Part A Evaluative statement

Write an evaluative statement using three (experiences) documented in your OLJ as meeting the learning of the subject.

1) Demonstrate an understanding of the social networking technologies

To meet the above learning objective, I examined as part of the INF506 learning package Blogs, tagging, Mashups, Wikis,  photo and video hosting (Flickr & YouTube), social networking platforms (Face book and Twitter), gaming and 3D virtual worlds ( Second Life), VoIP and Web conferencing podcasting and RSS feeds & aggregators.

My examination of RSS (Really Simple Syndication or Rich Site Summary) in OLJ Task 1 revealed a web publishing that allows users to collect timely updates of news and postings from newspapers, blogs, libraries, audio, and video and read them in one place. The RSS feeds can be read using a software called an "RSS reader", "feed reader", or "aggregator", which can be web-based, desktop-based, or mobile-device-based. RSS takes the hassles out of staying up to date, by showing subscribers the latest information that they are interested in. This makes RSS a great time saver as the user does not have to go to each site they would be interested in just to see if there was anything new.

2) Demonstrate an understanding of the concepts, theory and practice of Library 2.0 and participatory library service.

Library 2.0 is about libraries and information agencies harnessing not just Web 2.0 technologies but the underlying principles of Web 2.0: collaboration, conversation, community and content creation (Hay et al., 2012). In defining the essential knowledge, skills and attributes of an information professional in a Web 2.0 world in OLJ Task 2, the concepts, theory and practice of Library 2.0 covered on the first three modules of the course served as my guide. My definition include the following skills and attributes: user focused, the ability to provide information using Web 2.0 technologies, online searching expertise and familiarity with research on assessment and evaluation, good collaborator and a team player, interpersonal skills, ability to adapt to change, enthusiasm for career-long learning, desire to share knowledge through teaching, good communication skills in both written and oral, and appreciates the importance of marketing program. The corresponding discussion of each of these skills and attributes that I have pointed out in OLJ Task 2 covers the concepts, theory and practice of Library 2.0 and participatory library service.

3) Critically examine the features and functionality of various social networking tools to meet the information needs of users; and

4) Evaluate social networking technologies and software to support informational and collaborative needs of workgroups, communities and organisations

Referring to OLJ Task 2, one of the skills and attributes of an information professional in a Web 2.0 world that I have included is the ability to provide information using Web 2.0 technologies. A Web 2.0 information professional is a person who is aware and has fundamental understanding of the Web 2.0 and emerging technologies and has the ability to evaluate such technologies to find out if they are appropriate for the workplace (Casell & Hiremath, 2011). Social networking technologies help libraries connect with users and potential users “where they are”, hence,  Web 2.0 information professionals should possess the ability to decide on the potential of using Facebook, Twitter, Youtube, Blogs, Wikis, RSS, and others. In her article ‘What does it mean to be a Science Librarian 2.0?', Harvey (2009) emphasised some important points that serve as my guide when looking for the ‘right’ social networking tool to meet the information needs of users. They are:

• Web and Library 2.0 is not about finding the next ‘new’ technology, but instead about finding the ‘right’ one;
• ensure that decisions to use new tools should only be made if they serve the purpose of helping in delivering services to users; and 
• the patrons should be the driving force behind the decision on which tools make the best sense to employ (Harvey, 2009).

(Meeting these learning objectives is also demonstrated in the case study submitted for this course).

5) Demonstrate an understanding of the social, cultural, educational, ethical, and technical management issues that exist in a socially networked world, and how information policy is developed and implemented to support such issues.

OLJ Task 3 demonstrates my understanding of this learning objective. The three articles that are required to read to answer the questions in this task, have shown the different perspectives and concerns that encompass social networking and policy. On one hand, Bryson’s ‘Managing information services: A transformational approach' helped me understand how policies are developed and implemented. Information policies are developed and implemented to support different issues as social networking and new technologies are adopted in organisations (including libraries). They are guides to the decision-making process; their development is an on-going process that evolves through continuous consultation with stakeholders (Bryson, 2007). 

On the other hand, the three OLJ articles (Mallan & Giardina (2009); Harris (2010); Raynes-Goldie (2010)) show the existence of social, cultural, educational, ethical, and technical management issues in a socially networked world. It is then vital that these issues need to be taken into account when developing a policy. In other words, information policy makers must be aware of the intricacies associated with social networking sites to ensure the policy actually fulfils its supportive function. Only when a clear information policy is in place that questions such as “what can we share and what should we retain as private to the online world?” or “can a librarian confirm a friend request from a student in his/her library club?” can be answered. 

References

Bryson, J. (2007). Chapter 10: Policy making. Managing information services: A transformational approach (pp. 125-130). Burlington, VT: Ashgate e-Book. [ebook] http://CSUAU.eblib.com/patron/FullRecord.aspx?p=429668

Cassell, K. A., & Hiremath, U. (2011). Reference and information services in the 21st century: An introduction. New York, NY: Neal-Schuman Publishers.

Harris, C. (2010). Friend me?: School policy may address friending students online. School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA6724235.html

Harvey, M. (2009). What does it mean to be a Science librarian 2.0? Issues in Science and Technology Librarianship, (Summer). Retrieved from http://www.istl.org/09-summer/article2.html

Hay, L., Wallis, J., O’Connell, J. & Crease, R. (2012). Social Networking for Information professionals [INF506 Module 3). Retrieved January 21, 2013, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/INF506_201290_W_D/
page/84cf677e-ec91-4f08-8080-0f7dd953df21

Mallan, K., & Giardina, N. (2009). Wikidentities: Young people collaborating on virtual identities in social network sites, First Monday,14(6), (1 June 2009). Retrieved from
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2445/2213

Raynes-Goldie, K. (2010). Aliases, creeping, and wall cleaning: Understanding privacy in the age of Facebook, First Monday, 15(1), (4 January 2010). Retrieved from

http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2775/2432

Part B Reflective statement

Write a reflective statement on your development as a social networker as a result of studying INF506, and the implications for your development as an information professional.

The first assignment of this course asked me to list what social networking technologies and sites I had already used.  I was able to put on the list just one – creating a Weblog from a previous course. The rest such as Facebook, Twitter, Delicious, Flickr, and others are all in theories.  Although I was quite adamant, I enrolled this course based on what I had observed as becoming a necessary requirement of an information professional - to be knowledgeable in Web 2.0 technologies. This is due to the fact that social networking technologies have a dominant presence in the Web arena (Jacobson, 2011) and the library community has adopted them as part of their outreach strategy. INF506 has provided me with a greater understanding through exploration of the concept, theory, and practice of social networking technologies.

From being a hesitant participant of social networking sites, this course has turned me into an owner of six social networking accounts (seven including the Weblog for this course) -Facebook, Flicker, Twitter, Delicious, and LinkedIn, Second Life. At first, I felt slightly uncomfortable giving out information to so many sites. However, as Steckerl (2007) stated, the basic concept of social networking involves a little trust - I scratch your back, you scratch mine. People who are very guarded about their privacy may not get great results from using these networks (Steckerl, 2007).

Facebook

Facebook has given me the chance to re-establish connections with my friends and relatives locally and overseas. I use to search their names on the Web and just be contented on whatever Google displays about them. This time, because Facebook is the mostly used social media by my connections, it is usually the first application I run every time I open my computer.

Twitter

My professional accounting organisation has configured their Twitter account as news feed instead of a conversational channel. Instead of browsing from the organisational website for the latest updates, timely information is now delivered directly to me by just following my organisation.

LinkedIn

My LinkedIn profile is my online resume and highlights my skills, experience and recommendations. Every time I visit my LinkedIn account, my first attention goes to the posted jobs that I may interested in and updates from my organisational connections. LinkedIn is a great way to connect with professional peers.

Delicious

Following the accounts of our INF506 coordinator and chartered accountants Australia provides me links to different topics in both worlds of information studies and accounting.

Flickr

I use my Flickr account mostly for sharing and embedding some personal photos.  

Second Life (SL)

With a proper hardware, it should have been a good opportunity for me to explore this social media with several events and learning sessions available in the course.Unfortunately, SL’s graphical requirements (which my computer cannot properly handle) had made me unable to explore much about it after creating my account. I intend to explore more of this social media in the future.

As a social networker, I am aware of what can I share and what I should retain as private to the online world. The bottom line is, if you believe that the personal information you want to share will not compromise you in the future, share it, otherwise, keep it to yourself. Once that information goes into circulation, there is no way of retrieving it back.

Through INF506, I was also able to take a close look at how social networking is applied to organisations. Although it took some time, it appears that the idea of organisations as parts of social networks is one that the public is now comfortable with (Griffey, 2010). The case study requirement of the course has revealed how professional accounting organisations use Facebook page to support and build relationships with their members, how Twitter is used by accountants to source their clients and customised by their professional organisations as news feed rather than as a conversational channel to adapt to its very busy members, how LinkedIn is used for deeper discussions on industry policy and other issues, and how YouTube gives members the option to replay seminars and lectures at their own time and place. In other words, social media can be customised by organisations according to their patrons' needs.

The same case study has also given me the chance to set up and experiment organisational pages (accounts) using some of the above mentioned social media. I am now more confident of being able to link them to a webpage that I built in a previous course. Way back then, I did not have any exposure at all to any social networking technologies except Weblog. I can say that INF506 has allowed me to continue this unfinished work.

I intend to specialise in Information Architecture as an information professional in the future. My experience as a social networker in this course has given me a wider outlook of not only the personal application of social media but its adoption in the library community and in other organisations. Steckler (2007) emphasises that “effective utilisation of your personal network is no longer a competitive advantage, it is a survival tool”. Becoming a social networker has given me the opportunity to get a closer look at social media as a survival tool.

References

Griffey, J. (2010). Social Networking and the Library. Library Technology Reports, 46(8), 34-37.

Jacobson, T. B. (2011). Facebook as a library tool: Perceived vs actual use. College & Research Libraries, 72(1), 79-90.

Steckerl, S. (2007). Survival guide: Online social networking. FUMSI, (September).

Retrieved from  http://web.fumsi.com/go/article/use/2346