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