. Online, 34(6), 54-57. Retrieved from EBSCOhost.
So, you're interested in exploring the possibilities of using Foursquare to market your library and it's services. Now what?
Fighter and Wisniweski talk about many of the features in my first Foursquare post and move on to it's potential for libraries. Libraries have sometimes been hesitant to use incentive programs with their patrons (perhaps it is a cost concern, or a perceived conflict with their mission). Whatever the case, some libraries are seeing the value in rewarding their patrons. Rewards don't have to mean items (which do cost money); they can also mean earning a title, recognition, or being provided with a fun bit of information. Loyalty programs help to create a sense of community (different from "Friends of the Library" type programs that are primarily about fundraising) and can partner well with things like already established summer reading programs. Another example the authors gave was to have a library badge Easter egg hunt, "finding" different "Easter eggs" (badges) around the library (or libraries) or around campus. This idea was modified from a highly effective Old Navy marketing campaign.
Ekart, D. (2010). Tech tips for every librarian. Location, location, location: Making Foursquare work for your library. Computers in Libraries, 30(9), 42-43. Retrieved from EBSCOhost.
Ekart expands on Fighter and Wisniweski's ideas, focusing more on the communication Foursquare helps facilitate. The comments users can leave (whether via smartphone or via the program's web interface) allows libraries to better serve their patrons--It is a direct connection to what library users (in this population) are thinking. Ekart suggested claiming your venue so you can add more tags, which make it easier for users to find your library and take advantage of the services and resources you offer. Also sharing tips about your services, or using it as an orientation tool in academic libraries (i.e. tours where students may unlock badges) are discussed. Providing prizes in regards to gaming rewards is also mentioned.
New York Public Library. (2011, March 30). The New York Public Library partners with foursquare to Unveil a new "badge". Retrieved from http://www.nypl.org/press/press-release/2011/03/30/new-york-public-library-partners-foursquare-unveil-new-%E2%80%9Cbadge%E2%80%9D
The NYPL began using Foursquare at 90 different locations which will help promote physical visits where users can earn badges, and "Mayors" may be entered into a drawing for tickets to NYPL Live events, special library tours.
Public Library Association. (2010). Foursquare for libraries. Public Libraries Online, 49(2). http://www.publiclibrariesonline.org/exclusives/internet_spotlight/foursquare-libraries
Foursquare helps you track your users, seeing who they are and what their other interests are (based on their Twitter or other online activities). As a venue owner you can add tags to help promote your library, and you can also use it to give helpful tips when users check in. Things like "Make sure to get a library card!" or "Use one of our databases--get full-text magazine articles!" Users can create to-do lists and suggest venues to their friends. Adding big events to your Foursquare page helps get the word out. Also, responding to user feedback through Foursquare will not only build stronger patron relationships with the library, it will also promote what you do to that patron's friends. Using it for special programs (like summer reading programs) can also help reach a new, active patron group.
What are my personal ideas on Foursquare in libraries, particularly academic libraries? I think it has potential and, with pretty minimal effort, library can utilize some of the services Foursquare provides to start promoting their library at a whole new level. With a little more investment and effort to incorporate Foursquare into programming, I think it could really target tech-savvy students. On a campus-wide scale, libraries could help facilitate campus tours via Foursquare. Not only could students check-in at a building on campus, but the library might provide a "tip" about departments housed within that building, some history, and/or information about how the library supports those areas of study (i.e. helpful resources, name/contact info. of the liaison librarian for that area, etc.). I think students would be interested in becoming "Mayor" of one or more buildings around campus, using Foursquare's element of friendly competition. One of the tips that could be included with the check-in at the library's physical location could be the ask-a-librarian, or a reference-desk visit badge they could earn. All in all, it has potential and is one more (easy) tool to use to market your library. I'm sure having a brainstorming session with colleagues would produce even more great ideas for developing programs using Foursquare.
So, you're interested in exploring the possibilities of using Foursquare to market your library and it's services. Now what?
Fighter and Wisniweski talk about many of the features in my first Foursquare post and move on to it's potential for libraries. Libraries have sometimes been hesitant to use incentive programs with their patrons (perhaps it is a cost concern, or a perceived conflict with their mission). Whatever the case, some libraries are seeing the value in rewarding their patrons. Rewards don't have to mean items (which do cost money); they can also mean earning a title, recognition, or being provided with a fun bit of information. Loyalty programs help to create a sense of community (different from "Friends of the Library" type programs that are primarily about fundraising) and can partner well with things like already established summer reading programs. Another example the authors gave was to have a library badge Easter egg hunt, "finding" different "Easter eggs" (badges) around the library (or libraries) or around campus. This idea was modified from a highly effective Old Navy marketing campaign.
Ekart, D. (2010). Tech tips for every librarian. Location, location, location: Making Foursquare work for your library. Computers in Libraries, 30(9), 42-43. Retrieved from EBSCOhost.
Ekart expands on Fighter and Wisniweski's ideas, focusing more on the communication Foursquare helps facilitate. The comments users can leave (whether via smartphone or via the program's web interface) allows libraries to better serve their patrons--It is a direct connection to what library users (in this population) are thinking. Ekart suggested claiming your venue so you can add more tags, which make it easier for users to find your library and take advantage of the services and resources you offer. Also sharing tips about your services, or using it as an orientation tool in academic libraries (i.e. tours where students may unlock badges) are discussed. Providing prizes in regards to gaming rewards is also mentioned.
New York Public Library. (2011, March 30). The New York Public Library partners with foursquare to Unveil a new "badge". Retrieved from http://www.nypl.org/press/press-release/2011/03/30/new-york-public-library-partners-foursquare-unveil-new-%E2%80%9Cbadge%E2%80%9D
The NYPL began using Foursquare at 90 different locations which will help promote physical visits where users can earn badges, and "Mayors" may be entered into a drawing for tickets to NYPL Live events, special library tours.
Public Library Association. (2010). Foursquare for libraries. Public Libraries Online, 49(2). http://www.publiclibrariesonline.org/exclusives/internet_spotlight/foursquare-libraries
Foursquare helps you track your users, seeing who they are and what their other interests are (based on their Twitter or other online activities). As a venue owner you can add tags to help promote your library, and you can also use it to give helpful tips when users check in. Things like "Make sure to get a library card!" or "Use one of our databases--get full-text magazine articles!" Users can create to-do lists and suggest venues to their friends. Adding big events to your Foursquare page helps get the word out. Also, responding to user feedback through Foursquare will not only build stronger patron relationships with the library, it will also promote what you do to that patron's friends. Using it for special programs (like summer reading programs) can also help reach a new, active patron group.
What are my personal ideas on Foursquare in libraries, particularly academic libraries? I think it has potential and, with pretty minimal effort, library can utilize some of the services Foursquare provides to start promoting their library at a whole new level. With a little more investment and effort to incorporate Foursquare into programming, I think it could really target tech-savvy students. On a campus-wide scale, libraries could help facilitate campus tours via Foursquare. Not only could students check-in at a building on campus, but the library might provide a "tip" about departments housed within that building, some history, and/or information about how the library supports those areas of study (i.e. helpful resources, name/contact info. of the liaison librarian for that area, etc.). I think students would be interested in becoming "Mayor" of one or more buildings around campus, using Foursquare's element of friendly competition. One of the tips that could be included with the check-in at the library's physical location could be the ask-a-librarian, or a reference-desk visit badge they could earn. All in all, it has potential and is one more (easy) tool to use to market your library. I'm sure having a brainstorming session with colleagues would produce even more great ideas for developing programs using Foursquare.
Sunday, May 1, 2011
Tech Blog Discussion: How To: Start Marketing [Your Library] on Foursquare (Part 1)
Drell, L. (2011, April 27). How to: Start marketing on Foursquare. Mashable. Retrieved April 27, 2011, from http://mashable.com/2011/04/27/how-to-foursquare/
Foursquare has really taken off in the last year or so, with more than eight million users. Companies, both large and small, have used Foursquare to reach out to their customers, increase business, and promote special programs. This free (yes, FREE) service connects businesses with their customers who have smart phones or other mobile devices.
How do businesses get started with Foursquare?
In addition to getting information from your users who are Foursquare enthusiasts, they also help you by posting their check-ins to Facebook and/or Twitter; you also can follow up with them to learn about their experience, adding a personal touch. Personal touches lead to awesome word of mouth!
But what happens if you don't have a traditional physical location? There are also Brand Pages, which allow you to still interact with customers through Foursquare. The process to set up a Brand Page is similar to other sign-up processes (with a wizard guiding you along the way). The approval process takes about two weeks. This page is customizable and you can add your own logo and redirect users to your website. This functions in a different way than the physical-location check-in. A great example is the History Channel, which has facts about places all over the country, so when users are on vacation they have a tour guide in their pocket! Tips may also be geared toward promoting an upcoming event as well.
Brands can also offer badges to users. Foursquare has their own badges that must be unlocked by completing a series of tasks (kind of like Boy Scouts, you earn them). Brand badges are more specific to the business and are unlocked when users complete tasks relevant to business services or products. Examples include: MOMA's Art Addict badge, and Arizona State University's series of badges (and if you're really curious about badges, you can check out the extensive list on www.thekruser.com.
So, what do the Foursquare experts say about how to best use their services?
Ok, that is all good and fine, but how can we incorporate this into a library setting? Check out my next blog post, part 2 of "How To: Start Marketing [Your Library] on Foursquare."
Foursquare has really taken off in the last year or so, with more than eight million users. Companies, both large and small, have used Foursquare to reach out to their customers, increase business, and promote special programs. This free (yes, FREE) service connects businesses with their customers who have smart phones or other mobile devices.
How do businesses get started with Foursquare?
- If you are a business with a physical space customers can visit, you would first claim your venue or create a venue using the Merchant Platform. The information you will need to claim or add your venue is:
- Name
- Address
- Cross Street
- City
- State
- Postal Code
- Country
- Twitter Handle
- Phone Number
- Category
- After entering in your information and "claiming" the venue, Foursquare will ask you about your business and confirm you are someone who is authorized to claim the venue. You can verify ownership either by phone or postal mail; you'll receive a four-digit pin, a window cling, and can start creating specials to bring the customers through your doors. The specials are:
- Swarm Special: a special happens only when a certain number of Foursquare users have checked in simultaneously
- Friends Special: rewards friends when they check in together
- Flash Special: kind of like the bank deals for those opening up new savings or checking accounts where "the first 500 customers get a free koozie" but better
- Newbie Special: offers for those checking in for the first time ever
- Check-In Special: every time someone checks in they get a reward
- Loyalty Special: rewards given for various checkins, similar to the old punch cards kids used to sell as fundraisers (fill the card, get a deal)
- Mayor Special: whoever checks in the most (becomes the mayor) and gets a special reward
- There are short sheets to print out which explain how Foursquare works (for employees, customers).
- Foursquare is flexible, and updates in real-time.
- Analytics. Analytics shows you who is coming through your doors and helps you understand how to best reach them by providing the following information:
- Number of check-ins
- Time of each check-in
- Genders of customers
- Ages of customers
- Lists of customers: most recent customers (and their Twitter handles), and your most loyal customers
In addition to getting information from your users who are Foursquare enthusiasts, they also help you by posting their check-ins to Facebook and/or Twitter; you also can follow up with them to learn about their experience, adding a personal touch. Personal touches lead to awesome word of mouth!
But what happens if you don't have a traditional physical location? There are also Brand Pages, which allow you to still interact with customers through Foursquare. The process to set up a Brand Page is similar to other sign-up processes (with a wizard guiding you along the way). The approval process takes about two weeks. This page is customizable and you can add your own logo and redirect users to your website. This functions in a different way than the physical-location check-in. A great example is the History Channel, which has facts about places all over the country, so when users are on vacation they have a tour guide in their pocket! Tips may also be geared toward promoting an upcoming event as well.
Brands can also offer badges to users. Foursquare has their own badges that must be unlocked by completing a series of tasks (kind of like Boy Scouts, you earn them). Brand badges are more specific to the business and are unlocked when users complete tasks relevant to business services or products. Examples include: MOMA's Art Addict badge, and Arizona State University's series of badges (and if you're really curious about badges, you can check out the extensive list on www.thekruser.com.
So, what do the Foursquare experts say about how to best use their services?
- Make your users feel special! It's not always about discounts and fancy products; it's about the way your users feel when they walk in the door or interact with your services.
- Target your Foursquare promotions to help your business during those "slower times" of the day/week.
- Keep staff informed about how to use Foursquare and how to serve Foursquare users.
- Know your time limitations and be clear about when promotions begin/end.
Ok, that is all good and fine, but how can we incorporate this into a library setting? Check out my next blog post, part 2 of "How To: Start Marketing [Your Library] on Foursquare."
Tuesday, April 12, 2011
Top Ten List: Number Six
From the Library Technology Conference, in reverse chronological order:
6. E-learning: Tips, Tricks, and Tools of the Trade, Susan Kane, Harvard Office of Information Systems
6. E-learning: Tips, Tricks, and Tools of the Trade, Susan Kane, Harvard Office of Information Systems
- Susan Kane presented a wide range of tools and approaches to online instruction. She began with a brief introduction, asking which tools attendees had used in the past (see list below), to get a sense of our backgrounds/levels of experience. Then she dove into the "why?" questions. While there is nothing wrong with teaching face-to-face, particularly if instruction is an accepted and promoted part of your institution's culture, there are sometimes barriers to instruction delivery. They include scheduling conflicts, poor attendance at sessions when offered independent from a class (particularly when not tied to grades), and users may prefer to have things available online to be viewed and reviewed at their convenience. The benefits of online instruction are the flexibility of when the content is delivered (at user's convenience), reusability of tutorials when applicable, users may go a their own pace (supporting multiple learning styles when well done), instructor consistency (when delivering in-person instruction to multiple sections, some information may be accidentally excluded, creating inconsistency), and ease of standardized scoring, and that these technologies and the way information is presented is becoming more and more native to today's users. Drawbacks include a disconnect between students and librarian, potential for learner distraction (i.e. checking other web pages or doing other things while the instruction session is happening), watching tutorials can be boring, high-speed internet is usually required to successfully run online tutorials, computer proficiency, software updates "fix" or cement content (making it harder to update content). There is a trade-off between face-to-face instruction and online instruction. Face-to-face may require complex scheduling, man power, and cooperation from faculty, etc. Online instruction may be perceived as time-saving; however, production and maintenance is quite costly when examining the staff time it takes. An interesting figure presented was, for every hour of training you are trying to convert to online presentation/format you will spend between 49-127 hours in production. 49-127 production hours/1 hour of product. Making content reusable can help alleviate some of this strain, but then you risk lowering the relevance or context which may make it less valuable to the user. Kane recommends being as specific as possible within your goals for reusability. By determining what does and does not need to be taught in context, you are allowing for the potential of greater reusability.
- Determine what you are starting with. Notes from an in-person lecture? PowerPoint slides? A website or other documents? Nothing?
- Determine your goals. Does everyone agree (what are others' expectations)? What are your limitations on staff time or policy objectives? Service objectives? How much content is presented and how interactive will it be? What are the key objectives (choose one or two).
- Do you have the tools to accomplish what you want? The hardware, software, staff time (assumption is that this will save time, but people often forget about the behind-the-scenes work in producing the content), expertise, and delivery platform?
- Will you need to convert the files to another format in order to deliver the content (i.e. post to Moodle, etc.)?
- Why reinvent the wheel? Will some of your older content work with your new software (i.e. pulling in PowerPoint slides)?
- How easy is it to add audio, what is the quality like, and how can you edit as necessary?
- What are the costs associated with what you are using? Several options are free or quite reasonable, but do the free products offer you the flexibility you need? Are the more complex programs too complicated and clunky? Find that balance.
Friday, March 4, 2011
Video Discussion: Digital Media - New Learners of the 21st Century
PBS Video. (2011, Feb. 13). Digital media - New learners of the 21st century [Video file]. Retrieved from http://video.pbs.org/video/1797357384
The video I watched earlier (see the post from Feb. 5) peaked my interest in how we are shaped as digital technologies continue to change and emerge as parts of daily life. This video concentrates on digital media and education. The video visits five institutions emphasizing digital literacy and integrating technology into their teaching practices.
"If we teach today's students as we taught yesterday's, we rob them of tomorrow." -John Dewey
Emerging technologies have a prominent place in students' lives. Texting, tweeting, gaming, virtual groups, online videos, and Facebook all are means through which students define themselves to others. These technologies also lend themselves to education by giving them ways to interact with experts, giving them new ideas, and providing educators with new tools. Finding a balance between stimulation to the point of distraction and usefulness of them as education tools is key.
At Quest to Learn, in New York, elementary students are immersed in a school designed for digital kids. Students use technology in hands-on projects, primarily gaming learning, system-based thinking, and design. This trail-and-error, game construction model helps students think of the big concepts. "Tinkering brings thought and action together," one of the people on the video said, emphasizing the often-overlooked power and importance of play in learning. One of the challenges for educators is that, because technology changes so quickly, they are preparing students for a future to use technology that does not yet exist. By teaching problem-solving skills, students are able to transfer their knowledge to a variety of situations.
Some may be skeptical of such a technologically integrated curriculum. Throughout the building, students are using wireless internet on laptops, creating digital artifact or using technology to create physical objects, and participating in games. Students are assessed using the same state standards as other schools in New York, but are also tested on additional competencies, including technologies and social learning standards. While there are some concerns students may become overly competitive with or dependent on their games, the educators are careful to maintain a balance. Also, the video made an interesting point about how society interprets enthusiasm for reading versus enthusiasm for gaming. The example they gave was: if a child stays up late reading a book, s/he is rewarded and praised for being an avid reader, but if a child stays up late playing a game, that child is addicted (even though learning is taking place). It's an interesting comparison and, if the game is promoting certain skills that can be transferable to real-life situations, I might agree with the speaker, that there is a double standard or educational bias against technologies.
"If I can't access the place where I like to practice my passion, then where do I go? It's pretty much a dream differed." -Student
At the Digital Youth Network, in Chicago, a place was created where middle school and high school aged students go to learn digital media. It began as an after-school program and expanded into an in-school media-arts program. They have collaborated with the Chicago Public Library to offer spaces, strictly for youth use, that help provide the tools and inspiration. By incorporating the tools children are interested in exploring, this program helps students not only develop the skills for direct application but also a passion for life-long learning. Instead of digital media detracting or endangering reading and writing, it builds upon traditional literacy. As was the case in New York, students connect and collaborate through their projects at the Digital Youth Network. They are even given a chance to grow from students into instructors, leading their own classes and workshops for younger students.
The filmmakers visited UC Irvine's Digital Media and Learning Social Science Research Center, where more is being done to study the impact of digital media as well as the home environment/parental involvement. At the Smithsonian Institute in Washington, D.C. students participated in a workshop to create a scavenger game for teenagers to play using text-messaging (see examples here). Cultural institutions are working to be sure they appeal to changing patron needs; this project is intended to be more appealing and exciting to younger patrons. Another example is using smart phones to guide students through neighborhoods to find out about history and current use of various buildings. They interviewed people in the area to learn more about old businesses and how developments may have impacted the area.
Everyone wants to be seen and heard; they will make more of an effort if they think outsiders will see it.
At the Science Leadership Academy in Philadelphia, students use technology to create their own assignments and assessments, and incorporate digital media and social networking into instruction. Technology is incorporated as necessary and seamless. Students choose the right presentation method (i.e. podcasts, digitized artwork) for the projects they choose, and incorporate media literacy and evaluation of resources (including Google Scholar and various primary sources). Ways they communicate, on top of traditional methods, include email, online forums, and chat rooms.
The true question when incorporating anything new into the classroom is: what do we want schools to be? The video emphasizes that including technology is not about replacing instructors with technology; rather technology is a tool, a resource. So, how does that impact what we do in the library? By allowing ourselves to explore new approaches, we are doing a better job of meeting students where they are comfortable. Whether it's using additional features in the school's online course management software (i.e. forums), instant messaging, text messaging, Twitter, Facebook, Delicious, or incorporating technologies students can use to show their learning and creativity (i.e. videos, podcasts, blogs, edited images/artwork, games, etc.), libraries can help patrons be more comfortable in the spaces, and more connected to the information within.
The video I watched earlier (see the post from Feb. 5) peaked my interest in how we are shaped as digital technologies continue to change and emerge as parts of daily life. This video concentrates on digital media and education. The video visits five institutions emphasizing digital literacy and integrating technology into their teaching practices.
"If we teach today's students as we taught yesterday's, we rob them of tomorrow." -John Dewey
Emerging technologies have a prominent place in students' lives. Texting, tweeting, gaming, virtual groups, online videos, and Facebook all are means through which students define themselves to others. These technologies also lend themselves to education by giving them ways to interact with experts, giving them new ideas, and providing educators with new tools. Finding a balance between stimulation to the point of distraction and usefulness of them as education tools is key.
At Quest to Learn, in New York, elementary students are immersed in a school designed for digital kids. Students use technology in hands-on projects, primarily gaming learning, system-based thinking, and design. This trail-and-error, game construction model helps students think of the big concepts. "Tinkering brings thought and action together," one of the people on the video said, emphasizing the often-overlooked power and importance of play in learning. One of the challenges for educators is that, because technology changes so quickly, they are preparing students for a future to use technology that does not yet exist. By teaching problem-solving skills, students are able to transfer their knowledge to a variety of situations.
Some may be skeptical of such a technologically integrated curriculum. Throughout the building, students are using wireless internet on laptops, creating digital artifact or using technology to create physical objects, and participating in games. Students are assessed using the same state standards as other schools in New York, but are also tested on additional competencies, including technologies and social learning standards. While there are some concerns students may become overly competitive with or dependent on their games, the educators are careful to maintain a balance. Also, the video made an interesting point about how society interprets enthusiasm for reading versus enthusiasm for gaming. The example they gave was: if a child stays up late reading a book, s/he is rewarded and praised for being an avid reader, but if a child stays up late playing a game, that child is addicted (even though learning is taking place). It's an interesting comparison and, if the game is promoting certain skills that can be transferable to real-life situations, I might agree with the speaker, that there is a double standard or educational bias against technologies.
"If I can't access the place where I like to practice my passion, then where do I go? It's pretty much a dream differed." -Student
At the Digital Youth Network, in Chicago, a place was created where middle school and high school aged students go to learn digital media. It began as an after-school program and expanded into an in-school media-arts program. They have collaborated with the Chicago Public Library to offer spaces, strictly for youth use, that help provide the tools and inspiration. By incorporating the tools children are interested in exploring, this program helps students not only develop the skills for direct application but also a passion for life-long learning. Instead of digital media detracting or endangering reading and writing, it builds upon traditional literacy. As was the case in New York, students connect and collaborate through their projects at the Digital Youth Network. They are even given a chance to grow from students into instructors, leading their own classes and workshops for younger students.
The filmmakers visited UC Irvine's Digital Media and Learning Social Science Research Center, where more is being done to study the impact of digital media as well as the home environment/parental involvement. At the Smithsonian Institute in Washington, D.C. students participated in a workshop to create a scavenger game for teenagers to play using text-messaging (see examples here). Cultural institutions are working to be sure they appeal to changing patron needs; this project is intended to be more appealing and exciting to younger patrons. Another example is using smart phones to guide students through neighborhoods to find out about history and current use of various buildings. They interviewed people in the area to learn more about old businesses and how developments may have impacted the area.
Everyone wants to be seen and heard; they will make more of an effort if they think outsiders will see it.
At the Science Leadership Academy in Philadelphia, students use technology to create their own assignments and assessments, and incorporate digital media and social networking into instruction. Technology is incorporated as necessary and seamless. Students choose the right presentation method (i.e. podcasts, digitized artwork) for the projects they choose, and incorporate media literacy and evaluation of resources (including Google Scholar and various primary sources). Ways they communicate, on top of traditional methods, include email, online forums, and chat rooms.
The true question when incorporating anything new into the classroom is: what do we want schools to be? The video emphasizes that including technology is not about replacing instructors with technology; rather technology is a tool, a resource. So, how does that impact what we do in the library? By allowing ourselves to explore new approaches, we are doing a better job of meeting students where they are comfortable. Whether it's using additional features in the school's online course management software (i.e. forums), instant messaging, text messaging, Twitter, Facebook, Delicious, or incorporating technologies students can use to show their learning and creativity (i.e. videos, podcasts, blogs, edited images/artwork, games, etc.), libraries can help patrons be more comfortable in the spaces, and more connected to the information within.
Tuesday, February 15, 2011
Tech Blog Discussion: What is Your Library Doing about Emerging Technologies?
Jeffries, C. (2010, July 6). What is your Library doing about Emerging Technologies? LITA Blog. Retrieved February 15, 2011, from http://litablog.org/2010/07/what-is-your-library-doing-about-emerging-technologies/
Courtney Jeffries summarizes the LITA panel presentation from the ALA 2010 annual conference. Group 1 tackled the question “What are emerging technologies and how should they be adapted for libraries?” Rather than emphasize the (growing and changing) technologies, I loved one of the panelist’s responses (Elisabeth Leonard from Western Carolina University) who emphasizes the users. “Leonard suggested that as librarians we should “think through the eyes of our users.” Who are we trying to meet and where do they want us meeting them? What’s the context? An example given was social networking. Facebook, Twitter, and other similar platforms, while considered emerging to many librarians, have seemingly always been present for younger library users/college students. (This is something I’ve been struggling with in exploring emerging technologies. What is considered emerging? Much of the professional literature emphasizes technologies that have become a part of my daily life, i.e. Facebook, Twitter, chat, online videos, course management tools, wikis, RSS feeds/readers, blogs, etc.) The summary article also notes that Leonard “added that the reverse could be argued for another user group.” This is particularly timely now that many non-traditional students are returning to collegiate studies. While it would be easy to heavily rely on emerging technologies and social networking, it’s also important to consider the learning curve for these returning students. Not only are they making big changes in their professional lives; they are also encountering many new technologies they likely did not have to use before they began their professional careers (i.e. course management software, electronic databases, online forums, online course registration, even email).
In the session summary Jeffries note’s the reaction of Frank Cerone’s (Purdue University Calumet) to including social networking under the umbrella of emerging technologies. Cerone “argued that social networking sites are not emerging technologies for any user group.” He instead directs us to examine commercial technologies. Cerone gave the example of 3-D television as an emerging technology, though Leonard considers it a “leading edge technology,” as opposed to an emerging one. I am hesitant to embrace these commercial “leading edge technologies” (mostly based on my frugal nature), questioning how they can be used to further the educational goals of the institutions, students, faculty, and learning communities we serve. Keeping in mind how these technologies can supplement and improve our communication or other services we provide is key (are we purchasing/using just to feel more technologically advanced?).
Group 2 discussed the “daily tasks and skills required of emerging technologies librarians.” Those who contributed for this session were Amanda Margis (Warren-Newport Public Library), Danielle Whren Johnson (Loyola/Notre Dame Library), Darcy Del Bosque (University of Nevada, Las Vegas), Elisabeth Abarbanel (Brentwood School, Los Angeles), and Rebekah Kilzer (Drexel University Libraries). Many of the panelists emphasized the changing roles of librarians, no matter the populations served. Embracing flexibility, being involved, sharing technologies with colleagues, introducing new terms and programs to those around you. Kilzer shared a bit about her beginnings as Emerging Technologies Librarian at Drexel University Libraries. A wonderful suggestion for anyone beginning a new position is to take note of those technologies that have already been utilized. Also, visiting with “colleagues about their expectations of and suggestions for emerging technologies at their libraries” is a great way to gauge where the library is, where the librarians are, and where to start (what sort of things can be introduced? What will support the mission of the university/library?). Particularly relevant were the answers to the question “ How can librarians sty current when it comes to emerging technologies?” Tech feeds and blogs like:
Mashable (mentioned in my last blog post)
Lifehacker
Wired
In the Library With the Lead Pipe (one I really like and have subscribed to for a while now)
ReadWriteWeb
Non-profit Tech Blog
Museum 2.0
Margis suggested (and I agree), “if you want to stay up-to-date, play with the technology...Even if you don’t have it, just get your hands on it...Experiment, test, and reevaluate.” This is something I’ve been working with throughout the semester. I also think approaching the technology from a different perspective (thinking of it from a student’s perspective, a faculty perspective, a patron from the greater community with borrowing privileges) is key to effectively incorporating it into your library. Whren emphasized attending conferences, particularly those not library related to see what new things can be incorporated.
The next question addressed assessing emerging technology projects. Del Bosque suggests not just looking at what other libraries are doing, but rather looking at your local population. How is success defined? She suggests “Usability testing, surveys, and focus groups.”
Group 3 consisted of Cynthia Johnson (University of California, Irvine), Jacquelyn Erdman (East Carolina University), Kathryn Munson (Southeastern Louisiana University), and Marissa Ball (Florida International University). Assuming the responsibilities associated with adopting emerging technologies requires management and can be quite a commitment. Will you have an emerging technologies librarian? Are there librarians who have expressed interest in emerging technologies? How might responsibilities be shifted to assume the tasks associated with emerging technologies? At UC-Irvine, Johnson says her position is a consulting role (in addition to their web services department). Erdman works with a committee at East Carolina University. Florida employs a team-based approach, and has incorporated the following two tools in instruction and collection development:
Jing
LibX (an extension for Firefox and Explorer... Lately I have been using Chrome, so I may have to switch back to Firefox to experiment with it).
I have enjoyed creating simple, easy (and free!) screencasts using Jing, but have not used LibX, though I can definitely see its usefulness (I’ve just not had occasion to use it yet).
It was good to hear Erdman talk about emerging technologies while still keeping (restricting) budgets in mind. At East Carolina University they hosted “an in-house conference that focused on emerging technologies.” Sharing these tools with your local colleagues can not only help with the technologies presented that day, but can also cultivate a continuing dialog that can benefit everyone in the future. I like Munson’s suggestion of documenting what you are (and are not) doing and why. The key to this is finding a simple, efficient (i.e. not time consuming) way to do this in addition to the many duties librarians perform. Making sure your emerging technologies mission mirrors that of your university and library is important (otherwise, why are you doing what you are doing?). Johnson collaborated with other departments (educational technologies and web services) to achieve some technology goals. Right now I am interning at a small university library where collaboration is key between areas of the library, technology departments, and the larger campus.
One use of Twitter that I found somewhat surprising was what Johnson reported. “After setting up the library’s Twitter account, Johnson watched as it evolved into a virtual suggestion box. Johnson welcomed this unforeseen use of Twitter. Despite the suggestion box that had lived at the library for years, user feedback flooded the library’s Twitter account.” This emphasizes meeting the library users where they are.
David Ratledge (University of Tennessee), Gwen Evans (Bowling Green State University), and Rebecca K. Miller (Virginia Tech), made up the last group and discussed libraries and risk taking with emerging technologies. Evans utilizes Computer Science students, working with them to develop new technological offerings. By partnering experienced CS students with new CS students, there is some peer training that happens but, as can be expected, there are always unexpected challenges associated with this. Enthusiasm can sometimes overshadow practicality when it comes to taking on new tasks, so being sure you do have the resources to commit to new technologies (both man power and financial) is important to keep in mind. Making sure there is a long-range plan in place is important for maintaining new technologies.
Ratledge had a good point when he said, “Your users might be on Facebook, but, do they want you–the library–on Facebook?” When students are looking for assistance, is the first place they will look Facebook? Or will they automatically go to the library web page? What platform is best for supporting your library’s users’ needs? Another idea for discussing and experimenting with new technologies is a brown bag technology lunch series in which ideas can be exchanged (and technologies demonstrated or tried by participants).
Courtney Jeffries summarizes the LITA panel presentation from the ALA 2010 annual conference. Group 1 tackled the question “What are emerging technologies and how should they be adapted for libraries?” Rather than emphasize the (growing and changing) technologies, I loved one of the panelist’s responses (Elisabeth Leonard from Western Carolina University) who emphasizes the users. “Leonard suggested that as librarians we should “think through the eyes of our users.” Who are we trying to meet and where do they want us meeting them? What’s the context? An example given was social networking. Facebook, Twitter, and other similar platforms, while considered emerging to many librarians, have seemingly always been present for younger library users/college students. (This is something I’ve been struggling with in exploring emerging technologies. What is considered emerging? Much of the professional literature emphasizes technologies that have become a part of my daily life, i.e. Facebook, Twitter, chat, online videos, course management tools, wikis, RSS feeds/readers, blogs, etc.) The summary article also notes that Leonard “added that the reverse could be argued for another user group.” This is particularly timely now that many non-traditional students are returning to collegiate studies. While it would be easy to heavily rely on emerging technologies and social networking, it’s also important to consider the learning curve for these returning students. Not only are they making big changes in their professional lives; they are also encountering many new technologies they likely did not have to use before they began their professional careers (i.e. course management software, electronic databases, online forums, online course registration, even email).
In the session summary Jeffries note’s the reaction of Frank Cerone’s (Purdue University Calumet) to including social networking under the umbrella of emerging technologies. Cerone “argued that social networking sites are not emerging technologies for any user group.” He instead directs us to examine commercial technologies. Cerone gave the example of 3-D television as an emerging technology, though Leonard considers it a “leading edge technology,” as opposed to an emerging one. I am hesitant to embrace these commercial “leading edge technologies” (mostly based on my frugal nature), questioning how they can be used to further the educational goals of the institutions, students, faculty, and learning communities we serve. Keeping in mind how these technologies can supplement and improve our communication or other services we provide is key (are we purchasing/using just to feel more technologically advanced?).
Group 2 discussed the “daily tasks and skills required of emerging technologies librarians.” Those who contributed for this session were Amanda Margis (Warren-Newport Public Library), Danielle Whren Johnson (Loyola/Notre Dame Library), Darcy Del Bosque (University of Nevada, Las Vegas), Elisabeth Abarbanel (Brentwood School, Los Angeles), and Rebekah Kilzer (Drexel University Libraries). Many of the panelists emphasized the changing roles of librarians, no matter the populations served. Embracing flexibility, being involved, sharing technologies with colleagues, introducing new terms and programs to those around you. Kilzer shared a bit about her beginnings as Emerging Technologies Librarian at Drexel University Libraries. A wonderful suggestion for anyone beginning a new position is to take note of those technologies that have already been utilized. Also, visiting with “colleagues about their expectations of and suggestions for emerging technologies at their libraries” is a great way to gauge where the library is, where the librarians are, and where to start (what sort of things can be introduced? What will support the mission of the university/library?). Particularly relevant were the answers to the question “ How can librarians sty current when it comes to emerging technologies?” Tech feeds and blogs like:
Mashable (mentioned in my last blog post)
Lifehacker
Wired
In the Library With the Lead Pipe (one I really like and have subscribed to for a while now)
ReadWriteWeb
Non-profit Tech Blog
Museum 2.0
Margis suggested (and I agree), “if you want to stay up-to-date, play with the technology...Even if you don’t have it, just get your hands on it...Experiment, test, and reevaluate.” This is something I’ve been working with throughout the semester. I also think approaching the technology from a different perspective (thinking of it from a student’s perspective, a faculty perspective, a patron from the greater community with borrowing privileges) is key to effectively incorporating it into your library. Whren emphasized attending conferences, particularly those not library related to see what new things can be incorporated.
The next question addressed assessing emerging technology projects. Del Bosque suggests not just looking at what other libraries are doing, but rather looking at your local population. How is success defined? She suggests “Usability testing, surveys, and focus groups.”
Group 3 consisted of Cynthia Johnson (University of California, Irvine), Jacquelyn Erdman (East Carolina University), Kathryn Munson (Southeastern Louisiana University), and Marissa Ball (Florida International University). Assuming the responsibilities associated with adopting emerging technologies requires management and can be quite a commitment. Will you have an emerging technologies librarian? Are there librarians who have expressed interest in emerging technologies? How might responsibilities be shifted to assume the tasks associated with emerging technologies? At UC-Irvine, Johnson says her position is a consulting role (in addition to their web services department). Erdman works with a committee at East Carolina University. Florida employs a team-based approach, and has incorporated the following two tools in instruction and collection development:
Jing
LibX (an extension for Firefox and Explorer... Lately I have been using Chrome, so I may have to switch back to Firefox to experiment with it).
I have enjoyed creating simple, easy (and free!) screencasts using Jing, but have not used LibX, though I can definitely see its usefulness (I’ve just not had occasion to use it yet).
It was good to hear Erdman talk about emerging technologies while still keeping (restricting) budgets in mind. At East Carolina University they hosted “an in-house conference that focused on emerging technologies.” Sharing these tools with your local colleagues can not only help with the technologies presented that day, but can also cultivate a continuing dialog that can benefit everyone in the future. I like Munson’s suggestion of documenting what you are (and are not) doing and why. The key to this is finding a simple, efficient (i.e. not time consuming) way to do this in addition to the many duties librarians perform. Making sure your emerging technologies mission mirrors that of your university and library is important (otherwise, why are you doing what you are doing?). Johnson collaborated with other departments (educational technologies and web services) to achieve some technology goals. Right now I am interning at a small university library where collaboration is key between areas of the library, technology departments, and the larger campus.
One use of Twitter that I found somewhat surprising was what Johnson reported. “After setting up the library’s Twitter account, Johnson watched as it evolved into a virtual suggestion box. Johnson welcomed this unforeseen use of Twitter. Despite the suggestion box that had lived at the library for years, user feedback flooded the library’s Twitter account.” This emphasizes meeting the library users where they are.
David Ratledge (University of Tennessee), Gwen Evans (Bowling Green State University), and Rebecca K. Miller (Virginia Tech), made up the last group and discussed libraries and risk taking with emerging technologies. Evans utilizes Computer Science students, working with them to develop new technological offerings. By partnering experienced CS students with new CS students, there is some peer training that happens but, as can be expected, there are always unexpected challenges associated with this. Enthusiasm can sometimes overshadow practicality when it comes to taking on new tasks, so being sure you do have the resources to commit to new technologies (both man power and financial) is important to keep in mind. Making sure there is a long-range plan in place is important for maintaining new technologies.
Ratledge had a good point when he said, “Your users might be on Facebook, but, do they want you–the library–on Facebook?” When students are looking for assistance, is the first place they will look Facebook? Or will they automatically go to the library web page? What platform is best for supporting your library’s users’ needs? Another idea for discussing and experimenting with new technologies is a brown bag technology lunch series in which ideas can be exchanged (and technologies demonstrated or tried by participants).
Sunday, February 6, 2011
Article Discussion: Library on the Go: A Focus Group Study of the Mobile Web and the Academic Library
Seeholzer, J. & Salem, J. A., Jr. (2011). Library on the go: A focus group study of the mobile Web and the academic library. College & Research Libraries. 72(1), 9-20.
The authors examined the use of mobile Web technologies and design at Kent State University. Their literature review showed an increase in mobile device Web use. This only makes sense as smart phones (and plans) become more accessible and affordable. While “librarians are already using the mobile Web to deliver library instruction, access book and audiobook collections, conduct audio tours, send out text message notifications, and provide reference assistance,” there were no published studies about how mobile Web is used by library patrons, and how libraries created their mobile Web sites for patron use.
The librarians at Kent State organized four focus groups (one pilot group, three focus groups), comprised of Kent State students (both undergraduate and graduate). These students were recruited in a variety of ways, including online ads, flyers around campus, and word of mouth. Students received lunch and $10 added to their campus debit card for participating. The met in a conference room at the library, where the library’s website was projected, along with other libraries’ mobile websites. The group used an iPod Touch to examine the mobile sites. The same prompts were used throughout the focus groups, and a total of 20 students were included.
The results were fairly consistent across the different sessions. Those topics most focused on were “1) use and perception of the mobile Web by KSU students; 2) library resources for the mobile Web; and 3) other technologies for the library to explore.”
Use of the Mobile Web, Library Resources by KSU Students
Most students had Web enabled devices (phones, iPods, etc.). Those who didn’t “expressed interest in obtaining a mobile device with Web connectivity.” There were varied levels of personal Web device use, but those who did use it often (i.e. daily) tended to favor websites like “Facebook, e-mail, weather, directions and sports sites.” When asked about using the library’s Web page, many noted its value for beginning research (quick) such as looking up call numbers, browsing the library catalog, and database searching (if it were to be made available to mobile devices), but not for in-depth work, which they were more likely to do on a laptop or other computer.
One thing I found interesting was the authors’ findings in regards to which parts of the library website students see as most useful on their mobile device (i.e. research, services, about us). “Surprisingly, a number of participants identified research databases as an essential element of a mobile version of the Libraries’ Web site...Even after participants were informed that research databases would most likely not be formatted for mobile devices, they still expressed interest in having these tools available from the library’s mobile site,” to be able to begin their research from anywhere, during pockets of free time. Also of great interest, under the “Services” section of the Web site, are Course Reserves and the ability to check the status of their account (due dates, holds). Though librarians anticipated students to show great interest in the mobile “About Us” page, few students were interested in the details found there (hours, locations and directions, staff directory), and were more interested in an explanation of using call numbers or a guide to finding books on the shelf. Also, “participants identified the ability to contact a librarian as being of prime importance.” Having the “Contact Us” button was emphasized, whether the contact happens through texting or through a web interface, having librarian help wherever the students were was an important part of the service. “About Us” was ranked last when students were asked to rank aspects of the Web site.
Students were also given the opportunity to discuss “other features they would like to see the library provide on mobile devices.” Not surprising, improved functionality of the library’s catalog, the ability to personalize and customize (i.e. accounts), and texting questions to librarians were all mentioned. For the catalog, searching, putting items on hold, renewing items, having text notifications sent when requested items are available, and library appointment text reminders (meetings with librarians/library events/upcoming project deadlines).
Briefly mentioned was mobile site design. The students indicated the “bare bones” site felt lacking compared to other mobile sites with which they were familiar. Also, limiting the number of links on the mobile Web site for simplicity and usability is important, but also including a link to the main Web site was important (in case they weren’t able to find what they need on the mobile site; using it may be clunky, but if it has what they need, they’ll use it).
In the future, the librarians at Kent State want to continue to have student input when planning Web reviews; further qualitative research needs to be done and published, adding to the professional literature.
This was interesting to read and generally apply some of the ideas introduced in the article to our discussions about the University of Dubuque’s “How do I...” webpage (similar to many FAQ pages). We are thinking about a variety of populations we are serving/targeting with this one page, design concepts (how to make it useful, concise but informative, and clean & easy to use). We’ve started examining other libraries’ websites, noting those things we like, what we might adapt to meet the needs of our users, wording, coding, searching, etc. At this point, the UD library’s website has to fit within the framework of the large University’s design and lay-out standards but, keeping that in mind, we are still able to be flexible with our approach and design that we will discuss with the University library Web liaison.
The authors examined the use of mobile Web technologies and design at Kent State University. Their literature review showed an increase in mobile device Web use. This only makes sense as smart phones (and plans) become more accessible and affordable. While “librarians are already using the mobile Web to deliver library instruction, access book and audiobook collections, conduct audio tours, send out text message notifications, and provide reference assistance,” there were no published studies about how mobile Web is used by library patrons, and how libraries created their mobile Web sites for patron use.
The librarians at Kent State organized four focus groups (one pilot group, three focus groups), comprised of Kent State students (both undergraduate and graduate). These students were recruited in a variety of ways, including online ads, flyers around campus, and word of mouth. Students received lunch and $10 added to their campus debit card for participating. The met in a conference room at the library, where the library’s website was projected, along with other libraries’ mobile websites. The group used an iPod Touch to examine the mobile sites. The same prompts were used throughout the focus groups, and a total of 20 students were included.
The results were fairly consistent across the different sessions. Those topics most focused on were “1) use and perception of the mobile Web by KSU students; 2) library resources for the mobile Web; and 3) other technologies for the library to explore.”
Use of the Mobile Web, Library Resources by KSU Students
Most students had Web enabled devices (phones, iPods, etc.). Those who didn’t “expressed interest in obtaining a mobile device with Web connectivity.” There were varied levels of personal Web device use, but those who did use it often (i.e. daily) tended to favor websites like “Facebook, e-mail, weather, directions and sports sites.” When asked about using the library’s Web page, many noted its value for beginning research (quick) such as looking up call numbers, browsing the library catalog, and database searching (if it were to be made available to mobile devices), but not for in-depth work, which they were more likely to do on a laptop or other computer.
One thing I found interesting was the authors’ findings in regards to which parts of the library website students see as most useful on their mobile device (i.e. research, services, about us). “Surprisingly, a number of participants identified research databases as an essential element of a mobile version of the Libraries’ Web site...Even after participants were informed that research databases would most likely not be formatted for mobile devices, they still expressed interest in having these tools available from the library’s mobile site,” to be able to begin their research from anywhere, during pockets of free time. Also of great interest, under the “Services” section of the Web site, are Course Reserves and the ability to check the status of their account (due dates, holds). Though librarians anticipated students to show great interest in the mobile “About Us” page, few students were interested in the details found there (hours, locations and directions, staff directory), and were more interested in an explanation of using call numbers or a guide to finding books on the shelf. Also, “participants identified the ability to contact a librarian as being of prime importance.” Having the “Contact Us” button was emphasized, whether the contact happens through texting or through a web interface, having librarian help wherever the students were was an important part of the service. “About Us” was ranked last when students were asked to rank aspects of the Web site.
Students were also given the opportunity to discuss “other features they would like to see the library provide on mobile devices.” Not surprising, improved functionality of the library’s catalog, the ability to personalize and customize (i.e. accounts), and texting questions to librarians were all mentioned. For the catalog, searching, putting items on hold, renewing items, having text notifications sent when requested items are available, and library appointment text reminders (meetings with librarians/library events/upcoming project deadlines).
Briefly mentioned was mobile site design. The students indicated the “bare bones” site felt lacking compared to other mobile sites with which they were familiar. Also, limiting the number of links on the mobile Web site for simplicity and usability is important, but also including a link to the main Web site was important (in case they weren’t able to find what they need on the mobile site; using it may be clunky, but if it has what they need, they’ll use it).
In the future, the librarians at Kent State want to continue to have student input when planning Web reviews; further qualitative research needs to be done and published, adding to the professional literature.
This was interesting to read and generally apply some of the ideas introduced in the article to our discussions about the University of Dubuque’s “How do I...” webpage (similar to many FAQ pages). We are thinking about a variety of populations we are serving/targeting with this one page, design concepts (how to make it useful, concise but informative, and clean & easy to use). We’ve started examining other libraries’ websites, noting those things we like, what we might adapt to meet the needs of our users, wording, coding, searching, etc. At this point, the UD library’s website has to fit within the framework of the large University’s design and lay-out standards but, keeping that in mind, we are still able to be flexible with our approach and design that we will discuss with the University library Web liaison.
Saturday, February 5, 2011
Video Discussion: Frontline: Digital Nation
Dretzin, R. (Producer). (Feb. 2, 2010). Digital nation: Life on the virtual frontier [Frontline]. Boston: WGBH Educational Foundation. DVD.
In an effort to better understand the implications of digital media on learning (and how different areas of education and work are embracing it) I watched "Digital Nation: Life on the Virtual Frontier." I will highlight and discuss a few of the main points, and their implication as libraries and librarians continue to adapt their service to meet ever-changing patron needs.
According to the video (and supported by my personal observations) everyone is immersed in technology. Technology is used in daily activities from work to play, and it's not just in large technology-oriented companies. Multitasking in military operations and elementary schools happens. The correspondents visited the campus of MIT in Cambridge, MA, one of the most wired college campuses in the nation. What they saw there was constant multitasking. Students were using chat, email, in-person conversation, Facebook, and multiple other computer applications--and not just between classes, but during class. Instructors discussed how that changes how they teach. By modifying their teaching practices to distract students from the Web. This is a difficult task; one many professors are struggling with. One professor's observations were that students were not balancing this intense multitasking with their studies, and scores are suffering.
So, are we changing what it means to be human by using this wide range of technology so much? According to the video young people (age ranges were undefined, but it was implied to be elementary through high school aged children) are spending over fifty hours per week with digital media. It is unsure how this is impacting brain development, though researchers are attempting to observe. Gary Small, from UCLA, has been studying brain scans of those reading a book and comparing them to those conducting an online search using Google. When using Google, the decision-making parts of the brain showed increased activity. What is unknown is to what level this impacts learning.
The correspondents went to South Korea to observe a culture that has fully embraced digital media. They examined the fallout of the digital revolution. Of the approximate 90% of Korean children using the internet, 10-15% are in what is considered the high-risk group for digital addictions. Because we are now so connected through devices we are now living connected all of the time. In the schools, Korean children go online the same time they are taught to read (second grade), but are also taught how to use computers responsibly (including songs about internet safety, posters throughout the school emphasizing proper internet etiquette, and school lessons).
At a school back in the United States, the classroom teachers are meeting kids where they are (and prefer to learn) incorporating technology into their classroom. The teachers and administrators see education adapting to a different purpose, requiring students to produce digital artifacts (do things, build things, solve problems), not strictly memorize. This fluency in technology lends itself to communication and problem solving, and presenting classroom content when technology is utilized makes more sense to the students as learners (as opposed to traditional lecture-type instruction). A couple of online resources mentioned were Edublogs (for student and teacher classroom blogging and sharing) and Ning (for creating a social network, in this case, specifically for a class or assignment). I like the limited nature of both (the education focus, and the self-created networks/social Web page), but feel they best serve the K-12 environment. If utilized within the higher ed. community, students might feel as though they have "one more thing to check" (in addition to their school email, personal email, Facebook, Twitter, course management software, class registration interface, etc.). Some schools, once considered failing, upon integrating laptop use into their courses have seen attendance greatly improve, student scores improve, and violence decrease.
Others are concerned about how this impacts students' attention spans, how it impacts the thought process, and how online distractions detract from learning. Todd Oppenheimer, the author of The Flickering Mind, worries about the loss of linear thought. Others have noted the difference reflected in student writing. No longer written as a whole, student papers are often paragraphs pieced together into essays, lacking flow and coherency.
New approaches to learning and teaching will always stimulate discussion. While it is comforting for many to approach education using known techniques, it is also important to keep in mind that the old ways that were once considered the most effective approach are sometimes held in practice for too long. Simply because it was once the best approach, does not mean it is the best approach forever (if that was the case we would have few medical, mechanical, and technological advances).
A wide range of technologies and their use were examined, one of which was Virtual Reality (particularly Second Life). The correspondents showed the business applications for Second Life and other technologies that allow for remote working. Instead of IBM conducting meetings in-person, flying workers to various locations, meetings were held in Second Life. The users preferred Second Life to conference phone calls because the added element of perceived interaction (with the avatars) added a more personal feel. Researchers at the Virtual Human Interaction Lab at Stanford have been studying children and their perceptions of virtual reality. They found young children had difficulty differentiating between reality and virtual reality when recalling different experiences.
The military has found use for digital simulations, gaming, and technologies allowing for remote piloting. Digital simulations are used to help train personnel, as well as help treat individuals with Post Traumatic Stress Disorder. The Army has begun using gaming centers (Army Experience Centers, modeled after the Apple Store) for recruiting. Though controversial in some areas, representatives have found them helpful for increasing recruits, and for visiting with potential recruits who are too young to sign up for service. Another application using digital technologies is the use of remote pilots to fly drones in the Middle East. I can see continued use of these types of technologies at University of Dubuque (where I am doing my internship), particularly with their pilot programs. Allowing students opportunities to practice as much as they can without using fuel or risking expensive equipment is invaluable to this community. We have one flight simulator equipped computer in the library in addition to the equipment housed elsewhere.
At Quest to Learn in New York, the students' entire education is surrounded by technology. They learn through games and navigate easily between the real world and digital experiences. The teachers and students feel the mix results in an engaging learning experience, in which learning is done through problem solving and first-hand experience. One teacher compared the game world to that in novels, saying it was equally as rich of an environment. By using their interests to motivate students you are creating that engaging environment necessary for learning. Critics are hesitant to embrace the degree to which Quest to Learn has integrated these technologies, saying sustained conversations about the future of education, what we value as components of education, and what is sacrificed through this process, need to occur. A large theme throughout the program was what is technology's impact on us, how is it changing us and remaking the world in the process?
I have observed both the perceived benefits, draw backs, and reactions to incorporating technology in students, faculty, and myself. While new technology shouldn't be dismissed, I am one who prefers to experiment and test out tools prior to incorporating them into my teaching repertoire. In having that strong background, I feel more comfortable when employing the technology professionally. That said, with the speed technology is changing, it requires constant adaptation on my part, and I can see how veteran teachers might prefer to stick with their tested and true teaching techniques. Students are (usually) those comfortable with merging their digital world with their in-person world, overlapping their Facebook, Twitter, coursework and in-person interactions. Particularly with library instruction sessions held in computer labs, keeping students on task can be difficult--which calls back to how engaging the instructors are. If the instructor is engaging and creating a learning environment in which students are expected to actively participate (whether it be through verbal discussion or online forums), the students will be more invested in what is happening than what may be happening on Twitter or Facebook. It's constantly changing, and I'm glad to be along for the ride!
In an effort to better understand the implications of digital media on learning (and how different areas of education and work are embracing it) I watched "Digital Nation: Life on the Virtual Frontier." I will highlight and discuss a few of the main points, and their implication as libraries and librarians continue to adapt their service to meet ever-changing patron needs.
According to the video (and supported by my personal observations) everyone is immersed in technology. Technology is used in daily activities from work to play, and it's not just in large technology-oriented companies. Multitasking in military operations and elementary schools happens. The correspondents visited the campus of MIT in Cambridge, MA, one of the most wired college campuses in the nation. What they saw there was constant multitasking. Students were using chat, email, in-person conversation, Facebook, and multiple other computer applications--and not just between classes, but during class. Instructors discussed how that changes how they teach. By modifying their teaching practices to distract students from the Web. This is a difficult task; one many professors are struggling with. One professor's observations were that students were not balancing this intense multitasking with their studies, and scores are suffering.
So, are we changing what it means to be human by using this wide range of technology so much? According to the video young people (age ranges were undefined, but it was implied to be elementary through high school aged children) are spending over fifty hours per week with digital media. It is unsure how this is impacting brain development, though researchers are attempting to observe. Gary Small, from UCLA, has been studying brain scans of those reading a book and comparing them to those conducting an online search using Google. When using Google, the decision-making parts of the brain showed increased activity. What is unknown is to what level this impacts learning.
The correspondents went to South Korea to observe a culture that has fully embraced digital media. They examined the fallout of the digital revolution. Of the approximate 90% of Korean children using the internet, 10-15% are in what is considered the high-risk group for digital addictions. Because we are now so connected through devices we are now living connected all of the time. In the schools, Korean children go online the same time they are taught to read (second grade), but are also taught how to use computers responsibly (including songs about internet safety, posters throughout the school emphasizing proper internet etiquette, and school lessons).
At a school back in the United States, the classroom teachers are meeting kids where they are (and prefer to learn) incorporating technology into their classroom. The teachers and administrators see education adapting to a different purpose, requiring students to produce digital artifacts (do things, build things, solve problems), not strictly memorize. This fluency in technology lends itself to communication and problem solving, and presenting classroom content when technology is utilized makes more sense to the students as learners (as opposed to traditional lecture-type instruction). A couple of online resources mentioned were Edublogs (for student and teacher classroom blogging and sharing) and Ning (for creating a social network, in this case, specifically for a class or assignment). I like the limited nature of both (the education focus, and the self-created networks/social Web page), but feel they best serve the K-12 environment. If utilized within the higher ed. community, students might feel as though they have "one more thing to check" (in addition to their school email, personal email, Facebook, Twitter, course management software, class registration interface, etc.). Some schools, once considered failing, upon integrating laptop use into their courses have seen attendance greatly improve, student scores improve, and violence decrease.
Others are concerned about how this impacts students' attention spans, how it impacts the thought process, and how online distractions detract from learning. Todd Oppenheimer, the author of The Flickering Mind, worries about the loss of linear thought. Others have noted the difference reflected in student writing. No longer written as a whole, student papers are often paragraphs pieced together into essays, lacking flow and coherency.
New approaches to learning and teaching will always stimulate discussion. While it is comforting for many to approach education using known techniques, it is also important to keep in mind that the old ways that were once considered the most effective approach are sometimes held in practice for too long. Simply because it was once the best approach, does not mean it is the best approach forever (if that was the case we would have few medical, mechanical, and technological advances).
A wide range of technologies and their use were examined, one of which was Virtual Reality (particularly Second Life). The correspondents showed the business applications for Second Life and other technologies that allow for remote working. Instead of IBM conducting meetings in-person, flying workers to various locations, meetings were held in Second Life. The users preferred Second Life to conference phone calls because the added element of perceived interaction (with the avatars) added a more personal feel. Researchers at the Virtual Human Interaction Lab at Stanford have been studying children and their perceptions of virtual reality. They found young children had difficulty differentiating between reality and virtual reality when recalling different experiences.
The military has found use for digital simulations, gaming, and technologies allowing for remote piloting. Digital simulations are used to help train personnel, as well as help treat individuals with Post Traumatic Stress Disorder. The Army has begun using gaming centers (Army Experience Centers, modeled after the Apple Store) for recruiting. Though controversial in some areas, representatives have found them helpful for increasing recruits, and for visiting with potential recruits who are too young to sign up for service. Another application using digital technologies is the use of remote pilots to fly drones in the Middle East. I can see continued use of these types of technologies at University of Dubuque (where I am doing my internship), particularly with their pilot programs. Allowing students opportunities to practice as much as they can without using fuel or risking expensive equipment is invaluable to this community. We have one flight simulator equipped computer in the library in addition to the equipment housed elsewhere.
At Quest to Learn in New York, the students' entire education is surrounded by technology. They learn through games and navigate easily between the real world and digital experiences. The teachers and students feel the mix results in an engaging learning experience, in which learning is done through problem solving and first-hand experience. One teacher compared the game world to that in novels, saying it was equally as rich of an environment. By using their interests to motivate students you are creating that engaging environment necessary for learning. Critics are hesitant to embrace the degree to which Quest to Learn has integrated these technologies, saying sustained conversations about the future of education, what we value as components of education, and what is sacrificed through this process, need to occur. A large theme throughout the program was what is technology's impact on us, how is it changing us and remaking the world in the process?
I have observed both the perceived benefits, draw backs, and reactions to incorporating technology in students, faculty, and myself. While new technology shouldn't be dismissed, I am one who prefers to experiment and test out tools prior to incorporating them into my teaching repertoire. In having that strong background, I feel more comfortable when employing the technology professionally. That said, with the speed technology is changing, it requires constant adaptation on my part, and I can see how veteran teachers might prefer to stick with their tested and true teaching techniques. Students are (usually) those comfortable with merging their digital world with their in-person world, overlapping their Facebook, Twitter, coursework and in-person interactions. Particularly with library instruction sessions held in computer labs, keeping students on task can be difficult--which calls back to how engaging the instructors are. If the instructor is engaging and creating a learning environment in which students are expected to actively participate (whether it be through verbal discussion or online forums), the students will be more invested in what is happening than what may be happening on Twitter or Facebook. It's constantly changing, and I'm glad to be along for the ride!
Thursday, February 3, 2011
Article Discussion: Making Twitter Work: A Guide for the Uninitiated, the Skeptical, and the Pragmatic
In an effort to embrace the technologies I am exploring, I joined Twitter a few weeks ago. I've connected with some friends, and have added the occasional comedian, many library-related tweeters, and news organizations. I can definitely see how some may easily get lost in the "Twittersphere," but how can it work for libraries and professionals? It is another way to directly connect with library users--and the "keep it short, stupid" set-up of Twitter is convenient for those with little time to commit to social networking. I'm still learning, but what does Forrestal have to say about Twitter?
Forrestala, V. (2011). Making Twitter Work: A Guide for the Uninitiated, the Skeptical, and the Pragmatic. The Reference Librarian, 52(1), 146-151. doi:10.1080/02763877.2011.527607
As many of us who have explored Twitter can see, communication via this medium continues to grow. Librarians are some of the most active Twitter users, and Forrestala cites Young's 2010 study of influence on Twitter, stating "an unnamed librarian as being one of the most influential non-celebrity users on the service."
For those not familiar with Twitter, it is a website that allows users to post short updates or conversation starters (up to 140 characters). Users can follow others' updates (tweets), and profiles may be either public or private, depending upon user preference. If you decide to make your profile private, those who wish to read your tweets must request and be approved by you. You can also have conversations with other Twitter users by utilizing the @ symbol along with their username. Retweeting is sharing another's post with those who follow you. Hashtags (#) allow for tagging, attaching labels to tweets to organize them. A common hashtag currently being employed is the #Egypt label. If you click on the hashtag, Twitter compiles the tweets that have included that label, allowing you to see what others are saying about it (not just those you follow).
Accessing Twitter is done in a variety of ways. You can visit the Twitter website, desktop applications like TweetDeck or Seesmic, access it via smart phone, or submit new tweets using text messaging. But how can you make using Twitter meaningful for your library and those who follow your library?
Forrestala recommends making what you Tweet meaningful by creating conversation, not just broadcasting happenings or making announcements. By making it a place where conversation can happen, you bring the interactive aspect to the media that others may not be incorporating. The article says you can also create an RSS feed (covered in my last post) for certain searches, i.e. the name of your library, by utilizing the "feed for this query" link. While this is true for what is currently the "old twitter" the new redesign appears to have eliminated this option (or at least hidden it very well).
As a librarian, you can create a list of people in your area who have tweeted about library-related topics. Forrestala gives the examples of "research," "paper," or "writing." You can respond to their post, directing them to your library's services, even though the post doesn't mention the word "library" or "homework," reaching out to users less likely to seek out assistance.
By searching your library Twitter can serve as a "virtual comment box" to learn more about what your users are saying about you. You can also put widgets (a box that links to your tweets) that can direct others to your tweets, or that can show your most recent tweets--particularly useful for those not interested in setting up a Twitter account, but may still be interested in quick snippets about library happenings. You can also connect your tweets to display in other forms of social media (i.e. Facebook, website, blog).
An interesting experiment done by Harvard was the "Library Hose" which generated a tweet for every book that was checked out (including title and author, not any information that could identify the patron). This gets one point across: the library is widely used. But it ignores another point the author highly values: using Twitter as a way to communicate with library users, to open communication and dialog (as opposed to a broadcasting tool).
Particularly helpful for those looking into using Twitter was the section highlighting strategy. Figuring out the purpose and focus of your account comes first. Connecting the Twitter profile to your organization, not just electronically, but also visually but incorporating images, colors, and other links helps to establish the credibility of the account. Examine best practices, including rules for behavior and interaction. Forrestala continues to emphasize the interactive uses of Twitter, lending itself to conversation. Checking your account regularly helps users feel less like they are being ignored (particularly important with reference interactions)and (perhaps) may be more likely to form a positive association with the library. The author notes that being active and helpful can help the institution in the long run (with future alumni donations) if users can maintain a lasting connection to the school. It can also be a great starting point for a conversation, which may then be moved to another medium (i.e. blog, phone, email, Facebook, in-person).
For professional growth, librarians can follow live tweeting at conferences, colleagues tweets, and breaking news.
Three blogs Forrestala mentions (that I plan on exploring in more depth) are:
Tame the Web
Librarians Matter
Mashable
An article came across my Twitter feed (someone retweeted the article) about the "10 Twitter Features You Might Be Missing."
Sherman, A. (2011). 10 Twitter features you might be missing. Gigaom. Retrieved from http://gigaom.com/collaboration/10-twitter-features-you-might-be-missing/.
Sherman quickly and easily highlights some of the features basic users of Twitter might be overlooking. I will briefly outline the main points:
Forrestala, V. (2011). Making Twitter Work: A Guide for the Uninitiated, the Skeptical, and the Pragmatic. The Reference Librarian, 52(1), 146-151. doi:10.1080/02763877.2011.527607
As many of us who have explored Twitter can see, communication via this medium continues to grow. Librarians are some of the most active Twitter users, and Forrestala cites Young's 2010 study of influence on Twitter, stating "an unnamed librarian as being one of the most influential non-celebrity users on the service."
For those not familiar with Twitter, it is a website that allows users to post short updates or conversation starters (up to 140 characters). Users can follow others' updates (tweets), and profiles may be either public or private, depending upon user preference. If you decide to make your profile private, those who wish to read your tweets must request and be approved by you. You can also have conversations with other Twitter users by utilizing the @ symbol along with their username. Retweeting is sharing another's post with those who follow you. Hashtags (#) allow for tagging, attaching labels to tweets to organize them. A common hashtag currently being employed is the #Egypt label. If you click on the hashtag, Twitter compiles the tweets that have included that label, allowing you to see what others are saying about it (not just those you follow).
Accessing Twitter is done in a variety of ways. You can visit the Twitter website, desktop applications like TweetDeck or Seesmic, access it via smart phone, or submit new tweets using text messaging. But how can you make using Twitter meaningful for your library and those who follow your library?
Forrestala recommends making what you Tweet meaningful by creating conversation, not just broadcasting happenings or making announcements. By making it a place where conversation can happen, you bring the interactive aspect to the media that others may not be incorporating. The article says you can also create an RSS feed (covered in my last post) for certain searches, i.e. the name of your library, by utilizing the "feed for this query" link. While this is true for what is currently the "old twitter" the new redesign appears to have eliminated this option (or at least hidden it very well).
As a librarian, you can create a list of people in your area who have tweeted about library-related topics. Forrestala gives the examples of "research," "paper," or "writing." You can respond to their post, directing them to your library's services, even though the post doesn't mention the word "library" or "homework," reaching out to users less likely to seek out assistance.
By searching your library Twitter can serve as a "virtual comment box" to learn more about what your users are saying about you. You can also put widgets (a box that links to your tweets) that can direct others to your tweets, or that can show your most recent tweets--particularly useful for those not interested in setting up a Twitter account, but may still be interested in quick snippets about library happenings. You can also connect your tweets to display in other forms of social media (i.e. Facebook, website, blog).
An interesting experiment done by Harvard was the "Library Hose" which generated a tweet for every book that was checked out (including title and author, not any information that could identify the patron). This gets one point across: the library is widely used. But it ignores another point the author highly values: using Twitter as a way to communicate with library users, to open communication and dialog (as opposed to a broadcasting tool).
Particularly helpful for those looking into using Twitter was the section highlighting strategy. Figuring out the purpose and focus of your account comes first. Connecting the Twitter profile to your organization, not just electronically, but also visually but incorporating images, colors, and other links helps to establish the credibility of the account. Examine best practices, including rules for behavior and interaction. Forrestala continues to emphasize the interactive uses of Twitter, lending itself to conversation. Checking your account regularly helps users feel less like they are being ignored (particularly important with reference interactions)and (perhaps) may be more likely to form a positive association with the library. The author notes that being active and helpful can help the institution in the long run (with future alumni donations) if users can maintain a lasting connection to the school. It can also be a great starting point for a conversation, which may then be moved to another medium (i.e. blog, phone, email, Facebook, in-person).
For professional growth, librarians can follow live tweeting at conferences, colleagues tweets, and breaking news.
Three blogs Forrestala mentions (that I plan on exploring in more depth) are:
Tame the Web
Librarians Matter
Mashable
An article came across my Twitter feed (someone retweeted the article) about the "10 Twitter Features You Might Be Missing."
Sherman, A. (2011). 10 Twitter features you might be missing. Gigaom. Retrieved from http://gigaom.com/collaboration/10-twitter-features-you-might-be-missing/.
Sherman quickly and easily highlights some of the features basic users of Twitter might be overlooking. I will briefly outline the main points:
- Take a look at Twitter's suggestions (under "Who to Follow--View Suggestions." You can even browse by interest or have Twitter use your email account to find people you know from your address book.
- Twitter for business: the guide lists terms, best practices, case studies and tips.
- You can advertise on Twitter and use analytics to find out more about your users (though this applies more to businesses than libraries).
- As Forrestala mentioned above (though, with more of a RSS feed emphasis), using the searching features (and saving your searches, or making lists) you can check for new tweets about topics related to your services.
- Twitter Tales: this was new to me. Twitter tales are brief stories featuring Twitter users. This can be particularly helpful to glean new ideas about how to use Twitter to meet your patrons' needs.
- Widgets: these badges can be used to advertise your Twitter page, display tweets, and allow others to follow your posts from boxes that can be embedded in websites, blogs, etc.
- Similar to widgets are the "Follow Me" buttons, which are basically html coding that links to your Twitter page. Another embeddable element is the "Tweet Button" which allows others to tweet about your blog or webpage with the click of a button.
- Keyboard Shortcuts: The article showed this awesome image of the various shortcuts (below).
Sunday, January 30, 2011
Article Discussion: Instruction 2.0 - What are we actually doing?
The past few weeks I have begun working on a longer post discussing Delicious (Yahoo’s bookmarking product). In the meantime, I keep finding other articles that peak my emerging-technology interests. The next few posts discuss such examples.
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Bobish, G. (2010). Instruction 2.0 - What are we actually doing?. Communications in Information Literacy, 4(1). Retrieved January 26, 2011, from http://www.comminfolit.org/index.php/cil/article/view/Vol4-2010AR5
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Bobish begins with an elementary discussion of web 2.0 and its use in library instruction. Who can we as instructors incorporate these tools more widely and what is currently being utilized by librarians and (in this case) college students? He describes "Library 2.0" as something that is constantly changing to meet the needs of users, developing an interactive approach to librarianship using web-based tools. Throughout the article, user participation is emphasized as a key element of Library 2.0.
The partnering of Web 2.0 and instruction is a good match in that the services libraries offer should reflect the needs of their patrons. In this case, the use of Library 2.0 tools in library instruction takes the service-minded model and orients it toward instruction.
A vast majority of teens use the internet and over two-thirds have created some sort of online content. Students expect interactivity from all aspects of their life, not just when they are gaming or instant messaging (IMing) their friends. Incorporating these interactive aspects into their education is something colleges around the country are actively promoting. By making learning interactive, the students are not only becoming more intrinsically motivated to complete learning tasks, they are also allowed to share their learning with others.
In the literature review the author discusses how 2.0 tools can help students develop information literacy skills, in keeping with ACRL's InfoLit standards. Examples include student-created wikis, blogging, Flikr, web-based tutorials, and IM.
But how exactly are these technologies incorporated? Are they used just so the institution can boast of their technological savvy? Or, are these technologies used to support the educational mission of the institution? Rather than providing practical ideas for application in an academic library setting, the author visits academic libraries' instruction websites and examines their Library 2.0 offerings.
Bobish examined 122 ARL websites, looking for publicly available Web 2.0 tools specifically tied to library instruction. The following tools were focused on during this examination:
The author found IM employed by the most libraries, most in conjunction with the library's reference services. Very few required logins (those institutions that did, used email information); most used widgets like Meebo. An interesting point that was made about IM use was that, in order for IM to be used as widely as possible, it needed to be embedded on every page of the library's website, as opposed to just on the main page.
Media
When the author spoke of Media earlier in the article, I was curious to see how he defined it in relation to library instruction--particularly as the article is emphasizing interaction with students. While nearly half of the libraries had some form of media within their instruction webpage (considered to be video, flash, screen-capture tutorials, podcasts, and audio tutorials), the level of interaction was minimal at best. Many of the pieces were librarian created with a similar approach to lecture-based instruction, simply made available online. The author questions if it is really Library 2.0 if it is not truly interactive.
Interactive Content
The author admits to the vagueness of the title of this category, as virtually all Library 2.0 tools are meant to be interactive. The items found took the form of tutorials or reviews. One thing of interest was that, though none of these tutorials required logins to be viewed, in some cases students could log in and receive course credit for viewing. Some of the tutorials were simple "slick-through tutorials with quizzes; the author adds that modifying the permissions on the activities to allow students “to contribute examples, comments, or questions to these tutorials would be a way to start allowing more substantial interaction.” Understandably, some may be hesitant to give up the control of the content or take on the time-consuming task of monitoring the content. Bobish offers the following to those who are hesitant: "students could be allowed to download and remix the tutorials and then submit them for review in a special section of the site” and then reviewed by the professor to determine whether the student-created content would be featured and made available to all students.
Plug-ins or Widgets
Examples of Plug-ins and Widgets include things like bibliographic tools (Zotero) and catalog search boxes. While some library catalogs did require logins, most of these applications were simply discussed (i.e. how to use Zotero in your research) as opposed to embedded as an integral part of web-based library instruction. Many of the pages that had Plug-ins or Widgets simply linked to the applications rather than allow direct access. Rather than completely redesign the library's website, many allowed the links and information provided to serve as an introduction to the tool. For libraries looking for a small (file size and visually) way to incorporate free technologies into their webpages
RSS
RSS stands for "Really Simple Syndication" and allows users to follow new announcements or changes to various websites by "subscribing" to the changes. RSS is available without having a login, those interested in subscribing do need a way to subscribe (i.e. Google Reader). Most libraries used this as a way to subscribe to announcements about tutorials, podcasts, etc. but some also incorporated research aspects using RSS to subscribe to database updates or newsfeeds.
Blogs
This portion of the article contained the basics of library blog use (i.e. using blogs as an easily updated website, linking to blogs, etc.) but also introduced me to Technorati, a blog index (http://technorati.com/). Technorati not only indexes blogs, it also compiles lists of the most popular blogs, highlights blogging trends, topics, and tags.
Interactivity with the blogs was restricted to commenting on posts, but that often required a login. Most were used as a way to broadcast Instruction news. The author suggested using polls or questions about the content presented either in class or during instruction sessions.
Wikis
Wikis are useful for collaborative creation of content. Seven of 122 pages had wikis as a part of their Instruction web page; one instruction web page was a wiki. Again, many of the pages limited interaction by simply discussing wikis or using them as a subject-guide page. In order to edit any of the wiki content, logging in was required, but were able to view content without logging in. Bobish recognizes the library's need to monitor content, but recommends an area of the wiki that is a student area where content could be added and considered for placement within the main sections of the wiki. This would allow for questions to be asked and for the students to share their perspectives and helpful tips with each other and with the librarians.
Social Bookmarking
Folksonomy was discussed briefly by Bobish, noting that the creation of labels by the users themselves may help add to the richness and relevancy of some resources, as opposed to simply using subject headings or library jargon. Students could tag pages for certain types of classes, assignments, or types of research. The tags can then serve as resource guides for classes.
Media Sharing
In this instance, media sharing is described as "creating media and then making it available for others to download, remix, or share," as opposed to compiling links to others' content. One example is TILT, the Texas Information Literacy Tutorial. This can be downloaded and customized by any school, but is primarily used by librarians (as opposed to students adding content). Other examples are using Creative Commons content to create tutorials, videos, etc. The Animated Tutorial Sharing Project http://ants.wetpaint.com/ allows librarians to share various tutorials and other tech-related instruction ideas. According to the ANTS Project website, "Recognizing that creating and updating Tutorials for each online resource is a daunting task for any library to undertake on its own, librarians in COPPUL got together to find a way to share in their development. This project is an outgrowth of that initiative and our goal is to create a critical mass of Open Source Tutorials for online resources used by libraries everywhere."
Student/User-Contributed Content
Five of 122 schools featured student-created videos or tutorials, or had student feedback forms. For the videos, much of the interaction with students came prior to the information being uploaded to the page (i.e. during the production stages). Allowing for student comments would provide valuable feedback to the librarians, however, monitoring comment content is a time consuming task.
Social Networking, Gaming, & Second Life
While many libraries have social networking presences (i.e. Facebook), only three instruction web pages had a Facebook presence. Gaming was only used by Ohio State, for their "Head Hunt" game, which is highly interactive and combines basic library policies/skills with campus knowledge. No library instruction pages incorporated Second Life into their user experiences. This last point does not surprise me, as I see Second Life as more of a leisurely for users, as opposed to something they would incorporate into their library pursuits.
Comparing Reality to Literature
This section was particularly interesting. The author examined the emphasis of Library 2.0 in the literature and compared it to the reality of incorporating 2.0 tools in daily instructional practice. The discussion in literature far outweighed the practice reflected by instruction websites. “A basic search in the LISTA database reveals that social networking, gaming, and Second Life are written about disproportionately to their actual presence on library instruction websites." There are several considerations when comparing the two data sets. When examining literature, the author did not limit the search to just instruction articles, stating many of the ideas shared in other articles could easily be adapted to suit instruction practices. It was encouraging to see that most libraries have adopted at least one of the technologies listed above in their instruction practices.
A caveat of incorporating new technologies is the time it takes to maintain (i.e. monitoring comments, upgrades, training librarians and students, etc.). One must carefully consider the technology to see if it aligns clearly with their pedagogical standards, weighing the pros and cons. Some technologies, such as the game from Ohio State, require a significant time commitment and expertise whereas others, such as wikis and blogs, can be done fairly quickly and easily.
“The key, both for instructional success and for institutional support, is to find ways of connecting the benefits of the tools to recognized instructional objectives.”
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Bobish, G. (2010). Instruction 2.0 - What are we actually doing?. Communications in Information Literacy, 4(1). Retrieved January 26, 2011, from http://www.comminfolit.org/index.php/cil/article/view/Vol4-2010AR5
--
Bobish begins with an elementary discussion of web 2.0 and its use in library instruction. Who can we as instructors incorporate these tools more widely and what is currently being utilized by librarians and (in this case) college students? He describes "Library 2.0" as something that is constantly changing to meet the needs of users, developing an interactive approach to librarianship using web-based tools. Throughout the article, user participation is emphasized as a key element of Library 2.0.
The partnering of Web 2.0 and instruction is a good match in that the services libraries offer should reflect the needs of their patrons. In this case, the use of Library 2.0 tools in library instruction takes the service-minded model and orients it toward instruction.
A vast majority of teens use the internet and over two-thirds have created some sort of online content. Students expect interactivity from all aspects of their life, not just when they are gaming or instant messaging (IMing) their friends. Incorporating these interactive aspects into their education is something colleges around the country are actively promoting. By making learning interactive, the students are not only becoming more intrinsically motivated to complete learning tasks, they are also allowed to share their learning with others.
In the literature review the author discusses how 2.0 tools can help students develop information literacy skills, in keeping with ACRL's InfoLit standards. Examples include student-created wikis, blogging, Flikr, web-based tutorials, and IM.
But how exactly are these technologies incorporated? Are they used just so the institution can boast of their technological savvy? Or, are these technologies used to support the educational mission of the institution? Rather than providing practical ideas for application in an academic library setting, the author visits academic libraries' instruction websites and examines their Library 2.0 offerings.
Bobish examined 122 ARL websites, looking for publicly available Web 2.0 tools specifically tied to library instruction. The following tools were focused on during this examination:
- IM
- Media
- Interactive Content
- Plug-ins/Widgets
- RSS Feeds
- Blogs
- Wikis
- Social Bookmarking
- Media Sharing
- Student-Created Content
- Social Networking
- Gaming
- Second Life
- Is it there?
- Is it publicly accessible? If not what login/affiliation is required?
- What is the level of interactivity/participation?
The author found IM employed by the most libraries, most in conjunction with the library's reference services. Very few required logins (those institutions that did, used email information); most used widgets like Meebo. An interesting point that was made about IM use was that, in order for IM to be used as widely as possible, it needed to be embedded on every page of the library's website, as opposed to just on the main page.
Media
When the author spoke of Media earlier in the article, I was curious to see how he defined it in relation to library instruction--particularly as the article is emphasizing interaction with students. While nearly half of the libraries had some form of media within their instruction webpage (considered to be video, flash, screen-capture tutorials, podcasts, and audio tutorials), the level of interaction was minimal at best. Many of the pieces were librarian created with a similar approach to lecture-based instruction, simply made available online. The author questions if it is really Library 2.0 if it is not truly interactive.
Interactive Content
The author admits to the vagueness of the title of this category, as virtually all Library 2.0 tools are meant to be interactive. The items found took the form of tutorials or reviews. One thing of interest was that, though none of these tutorials required logins to be viewed, in some cases students could log in and receive course credit for viewing. Some of the tutorials were simple "slick-through tutorials with quizzes; the author adds that modifying the permissions on the activities to allow students “to contribute examples, comments, or questions to these tutorials would be a way to start allowing more substantial interaction.” Understandably, some may be hesitant to give up the control of the content or take on the time-consuming task of monitoring the content. Bobish offers the following to those who are hesitant: "students could be allowed to download and remix the tutorials and then submit them for review in a special section of the site” and then reviewed by the professor to determine whether the student-created content would be featured and made available to all students.
Plug-ins or Widgets
Examples of Plug-ins and Widgets include things like bibliographic tools (Zotero) and catalog search boxes. While some library catalogs did require logins, most of these applications were simply discussed (i.e. how to use Zotero in your research) as opposed to embedded as an integral part of web-based library instruction. Many of the pages that had Plug-ins or Widgets simply linked to the applications rather than allow direct access. Rather than completely redesign the library's website, many allowed the links and information provided to serve as an introduction to the tool. For libraries looking for a small (file size and visually) way to incorporate free technologies into their webpages
RSS
RSS stands for "Really Simple Syndication" and allows users to follow new announcements or changes to various websites by "subscribing" to the changes. RSS is available without having a login, those interested in subscribing do need a way to subscribe (i.e. Google Reader). Most libraries used this as a way to subscribe to announcements about tutorials, podcasts, etc. but some also incorporated research aspects using RSS to subscribe to database updates or newsfeeds.
Blogs
This portion of the article contained the basics of library blog use (i.e. using blogs as an easily updated website, linking to blogs, etc.) but also introduced me to Technorati, a blog index (http://technorati.com/). Technorati not only indexes blogs, it also compiles lists of the most popular blogs, highlights blogging trends, topics, and tags.
Interactivity with the blogs was restricted to commenting on posts, but that often required a login. Most were used as a way to broadcast Instruction news. The author suggested using polls or questions about the content presented either in class or during instruction sessions.
Wikis
Wikis are useful for collaborative creation of content. Seven of 122 pages had wikis as a part of their Instruction web page; one instruction web page was a wiki. Again, many of the pages limited interaction by simply discussing wikis or using them as a subject-guide page. In order to edit any of the wiki content, logging in was required, but were able to view content without logging in. Bobish recognizes the library's need to monitor content, but recommends an area of the wiki that is a student area where content could be added and considered for placement within the main sections of the wiki. This would allow for questions to be asked and for the students to share their perspectives and helpful tips with each other and with the librarians.
Social Bookmarking
Folksonomy was discussed briefly by Bobish, noting that the creation of labels by the users themselves may help add to the richness and relevancy of some resources, as opposed to simply using subject headings or library jargon. Students could tag pages for certain types of classes, assignments, or types of research. The tags can then serve as resource guides for classes.
Media Sharing
In this instance, media sharing is described as "creating media and then making it available for others to download, remix, or share," as opposed to compiling links to others' content. One example is TILT, the Texas Information Literacy Tutorial. This can be downloaded and customized by any school, but is primarily used by librarians (as opposed to students adding content). Other examples are using Creative Commons content to create tutorials, videos, etc. The Animated Tutorial Sharing Project http://ants.wetpaint.com/ allows librarians to share various tutorials and other tech-related instruction ideas. According to the ANTS Project website, "Recognizing that creating and updating Tutorials for each online resource is a daunting task for any library to undertake on its own, librarians in COPPUL got together to find a way to share in their development. This project is an outgrowth of that initiative and our goal is to create a critical mass of Open Source Tutorials for online resources used by libraries everywhere."
Student/User-Contributed Content
Five of 122 schools featured student-created videos or tutorials, or had student feedback forms. For the videos, much of the interaction with students came prior to the information being uploaded to the page (i.e. during the production stages). Allowing for student comments would provide valuable feedback to the librarians, however, monitoring comment content is a time consuming task.
Social Networking, Gaming, & Second Life
While many libraries have social networking presences (i.e. Facebook), only three instruction web pages had a Facebook presence. Gaming was only used by Ohio State, for their "Head Hunt" game, which is highly interactive and combines basic library policies/skills with campus knowledge. No library instruction pages incorporated Second Life into their user experiences. This last point does not surprise me, as I see Second Life as more of a leisurely for users, as opposed to something they would incorporate into their library pursuits.
Comparing Reality to Literature
This section was particularly interesting. The author examined the emphasis of Library 2.0 in the literature and compared it to the reality of incorporating 2.0 tools in daily instructional practice. The discussion in literature far outweighed the practice reflected by instruction websites. “A basic search in the LISTA database reveals that social networking, gaming, and Second Life are written about disproportionately to their actual presence on library instruction websites." There are several considerations when comparing the two data sets. When examining literature, the author did not limit the search to just instruction articles, stating many of the ideas shared in other articles could easily be adapted to suit instruction practices. It was encouraging to see that most libraries have adopted at least one of the technologies listed above in their instruction practices.
A caveat of incorporating new technologies is the time it takes to maintain (i.e. monitoring comments, upgrades, training librarians and students, etc.). One must carefully consider the technology to see if it aligns clearly with their pedagogical standards, weighing the pros and cons. Some technologies, such as the game from Ohio State, require a significant time commitment and expertise whereas others, such as wikis and blogs, can be done fairly quickly and easily.
“The key, both for instructional success and for institutional support, is to find ways of connecting the benefits of the tools to recognized instructional objectives.”
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