OLJ Task: Assignment 3: Evaluative Report

Part A

The learning objectives of this subject have been met throughout the OLJ through evaluative reflection and the location of relevant resources for further learning. In particular, 3 OLJ entries will be highlighted to document experiences during the investigation of social media networks and tools.

Schools’ participation in social media range from dipping toes to full immersion. It is essential that schools develop a clear social media policy to assist in the development of their community (Kroske, 2009). In the post, ‘Explore developing a social media policy’(Morris, 2013a), the complex social, cultural, educational, ethical and technical management issues facing information technology policy makers was investigated. Policy making is a way to ensure individuals within an organisation are moving forward with the same goal (Bryson, 2007). It is essential that the purpose is outlined for all participants to ensure a mutual understanding and the provision of true value (Lauby, 2009b). The policy should be transparent, clear and available for all (Lauby, 2009a). Respect plays an important role in the use of social media. Respect for others (Kroski, 2009), copyright and proprietry information (Lauby, 2009b) sets boundaries for all to acknowledge rights and good judgement (Lauby, 2009b). Social media policies should just be an extension of what you already have in place to govern communication via other methods (Lauby, 2009a).

Meeting the information needs of users, as the essence of Library 2.0, must be addressed when using social media tools. In the OLJ task, ‘4C’s of Web 2.0’(Morris, 2012a), each of these purpose driven aspects were highlighted as anchors of web 2.0 (Mootee, 2007) in  evaluating the Arizona State University (ASU) library’s use of social media. Made abundantly clear through this evaluation was a spectrum of involvement. Collaboration, community, conversation and content creation (CSU, 2012) can be primarily one sided, as it appears to be at ASU, or it can engage a community to fully immerse itself in social media.

True conversation involves more than answers to questions and responses to complaints, which was predominate on the social media links. ASU has the opportunity to invite all users to collaborate on projects using the social media portals linked with the library, but has not offered to do this. Although ASU staff attempted to bring content to users in new and interesting ways, there was no opportunity for ASU students and academic staff to do the same. Content creation should not just be made by the library staff.

Teacher librarians can work within the boundaries set by the school social networking policy to develop a greater sense of community through more meaningful collaboration, conversations and content creation by all. TLs should look for unique ways to fully implement the tools available. These opportunities will enable students to participate in a variety of meaningful ways in the goal to become responsible social media users.

Teacher librarians, as the information specialists in their schools, must remain up to date with technology trends and can do so using a variety of social networking tools. Being able to analyse these trends in relation to making the right technology decisions for a school community is imperative. In the post, ‘Shifting Trends’ (Morris, 2013b), 5 trends were identified as game changers for libraries. Traditional methods of publications can no longer compete with the speed and accessibility of digitised print (xplanevisualthinking, 2009). This has a huge impact on how libraries and TLs continue to provide resources. Continuing to provide acquisitions in one format with no real consideration to these changing trends is a head in the sand approach that will ultimately cost more money or reduce client use. With the majority of the social media ‘pie’ going to a small numbers of companies that didn’t exist 6 years ago (xplanevisualthinking), TLs must ensure they remain active and current. How can they be an information specialist in the school community if they do not? But ultimately, TLs must prepare for the onset of mobile information and a reliance on mobile technology. This has impact on other aspects, such as how to utilise spaces and purchase furniture.

The school library’s foray into the complex world of social media has a resounding impact on how TLs make decisions about performing their duties and facilitating information literacy. What the client needs and wants must be carefully considered, and therefore, must be understood. Policies must be carefully drafted and presented with complete transparency to promote honest and resourceful guidance. Information specialists must lead the way in the rapidly changing world of social media with experience and expertise.


Part B

Completing INF 506 has enabled a deeper understanding and greater use of social networking tools. This has allowed a thoughtful insight into how such tools can be used effectively to successfully manage the diverse nature of the role of teacher librarian. Social media allows TLs to communicate, collaborate, create and build a community effectively (Schrier, 2011), all worthy goals in meeting the standards of professional excellence for teacher librarians (ALIA & ASLA, 2004). Considering my starting point in the socially networked world was minimal (Morris, 2012b), my learning in this subject was certain to be extraordinary.

Recognising my aversion for social media, I made a slow and thoughtful beginning. I signed up to everything I needed to, but didn’t really know what I was doing. I quickly realised that the only way I was going to learn was to use each tool comprehensively. I have achieved that with some, but my journey is far from over with other tools. Ultimately, I learned not to be afraid to try new experiences. As a future teacher librarian, I must remember this when faced with new challenges.

I had to jump in with both feet to use Facebook as the subject forum was placed there. My immediate thoughts were how much I disliked the format and privacy issues compared to the university ‘interact forum’. Despite my particular aversion to Facebook, I started adding to my timeline, profile and created an avatar. The more I engaged, the more I enjoyed what it had to offer. This has been an immense lesson for this subject- you have to immerse yourself in the tool to see the benefits. However, I have made the decision to use Facebook purely as a social network rather than a professional one, despite the prediction that the lines will blur more in the future (Woodward, 2012). I recognise that this is true to my personality rather than an unwillingness to take the plunge.

During this subject, I read a multitude of blogs, articles and books on social media and there is much more to investigate. One such article written by Schrier (2011) shared valuable advice for information professionals that I intend to take on fully. His first three recommendations are particularly written for individuals like me. Schrier suggests I find where people are talking and listen; I participate in order to learn; and I endeavour to be transparent to build trust. He goes on to advise that planning ahead and having a mutually agreed upon policy for social media use allows for responsible, ethical and manageable use of social media. Policies ensure a planned, effective approach to social media (Bryson, 2007).

Schools must prepare students to navigate, judge and create sophisticated communication (Alber, 2013). I recognise the truth that social media is here to stay and I have an obligation to stay aware of trends (Timmerman, 2012). With this inevitable truth, I must ensure that students are taught how to manage their social networking in an ethical manner, so I need to make certain all my dealings are responsible (Cohen, 2012) as well.

As an information professional, I need to be flexible to new ideas, and therefore open to new social media tools. I intend to create a professional learning network for the advancement of my knowledge. When new ideas are presented, I won’t dismiss them purely because I have heard negative things or see no sense in it myself. I will investigate what applications can be useful and then advocate to others. As a teacher librarian, I am committed to mentor colleagues (ALIA & ASLA, 2004) and can achieve this through the development of a community based professional learning network.

In the course of this subject, I have signed up to Facebook, Flickr, Delicious, Google Reader, Google+, LinkedIn, Twitter, Second Life, Pinterest and Wikispaces. Hardly a comprehensive list, but my digital footprint is larger than it was before I started. It became clear throughout the course that immersion in social networking is the most effective way to achieve greater connection with the school community and build a more meaningful library for 21st century learners (O’Connell, 2012). Therefore, I will endeavour to look for unique ways to implement social media tools in the library context. My journey is far from complete. I have a long expedition ahead of me to fully explore the possibilities that social media presents.



Alber, R. (2013). Deeper learning: Defining twenty-first century literacy. In Edutopia, 21 January [blog]. Retrieved from http://www.edutopia.org/blog/twenty-first-century-literacy-deeper-learning-rebecca-alber

Australian Library and Information Association (ALIA) and Australian School Library Association (ASLA). (2004). Standards of professional excellence for teacher librarians. Retrieved from http://www.alia.org.au/policies/teacher-librarian.standards.html

Bryson, J. (2007). Chapter 10: Policy making. Managing information services: A transformational approach (pp. 125-130). Retrieved from http://CSUAU.eblib.com/patron/FullRecord.aspx?p=429668

Charles Sturt University (CSU). (2012). Module 3: Library 2.0 and participatory library services [INF506 201290 Modules]. Retrieved from Charles Sturt University website: http://interact.csu.edu.au/portal/site/INF506_201290_W_D/page/84cf677e-ec91-4f08-8080-0f7dd953df21

Cohen, H. (2012). Dr Suess’ 7 social media lessons. In Ragan’s PR Daily, 6 January [blog]. Retrieved from http://www.prdaily.com/Main/Articles/10491.aspx#

Kroski, E. (2009). Should Your Library Have a Social Media Policy? In School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA6699104.html

Lauby, S. (2009a). Should Your Company Have a Social Media Policy? In Mashable, 27 April [blog]. Retrieved from http://mashable.com/2009/04/27/social-media-policy/

Lauby, S. (2009b). 10 Must-Haves for Your Social Media Policy. In Mashable, 6 February [blog]. Retrieved from http://mashable.com/2009/06/02/social-media-policy-musts/

Mootee, I. (2007). Web 2.0 and the 4Cs. In Innovation Playground. Retrieved from http://mootee.typepad.com/innovation_playground/2007/10/web-2o-and-the-.html

Morris, A. (2012a). OLJ Task: 4Cs of Web 2.0. In Ladyangieblog INF506 201290, 11 November [blog]. Retrieved from https://ladyangieinf506201290blog.wordpress.com/category/inf506/olj-tasks/

Morris, A. (2012b). OLJ Task: Social networking:1st entry. In Ladyangieblog INF506 201290, 11 November [blog]. Retrieved from https://ladyangieinf506201290blog.wordpress.com/category/inf506/olj-tasks/

Morris, A. (2013a). OLJ Task: Explore developing a social media policy. In Ladyangieblog INF506 201290, 1 February [blog]. Retrieved from https://ladyangieinf506201290blog.wordpress.com/category/inf506/olj-tasks/

Morris, A. (2013b). OLJ Task: Shifting trends. In Ladyangieblog INF 506 201290, 30 January [blog]. Retrieved from https://ladyangieinf506201290blog.wordpress.com/category/inf506/olj-tasks/

O’Connell, J. (2012). Social media, social networking and school libraries [Slideshare]. Retrieved from http://www.slideshare.net/heyjudeonline/social-media-social-networking-and-school-libraries?ref=http://heyjude.wordpress.com/tag/teacher-librarian/

Schrier, R. A. (2011). Digital librarianship & social media: The digital library as conversation facilitator. D-Lib Magazine, 17(7/8). Retrieved from http://dlib.org/dlib/july11/schrier/07schrier.html

Timmerman, H. (2012). Social mediais here to stay: 10 things you should know. In Preview Networks, 9 February [blog]. Retrieved from http://previewnetworks.com/blog/social-media-stay-10/

Woodward, M. (2012). Blurring the lines between work and personal life on Facebook. In Fox Business, 16 January [blog]. Retrieved from http://www.foxbusiness.com/personal-finance/2012/01/16/blurring-lines-between-work-and-personal-life-on-facebook/

xplanevisualthinking. (2009, September 14). Did you know 4.0 [Video file]. Retrieved from http://www.youtube.com/watch?v=6ILQrUrEWe8


OLJ Tasks- Explore developing a Social Media Policy

Based on the advice given in various articles, I would give  5 key pieces of advice to a social media working party or committee.

1. Be clear about the PURPOSE of Social Media

Is the bandwagon just being leaped upon, or is there a distinct advantage in using social media in the school context? What benefits can be harnessed? What can social media do that other forms of communication cannot do as effectively?

2. Ensure a POLICY is clear and available

Writing a social media policy provides structure that both protects and enables all stakeholders. This policy needs to be clearly written and communicated. To avoid a misuse or unfortunate social media faux pas, employees and clients need to fully understand the purpose of social media in the particular context of the school. Employees especially need to be aware that employers reserve the right to monitor what their employees say on social media. Such legal outlines are important to include in a policy.

3. ADAPT current policies

Communication is such no matter what the platform. If employees are guided by policy to inform respectful communication in phone calls and emails, social media is no different. Ethics extends to all forms of communication and this must be clearly outlined for employees.

4. RESPECT copyright and protect confidential and proprietary information

Proprietary information must be protected no matter what platform is used to communicate. The boundaries do not change with social media.

5. Provide VALUE

Whatever is posted in social media should provide value to the community at large. There are many ways schools can use social media to offer recommendations or promote services. If you consistently aim to provide value, social media becomes an effective, constructive and indispensable communication tool.

OLJ Task- Social Media Implications and Contexts

I chose to read:

Hodson, S.S. (2006). Archives on the Web: Unlocking collections while safeguarding privacy, First Monday, 11(8), August. Available http://firstmonday.org/issues/issue11_8/hodson/index.html

Nelson, M. R. (2009). Building an open cloud [Cloud computing as platform]. Science, 324(5935), 1656-1657. Retrieved from http://www.sciencemag.org.ezproxy.csu.edu.au/cgi/reprint/324/5935/1656.pdf
With the importance of policy making for technology issues, these two readings were interesting to compare.

Hodson  (2006) outlined comprehensive arguments to safeguard proprietary information that information specialists, such as archivists, may chose to digitize and therefore contribute to cyberspace. Such decisions about sharing such information rest with the archivist. As privacy is the claim of individuals, groups or institutions to determine when, how and to what extent information about themselves is communicated, the disinterested party, such as archivist, are making potentially devastating decisions based on criteria that is not of interest to those individuals, groups or institutions. Hodson implores information specialists to stop and think before digitizing about privacy and security. The difference between one person at a time viewing the information and allowing perhaps millions access is vast.

Nelson (2009) outlined compelling arguments towards a ‘open cloud’ with open standards driving policy decision making to ensure cloud technology remains available to all and not controlled by a few giant companies intent on money making. He doesn’t deny the importance of security and privacy in such technology, but acknowledges the role that early adopters such as libraries and academic institutions played in fostering positive solutions with the internet, allowing it to remain open. Nelson suggests that policy framework standards for the cloud must allow for innovation and competition to allow the cloud to reach its full potential.

Information specialists must continue to develop policies that acknowledge that privacy and security issues remain important, especially in school environments. While they may control sensitive information,careful consideration needs to be made of others’ claim on privacy and security. This means that information specialists must work towards maintaining high standards of privacy and security whilst supporting the continued development of open technologies that allow all to use.

A fine balancing act indeed.

OLJ Task- Shifting Trends

From a school library perspective, many of these trends or shifts in technology use outlined back in 2009 have a huge impact on what an information policy for the school might need to include.

1. 1 000 000 books published worldwide every year/ 1000 pages digitised every hour through Google Book search scanner

There is a real shift for connecting with the written word through digital avenues. It is immediate, timely and relevant, especially using Google Books search tool. Books can be accessed 24/7 and not just when the library or book store is open. What if the text needs to be shipped from overseas? This takes a long time. Digital access provides immediate connection, just when you are inspired and when your interest is piqued. School libraries need to seriously consider a shift towards digital access. This way texts can be ‘borrowed out’ to multiple readers simultaneously, not one at a time.

2. Newspapers- printed circulation down 7 million over last 25 years; Online circulation is up 30 million in last 5 years

Clearly, what we have known for some time about the importance of immediate connection when dealing with news influences this trend. News happens and social media platforms alert the world. When people want to find out more, traditional printing of newspapers isn’t fast enough in this social media world. School libraries should connect users to digital online news rather than continue to subscribe to dated hard copies of newspapers.

3. Traditional advertising declining; Digital advertising is growing rapidly

Because traditional publications are declining, it would seem logical that advertising in those arenas would also decline. As school libraries try to brand their image, consideration needs to be made to a digital approach to inform users of programs and news. Social media is the most immediate connector, whereas once newsletters , emails and telephone calls were the norm.

4. 10 million unique visitors to 3 large tv networks every month/ 250 million unique visitors to 3 large social networking platforms every month, which didn’t exist 6 years before.

This trend highlights the senselessness in holding on to more traditional methods of communication and connection. School libraries need to embrace digital trends. The fact that such companies that didn’t exist 6 years previously could pull such a high impact speaks volumes regarding the fluidity of social media. What is popular now may not be in a few short years. That is why school librarians need to stay informed about changes and trends in social media. Tools such as current social media infographics are important for continuing professional understanding for all teacher librarians.

5. The mobile device will be the world’s primary connection tool to the internet in 2020.

Progressively technology is becoming more powerful and smaller in size. Of particular interest was the point made that the most powerful computer in 1965, which was housed in a building, is nothing compared to what we now carry around in our pockets. This amazing trend highlights how much we have the world at our fingertips. How much the world needs to catch up in terms of providing access to what this technology can do. School libraries need to include in their policies clear guidance regarding mobile technology and ‘bring your own devices’. Clear policy about how these devices are used, access provided by the school and security of information should be included in such policy writing.

OLJ Task- Libraries using Social Media comparison

This task asks for a comparison of how three libraries use social media to support their goals.

I have chosen 3 diverse libraries which all use social media to meet the needs of their clients or users:

1. School library- Scotch College

2. Public council library- Brisbane City Council Libraries

3. University library- CSU

Scotch College library

Brisbane City Council Libraries

CSU Library


Uses blog to publish news and opinions about literature Blog used for announcements. literature reviews and interesting articles


Twitter used for announcements, links to interesting websites and poses literary questions Twitter for announcements, links and interesting articles links


Facebook page for Scotch College Breakfast series. Provides notifications and announcements as well as forum for feedback Facebook page to provide notifications of events and issue related links Facebook page for announcements, events and interesting links. Includes archival photos of CSU events.

RSS Feeds


Embeds youtube clips for book trailers in blog YouTube clips in Twitter

1. School library- Scotch College

scotch college blogscotch college FB

2. Public council library- Brisbane City Council Libraries

BCC library 2 BCC library 1

3. University library- CSU

CSU library

Reflection- Reasons why Libraries should be on social media

While it must be remembered that each of these libraries focuses on diverse user groups, each one has utilised some applications in social media. Social media can be used effectively to support services and inspire learning and reading, especially in a school library setting.

1. Timely announcements- using Twitter and Facebook to announce and promote events, book releases, service disruptions, change in opening hours etc.

2. Promoting reading- Blogs can be used effectively as a community to post ideas, questions, feedbacks, opinions, articles and podcasts about literature. Blogs become a collection point for many areas. Similarly, Facebook and Twitter can do the same. It is important to know your user base and provide access to whatever social media platform works best for them. Be aware what suits the purpose or function and be aware of what most people use.

3. Interesting related links- Blogs, Facebook and Twitter can all be used effectively to provide links top other social media and websites that relate to libraries, learning, research, skill development etc.

4. Feedback- social media provides an opportunity to get feedback from users. Libraries need to provide an effective service that promotes further library use. Social media provides that forum.


Scotch College-

Scotch Library and Information Centre. (n.d.). Retrieved from http://library.scotch.vic.edu.au/website/

The Portal. (n.d.). Retrieved from http://library.scotch.vic.edu.au/blog/

Scotch College Breakfast series. (n.d.). Retrieved from https://www.facebook.com/breakfastseries?ref=ts

Brisbane City Council Libraries-

Brisbane City Council Libraries. (n.d.). Retrieved from http://www.brisbane.qld.gov.au/facilities-recreation/libraries/index.htm

Charles Sturt University Library-

Charles Sturt University: Division of Library Services. (n.d.). Retrieved from http://www.csu.edu.au/division/library

OLJ Task- A to Z of Social Networking for Libraries

Directions: READ the post A to Z of Social Networking for Libraries (22 January, 2010) on the Social Networking for Libraries blog.

Consider this advice in terms of a library and information agency that you know (as an employee or user). Select advice from five (5) letters of this A-Z list and consider how these may be applied to this library to help it embrace a Library 2.0 ethos. Write up your findings as a post (of no more than 350 words in your OLJ).

The context- The school library is only just ‘dipping its toes’ in social media. There is no real attempt to promote its use, allow feedback from the range of users or update regularly. Social media, such as Facebook, Twitter or Flickr are not used at all. Delicious and YouTube are used occasionally.

A- Active- The most important of all the suggestions in the blog is to be active participants of social media. Websites need to be updated regularly and changes communicated to users. To apply this, the school library needs to promote and actively use social media platforms to communicate, collaborate, create content and develop a community (the 4Cs).

E-Ebooks- Along with moving ahead on mobile devices or BYO technology, the libraries need to wisely budget, purchase, monitor use and promote an Ebook collection of both fiction and non-fiction. The key to this is promotion. If users do not know Ebooks are available, then the program will be a self-perpetuating failure and finance managers will drop the program as not worthwhile.

G-Good Reads- The teacher librarian has started to put together book reviews using augmented reality. While this is interesting for younger students, it relies on access to mobile devices. Book reviews could be promoted through a number of platforms. A blog could focus on good reads. Students and staff could be encouraged to participate as well, compiling a comprehensive list of wide ranging texts and promote the web page at the same time.

M- Mobile- The school has begun to promote the use of mobile devices. With that decision, the library needs to investigate and promote mobile spaces. What is the point of having a mobile device if you only have tables and chairs to sit at? Spaces and seating arrangements need to be mobile as well. Furniture will need to be purchased to allow users to move themselves around, and have a number of different configurations.

Z-zeal- Enthusiasm is needed from library and academic staff alike. Teacher librarians can advocate the use of social media by simply using it and promoting its use to others.

OLJ Task- 4Cs of Web 2.0

How well does Arizona State University (ASU) use Web 2.0 tools to achieve the 4Cs of social media?

Firstly, I wanted to find out more about what the 4Cs of social media were. The Module 3 notes list collaboration, conversation, community and content creation (CSU, 2012). However, I found that content creation was called co-creation in Mootee’s (2008) article. While very similar in meaning, co-creation seems to epitomize the collaborative nature of Web 2.0 more; and Gates (2009) simply uses content.

Conversations: ASU libraries promote conversations in a diverse number of ways. The library channel page (ASU LIbraries, n.d.) allows comments to announcements. In the ‘Get Help’ tab, a few options such as ‘Ask a Librarian’, ‘Report technical problems’ and a ‘suggestion box’ all provide appropriate places for users to contact library staff. Of particular note is the suggestion box, where you can read other user’s feedback and the library’s response to the issue. This ‘open book’ attitude facilitates future genuine communication and ‘establishes trust with users’ (Schrier, 2011). Conversations are also promoted in Facebook and Twitter.

Content Creation: ASU libraries‘ content creation appears to be only one way. Content is created by library staff for library users, including the creation of a number of informative YouTube clips that students can access regarding the libraries’ facilities and spaces. There appears to be little content creation stored from the library users, except for feedback comments. Additionally, through Twitter students have the option of replying to the tweets. The Flickr account appears to be staff producing the content as well.

Connections: While there are tabs for Facebook, Twitter, Flickr, Vimeo and YouTube indicating a range of formats for making connections, the website appears to limit the student connection to responses to formally created library content only. Although it is noted that responses from the library is timely and open to all readers. Facebook in particular just provides another avenue to connect with staff.

Collaboration:There is little evidence of collaboration between users and library staff except through conversations and complaints through a variety of methods.

ASU libraries could better address the 4Cs of Web 2.0 by allowing greater input from users. Acknowledging that as a university library, the focus is on assisting users to locate information, there is a significant lack of assistance in creating information. Is this a reflection on the university not being able to move away from its traditional function as a repository of knowledge that is delivered to students? Library staff need to find alternative ways for users to collaborate and create content that doesn’t devalue or diminish the excellent sources of information already provided.


ASU LIbraries. (2012). Fact sheet 2012. Retrieved from http://repository.asu.edu/attachments/96525/content/fact-sheet-2012.pdf

ASU libraries. (n.d.) The library channel: News, events, announcements. In ASU: Arizona State University. Retrieved December 28, 2012 from http://lib.asu.edu/librarychannel/

Charles Sturt University (CSU). (2012). Module 3: Library 2.0 and participatory library services [INF506 201290 Modules]. Retrieved from Charles Sturt University website: http://interact.csu.edu.au/portal/site/INF506_201290_W_D/page/84cf677e-ec91-4f08-8080-0f7dd953df21

Gates, J. (2009). The 4Cs of web 2.0 and storytelling. In The learning evolution. Retrieved from http://learnev.blogspot.com.au/2009/12/4-cs-of-web-20-and-storytelling.html

Mootee, I. (2008). Web 2.0 and the 4 Cs. In Future lab. Retrieved from http://www.futurelab.net/blogs/marketing-strategy-innovation/2007/10/web_20_and_the_4_cs.html

Schrier, R.A. (2011). Digital librarianship & social media: The digital library as conversation facilitator, D-Lib Magazine, 17(7/8) July/August 2011. Retrieved from http://dlib.org/dlib/july11/schrier/07schrier.html