Assignment 2: Evaluative Report

Part A: An Evaluative Statement

Based on OLJ Entry (1), which critically evaluates ASU Libraries’ use of various Web 2.0 tools, I was able to understand social networking technologies, their application in a library context and appreciate the concepts, theory and practice of Library 2.0 and participatory library service. ASU’s short Library Minute video clips provide a multi-media experience to promote the libraries’ collections, services and to broadcast events to the community. “The short video duration, coupled with the creative use of text, visuals and appropriate choice of music made the video clips appealing and engaging to the extent of them being addictive” (OLJ Entry 1). The use of YouTube video hosting platform enables the community to provide feedback and comments, allowing opportunities for users to have conversations and engage in participatory library service with the library staff in ASU.

Besides the use of The Library Minute video clips, the ASU libraries also use FaceBook, Twitter, RSS, Flickr, Vimeo and iTunes to engage in conversations, collaboration and content creation with members of its community. The ASU libraries typify many Library 2.0 qualities in that they are user-centered, socially rich, communally innovative and provide a multi-media experience (Maness, 2006). Input from end-users in the Facebook and Flickr ‘comments’ field allows for user-participation and contribution of ideas thereby encouraging co-creation of content. The libraries also actively use RSS feeds to harvest relevant information from journal databases to provide targeted information to their patrons. Furthermore, ASU has also created RSS feed for user subscription such that users can receive alerts on new items in the collection, new programmes and services. Besides ASU libraries, Creekview High School Media Centre and the Brooklyn Museum are two other organizations that have actively and successfully harnessed Web 2.0 technologies and software tools to market and promote their services, resources and programmes.  A critical examination of the three organisations’ active use of social networking tools in OLJ Entry 3 demonstrates immense effort in connecting and meeting the information needs of their respective end-users.

To critically examine the features and functionality of various social networking tools to meet the information needs of users and as part of the INF 506 Social Networking Project Assignment 1, I embarked on using LibGuides to design a school Library 2.0 website as well as craft a Research Education subject guide. The impetus for the project arose after completing OLJ Entry (2), where an evaluation of Meredith Farkas sharing on tips to consider when “Building an Academic Library 2.0”. The choice of LibGuides was based primarily on the ease which it could  incorporate  multimedia and multi-format elements such as photos, videos, RSS feeds, social bookmarks and widgets which make them particularly 2.0. The dynamic and interactive dimensions make it an ideal platform to support the informational and collaborative needs of the students and school community.

To evaluate social networking technologies and software to support informational and collaborative needs of students using LibGuides, a survey feedback was undertaken. In general, “students have responded favorably to the inclusion of YouTube videos and Slideshare presentations (82%) and also the integration of Search Boxes (81%) but found RSS (61%) and social marking tool (Diigo) less useful. According to O’Connell (2010), RSS and Diigo have tremendous potential to hone students’ digital literacy and research skills such as skills to discern, categorise, evaluate and manage good quality, authoritative and relevant information. According to O’Connell and Groom (2010, p. 46), “Social bookmarking is ‘folksonomy’ in action” where users can store, sort and share websites by using software such as Diigo and Delicious. Both the use of RSS and social bookmarking tools need to be further explored and their use to be taught in information literacy curriculum. LibGuides makes it easy for libraries to reach new users, better serve current one through a more customer-driven, media rich, interactive and collaborative environment that promotes the Library 2.0 model of service and content delivery (Casey & Savastinuk, 2006). It is a good tool to push valuable library content, services and expertise to potential users where they happen to be in the social network (Miller, 2005). However,  in their attempt to achieve Library 2.0 status, librarians should not be overly-enthusiastic with the use of Web 2.0 tools as the main focus is still first and foremost about meeting student needs (Farkas, 2008).

With the pervasive use of Web 2.0 tools for personal, work as well as teaching and learning purposes, it is imperative that organizations establish a set of clear guidelines for both staff and students to adhere to when using social media tools such as Facebook, blogs, wikis and Twitter so as to avoid any potential hazards (Kroski, 2009). Due to the ease in which people can search for content and publish online at will, the opportunities for plagiarism, infringement of privacy, security, copyright and ethical issues are high. Social media policy, when properly drafted and adhered to, will serve to protect an organization’s and individual’s privacy and interest. Libraries too should create  policies and guidelines, which could include informing users that their comments will be reviewed before being made public, and that by posting to the site, the user agrees to exclude the library against all liabilities that may arise from user-created content (Kroski, 2009). The recent SOPA and PIPA debacle in December 2011 (Blog entry, 1 Jan2012 ) has resulted in a heightened awareness of potential privacy, security and copyrights issues related to the use of Web 2.0 content.

Assignment 2 (Part B) -A Reflective Statement

1)      My development as a social networker

As a teacher-librarian to be, I opted for INF 506 with the aim of acquiring new knowledge and skills in harnessing Web 2.0 technologies further engage library users, and also to transform the current traditional middle school library to that of a Library 2.0 status. The INF 506 course content and  hands-on pedagogical approach to learning where we are required to document our learning in an online learning journal (OLJ) using a social networking site as well as participate in Facebook discussion provided excellent authentic hands-on learning opportunities. Being a newbie, who is a slow starter to the world of social networking, the learning curve was a steep one for me and if not for the course requirements, I would not have overcome the technological block.  Through the INF 506 module, I see myself developing from a reluctant user of social sites to one who is now fairly confident and excited about the potential of new media technologies.  Regular updates on my online learning journal cum participation (albeit a passive contributor) in the INF 506 Facebook, Flickr, Delicious sites have been a good learning experience for me, although I still have much to learn about Second Life.

I found myself registering and spending time exploring Web 2.0 tools such as Twitter, Delicious, Diigo, Weebly, LinkedIn, Prezi, Slideshare, Teacher-tube and LibGuides. The journey of discovery through a real and authentic immersion has been most effective and fruitful although it is time consuming. Through embarking on a social networking project in the form of a library webpage design using LibGuides, I gained a deeper understanding of the theory and practice of Library 2.0, where attempts have been made to provide participatory library service to better support the information, learning and social needs of my students and school community.

With my newfound knowledge and skills in understanding and applying Web 2.0 socially-driven tools like blogs, wikis, social networking, podcasting, I am now more aware and ready to harness them in learning and teaching contexts, both in the classroom and in the library.

O’Connell and Groom (2010) wrote that

Interactive new media technologies create learning opportunities that are flexible, responsive and adaptive to personal or group interests, providing interaction and information on demand quickly and easily in multimodal formats. The interactivity of Web 2.0 and its tools of participation allow users not only to search and read information online, but to use it and create new information together. (p. 1)

2)      Implications of my development as an information professional

To be an effective information professional (teacher cum Librarian 2.0), I must firstly, be aware and knowledgeable of various Web 2.0 tools and technologies and, secondly, to be able to discern those that are useful to the library such as to better reach users and provide value added services. Use of RSS feeds, for instance, would be a useful Web 2.0 tool to alert users of relevant and up-to-date information effectively. It is also essential that information professionals learn the skills needed to apply Web 2.0 tools and to role model the way to other library staff and colleagues. Being positive and excited with harnessing Web 2.0 technologies to enhance the library collection and services is critical in determining the success rate of any venture to embrace new technologies.  “I am a librarian who thrives on change and enjoys experimenting with new resources and tools”, a statement by Harvey (2009) is an exemplary disposition and attitude for any would be Librarian 2.0. The Librarian’s 2.0 Manifesto by Linda Cohen (2006), succinctly sums up the essential attributes, a librarian 2.0 should have. In my capacity as a teacher librarian, I will also need to engage and guide students in matters related to “digital citizenship, ethical use of online resources, aspects of copyright and an understanding of open-source tools and creative commons approaches to sharing” (O’Connell & Groom, 2010, p. 27).


Farkas, M. (2008). The essence of Library 2.0?  Retrieved 8Jan, from

Casey, M. E., & Savastinuk, L. C. (2006). Library 2.0 Service for the next-generation library. Library Journal.

Cohen, L. (2006). A Librarian’s 2.0 Manifesto [Slideshare]. Retrieved from

Harvey, M. (2009). What Does It Mean to Be a Science Librarian 2.0? Issues in Science and Technology Librarianship (Summer).

Kroski, E. (2009). Should you library have a social media policy? School library Journal.

Maness, J. M. (2006). Library 2.0 Theory:Web 2.0 and its implications for libraries. Webology, 3(2).

Miller, P. (2005). Web 2.0: Building the new library. Ariadne(45).

O’Connell, J., & Groom, D. (2010). Connect, Communicate, Collaborate. Camberwell, Victoria. AU: Acer Press.

OLJ Entry (1): Library 2.0 and participatory library (Blog 14Dec 2011)

OLJ Entry (2): Building Academic Library 2.0 (15 Dec 2011)

OLJ Entry (3): Examples of Web 2.0 working for Libraries & other information agencies (Blog 30 Jan 2012)


Social Media/Networking Policies for organisations

The Five Ws to adopting a social media policy (Lauby, S.,2009)
1. WHY have such a policy? To protect and safeguard the organization/employer
2. WHAT can social media do for my organization?-help businesses make profit
3. WHO should the policy cover? All employees
4. WHERE should you let employees know about this policy?
5. WHEN is the right time to implement a policy? NOW
10 Must-Haves on your social media policy (Lauby, S.,2009)
1. Introduce the purpose of social media
2. Be responsible for what you write
3. Be authentic
4. Consider your audience
5. Exercise good judgment
6. Understand the concept of community
7. Respect copyright and fair use
8. Remember to protect confidential & proprietary info
9. Bring value
10. Productivity matters

The video clip titled, “The Marketing Capability: The Future is Digital” hosted by Best Buy CMO Barry Judge tells the story of how Best Buy’s Marketing Capability talks (and listens) to its customers. Interesting to note the Future in Marketing is Digital.

What is SOPA and PIPA?

Much has been debated since last Dec 2011 on the topic of Stop Online Privacy Act (SOPA) and Protect Intellectual Property Act (PIPA). What exactly are they? And what are the wide ranging consequences if both the Acts are passed.
The YouTube clips below provides a clear explanation.

The SOPA issue proved unpopular and had very quickly lost support.

Identity, privacy, security and trust

As a teacher and library teacher, the advice by Harris (2010) on ‘friending’ students should be heeded. Like Harris, i would also advocate that as teachers we should always follow the school guidelines to address interaction between teachers and students in the social networks. Even if there is no policy to prohibit such interaction, it is definitely a good idea to avoid mixing personal and school profiles to avoid potential problems.

Harris, C. (2010). Friend me?: School policy may address friending students online, School Library Journal, 1 April. Available

The YouTube Clip below shows the kind of security and privacy risk we are exposed to when we provide details in our FaceBook or any social networks profiles page.

Cloud Computing Security Issues

According to Horizon Report for 21st Century Development (2011 K-12 edition),
“Cloud computing services is saving schools money and resources as it has opened doors for more space, more collaboration and ultimately, more creative uses of Internet resources for educators to incorporate in their classrooms.”

Cloud computing services such as Google Docs though very helpful and convenient for collaborative group projects and assignments, privacy advocates have criticised cloud computing for the ease in which the companies hosting the cloud services can control and monitor at will, lawfully or unlawfully, the communication and data stored between the user and the host company.

The best safeguard against lost of privacy and security issues is to be a discerning user and not to save private or sensitive information in the ‘cloud’ storage space. The YouTube clip below explains this very well.

What is Cloud Computing? This YouTube clip provides a very clear explanation of cloud computing using simple graphics.

Module 5- What policy issues have resulted from social networking?

Five examples of ‘shifts’ or trends noted in video entitled, “Did you Know 4.0” that can have an impact on how individuals behave as digital citizens:

  1. Rapid surge in the use of new technologies & social media in daily activities. This has resulted in the print publications and circulation to be on the decline while that of online news and information gaining popularity.
  2. Rapid growth of video uploads in the YouTube. Unique visitors every month to  YouTube, FB and MySpace far exceeds visitorship to more traditional information providers such as news broadcasters such as ABC & NBC.
  3. Popularity and rampant illegal music or song download. As mentioned in the video, 95% of all songs downloaded in 2008 were not paid for.
  4. Lack of confidence in online services. As seen in the video, 93% of adults in America has cell phones but 1/3 do not feel safe using it for purchases.
  5. Increasing popularity of mobile devices as the primary connection tool to the internet.

What is Social Media and Creative Commons?

Through INF 506, much has been covered about social media, social networking and the notion of creative commons. I personally found the YouTube clips below to be useful for my understanding of SM and CC.


1) Social Media Revolution 3 based on the book Socialnomics by Erik Qualman. This new version was uploaded on June 22, 2011

2) Creative Commons Kiwi
This video by Creative Commons Aotearoa New Zealand explains very simply and effectively the concept of Creative Commons License in a most interesting and fun way.

3) The slideshare titled, “The Conversation: An Introduction to Social Media” by Tactica Interactive Communications and updated for 2009 is very comprehensive and useful for anyone keen to know about social media. Highly recommended.

OLJ Entry (3): Examples of Web 2.0 working for libraries & other information agencies

The comparative table below shows how a university library, high school library and a museum uses social networking and media tools to support service provision and promotion of educational programmes.
Some of the more common social media tools used by all 3 organisations are Facebook, Twitter, Youtube, Flickr, Blogs and Wikis.

Based on this comparison (and in no more than 350 words) develop your own list of “Reasons why libraries should be on social media”, and draw upon aspects of these three libraries to illustrate each point. 

Some reasons why libraries should be on social media are:

  1. Promote library or museum resources, services and events.
    The ASU library, Creekview High School Media Centre and Brooklyn Museum actively share timely information, promote useful content including resources, services and events through the use of Facebook and microblogging sites like Twitter. Brooklyn Museum for instance is currently promoting their 2Feb Gallery Tour: Hide/Seek. What i found most impressive about Brooklyn Museum and ASU facebooks are their timely response to comments which i posted on their Facebook wall. Within 24 hours, i received response from the respective Facebook administrators. This is one thing that they have gotten right about using social media ie to respond and have a conversation with their audience!

    A Museum Guide leads a free evening tour of the exhibition HIDE/SEEK: Difference and Desire in American Portraiture.

    Published: 2012-01-30 15:59:00 GMT
  2. Reach out to larger community or audience, hence maximise library exposure.  Social networking tools like Facebook, twitter and blogs are also used by all 3 organisations to communicate with the larger community of users. As mentioned above, the timely response to comments is certainly a plus factor for ASU and Brooklyn Museum administrators.
  3. Engage users by facilitating discussion groups and collaborative work.
    All 3 organisations have harnessed the use of social networking technologies such as Facebook, blogs, wikis to facilitate online communication, collaboration and co-creation of  content  through the collective intelligence of the online community (Berger & Trexler, 2010; Bradley, 2007; Richardson, 2009). Creekview High School Media Centre has an excellent LibGuide creatively used by Buffy Hamilton to support the school curriculum and library support programmes. Buffy is an active and regular contributor to her blog site and this is evidently seen through the regular alerts received from blog RSS feeds.
  4. Engage volunteers to help with projects and apply concept of “crowdsourcing” where organisations can consider tapping into the talents and wisdom of the crowd for instance Wikipedia.
  5. Create a progressive and modern Library 2.0 (Museum) image to connect with technically savvy Web 2.0 users. All 3 organisations uses Flickr photostream and YouTube clips to post photos and videos of events and library learning commons to inform and connect with users. ASU actively uses Vimeo to produce a diverse LibraryChannel clips such as One Minute Library to announce or inform users on the various services and facilities available in the library. The ASU One Minute Library clips are informative, entertaining, interestingly and creatively produced. Every one of the One Minute Library video provides a useful summary with detailed and useful description all within a minute which is about the attention span of any audience. The video clips allows for commenting and audience participation.  The One Minute Library clips are definitely an efficient and effective way of reaching out to users. Being hosted in YouTube also saves them costs. Buffy Hamilton, the Unquiet Librarian, at the Creekview High School Media Center produces excellent slideshows to feature workshops conducted for both students, school staff and other workshop participants. Brooklyn Museum similarly uses video clips to engage potential museum visitors.
Name of Libraries Arizona State University (ASU) Library
Creekview High School Media Center  [CHSMC]
Buffy Hamilton: The Unquiet Librarian
Social Media Presence:
Brooklyn Museum
Facebook ASU Facebook Brooklyn Museum on Facebook,
Old wiki site
RSS Newsfeed
book mark
Google Reader
Google Plus

What is crowdsourcing and how does it help the library

Crowdsourcing an interesting and new concept (to me) which i found clearly explained by Rose Holley in her Nov 2009 slideshare. Can certainly appreciate the benefits and issues arising from this concept. For a school library facing all sorts of resource (man-power, technical know-how, space and tight budget) constraints, the potential of crowdsourcing is indeed an interesting option.
The notion of utilising knowledge of the community willing to volunteer their time and knowledge to populate content of a certain topic and at the same time engaging them actively is an interesting consideration. Could certainly think of ways to tap on teacher colleagues and principals who have recently retired to contribute in some ways. Long serving staff could help to provide input on the school’s history if there is a project to set up a school heritage centre or archives.