Thursday, February 3, 2011

Final OLJ Blog: Evaluative Report

Shirley Garcia
Student ID #: 11468539
Info 506: Social Networking for Information Professionals
Lyn Hay—Fall 2010
Part (a):

Through the OLJ assignments, I have had the opportunity to not only explore various types of social networking platforms, but to engage in them and understand the theory that underlies their use. This theory, for me, is the ‘take-home’ message: The specific tools utilized are of lesser importance than the idea or concept behind these tools. The ways in which individuals are learning and communicating are changing. In order to facilitate an environment that encourages growth, the importance of these tools and their applications need to be understood. In my opinion, Web 2.0 and Library 2.0 are concepts that are slowly catching on to many information professionals. I believe this is because younger generations have grown up with many of these tools and find it easier to integrate them into their lives and creative/learning processes. Older models of learning and information seeking are becoming antiquated. Attempts must be made to merge Web 2.0 tools as they evolve and become popular with pre/existing paradigms of learning and their associated methods.
When I began this course, I had a limited understanding of these tools, let alone the concept behind them. Both personally and professionally, I could not connect to their value. Admittedly, I still have reservations regarding privacy and information sharing (see my December blog: information exposure). I do feel that regardless of the mechanisms in place on various social media platforms regarding privacy, once an individual creates or shares information on the internet, it becomes public by the very nature of the tool itself. Yet, despite this feeling I have begun to understand through this course how important these tools are. Privacy is still a matter to be considered, but with responsible use, negative ramifications become greatly minimized.
One example would be my opinion regarding Second Life. I had never used Second Life before, though I have known a few people who used it for various purposes, none of which I would have considered educational at the beginning of this course. I began, as my first post on Second Life describes, as a confused and frustrated user (see my December blog: Adventures in Social Networking Stuff…Part Three). I could not understand it’s value and had to get past technical difficulties of uploading the program and navigating within Second Life. I continually focused on the idea that individuals were forgetting about the simple pleasures of life that are not technology based. This value judgment made it difficult initially to see how Second Life presents the user with the opportunity to learn. While using Second Life, and after finally being able to visit the CSU SIS Learning Center, it began to occur to me how wonderful this program can really be for exploring and learning. For me, the idea of being able to visit learning and information centers that exist all over the world was an amazing realization. There are so many places I would love to visit and learn from, and I can only imagine that many, many people feel this way. I am fortunate in the fact that I live approximately forty-five minutes from Manhattan. I live in a beautiful, quiet, historic part of the United States, and yet I am close enough to still have access to resources like the New York Public Library, Central Park, The Rubin Museum of Art, the MET, the Guggenheim, and the MoMa. As I began exploring Second Life, it occurred to me that using such a tool did not have to be about forgoing what I often refer to as “real-life” (i.e., face-to-face encounters, physical activity etc.-), but it could be about (according to the user) enhancing real-life (see my January blog: Second Life). Programs like Second Life can give the user the opportunity to experience (albeit in a virtual world) and learn about things they may not otherwise have the opportunity to participate in or gain exposure to.
The environments fostered by various Web 2.0 tools can be confusing to the uninitiated. The idea that these tools co-opt more traditional ways of learning can lead many (myself included) to be dismissive of these tools and/or against their use entirely. Learning about these tools (who is using what tool and why), exploring what works for one’s needs (educational needs, basic information sharing, teaching with tools that reach students, etc.-) and what the benefits and drawbacks are of each tool is essential.
It is also essential that one considers his or her own personal preferences (as a writer, I love blogs, I have found Delicious to be a wonderful way of organizing information I find, I entertain myself and learn from YouTube, and enjoy creating Wiki’s, which I do quite often) when choosing which tools to use. In this way, the learning does not cease, but is enhanced for all who participate. Personal strengths can be matched to various needs and desires (especially important when trying to reach a specific population). These tools will continue to change rapidly, yet the message behind them remains the same: It is the experience and process of being an active participant in learning and creating, of knowledge seeking and sharing. To me, that is truly real-life enhancing!

Part (b):

Before beginning this course, I believed that an individual’s immersion in social networking tools depended primarily on whether or not the individual had become accustomed to using these tools at an early age. This course has taught me that this notion is changing rapidly. Yes, many of the articles I have read for this course explained how entrenched young people are in social networking activity, and how they are more apt to learn when engaged in a way that meets their learning style, but many individuals who did not grow up with these tools are also engaging in their use both personally and professionally. Further, these are the individuals who are guiding younger generations regarding safe internet use and effective research skills.
While it is imperative that social networking tools are explored and utilized by anyone guiding young people to better meet their needs (e.g., parents, teachers, information professionals, and members of helping professions, like school counselors), it is equally important to understand that regardless of age or previous experience with internet tools, more and more people rely upon Web 2.0 tools to meet their needs, whether to enhance the creative process, as a marketing tool for companies, to receive up-to-date news alerts, or to access information on any topic imaginable.
In general, as an information professional, the value and dominance of the use of these tools must be appreciated. As a librarian, I believe that it is imperative to integrate the use of these tools. Seeing them as invalid, completely unreliable, or as a threat does not serve patrons or the library system as a whole. Just as card catalogs are now on the computer, librarians need to see that the way information is being accessed and created is changing. For me, the librarian’s/my goal is to be an effective guide to access information. It always has been in my opinion. With new avenues of accessing information comes the need for individuals who know how to navigate through misinformation and unreliable resources, and who can convey effective methods that empower the patron. Perhaps this is the mission for the 2.0 Librarian. It is one that I would be happy to engage in.
As an information professional engaging with young people, the goal (or rather goals) becomes more complex. Guidance is paramount. Learning and creativity cannot and should not be stifled at this stage of development. Intellectual freedom and perceptions of control help foster a positive sense of self. Yet many adults fear for young people using these tools. Often they feel that the educational value of the tools is lost in a sea of potentially harmful content. It is easy to forget the underlying role and purpose of these tools (especially as educational methods), the information it contains and it’s various methods of being created and shared: to aid young people in their search for creative outlets, education, information seeking, critical thinking skills, and self-reliance.
Yes the fear of negative exposure or possible negative off-line implications are real, but the ways to combat these problems cannot be to eliminate their use entirely. To effectively reach students, these tools are necessary. With the rise of mobile devices, it is nearly impossible to stop students from using these tools on or off school property, so why not incorporate the tools in the classroom? Teach students how these tools can be used effectively and safely, and where to go and how to ask for help in a safe, non-judgmental environment (connecting students to information professionals). Engage in the creation of clear concise policies that outline acceptable use and why other use is prohibited. Collaborate with students to include their concerns in regards to policies that affect them and their education. I think the best method; the method I would like to employ when working with young people, is to make them partners in their own learning processes. Combining the tools they enjoy and are comfortable with along with guidance and an understanding of what is needed to serve student needs and organization/school needs. This collaborative method of learning is what the Web 2.0 tools (and beyond) are all about!

OLJ Assignment: Articles Posted to Delicious on Policy

Shirley Garcia
Student ID #: 11468539
Info 506: Social Networking for Information Professionals
Lyn Hay—Fall 2010
·         Search Engine: Google Scholar
o   Search Terms: Social Networking Policy in Schools
Cain, J. (2008). Online social networking issues within academia and pharmacy education. American Journal of Pharmacology Education, 72, 10.
While this article has a specific student body in mind (pharmacology students in a Kentucky college), it discusses the reasons why restrictions are placed on internet tools that could be considered social networking platforms, and how social networking can enhance or hinder both a student’s professional image as well as the institution in which the student(s) are trained.
·         Search Engine: Ebsco Host
o   Search Terms: Social Media Policy in Schools
Kroski, E. (2009). Should your library have a social media policy? School Library Journal, October, 44-46.
This very short article discusses the need for clearly written and enforced policies regarding the use of social media platforms. The article describes what should be considered when creating policies (e.g., pre-existing company policies), and some difficulties that can arise in different environments (school, public library). Employer/Employee relations in regards to the use of social media are discussed.
·         Search Engine: Ebsco Host
o   Search Terms: Social Networking Policy in Schools
Notley, T. (2008). Online network use in schools: Social and educational opportunities. Youth Studies Australia, 27, 20-29.
Focused on Australian school systems, this article examines school policies that ban the use of social media platforms.  The author discusses why such bans were enacted (e.g., the protection of students), and the pitfalls of such bans (e.g., the lack of integration of potentially educational technologies). The article explains the need for a revision of such policies to so that students can utilize these tools safely, effectively, and creatively.
Harris, C. (2010). Friend Me? School Library Journal, 56, 16.
This article discusses concerns regarding interactions on social media platforms between school employees and the student body. The article explains the need for policies regarding how school employees (and schools as a whole) wish to utilize these social media platforms. Further, the article discusses the need for clear school policies regarding appropriate use and professional conduct while utilizing these sites, with an emphasis on protecting schools, staff and students alike.
Oppenhuizen, K. (2008). Schools make rules for social networking. USA Today, July, 1.
This article focuses on the sports division of 27 American colleges, and how social networking policies have been and continue to be created to protect their athletes/students and the schools’ reputation. The article discusses the differences between colleges depending on the school/departments goals and needs for social networking. The article also includes interesting ways some schools are approaching social media, and who is deciding what is considered acceptable or appropriate content.

Edits of Posts

Shirley Garcia
Student ID #: 11468539
Info 506: Social Networking for Information Professionals
Lyn Hay—Fall 2010

Whew! So I just went through every post I have made to add the class/student information that begins this post. I didn't realize that it was best to include this information when I first began posting...that took a while but it's all done now. Hopefully, I didn't miss any posts! :)

Tuesday, February 1, 2011

OLJ Assignment: Policy for Employee Use of Social Media Platforms

Shirley Garcia
Student ID #: 11468539
Info 506: Social Networking for Information Professionals
Lyn Hay—Fall 2010

5 Key Points for Social Media Policy: employees use of Web 2.0 tools and spaces for work and personal use while using the organizations’ computers/network and time.
 
1.)  How do we want to use these social media platforms? How can they benefit the company/school.
2.)  What are the goals for using these platforms?
3.)  What is acceptable conduct for meeting these goals?
4.)  Which platforms are best to use for meeting these goals?
5.)  What rules/guidelines will be of the greatest benefit, and what are the consequences for violating these rules?
Every company or organization needs to assess what tools they would like to incorporate and why. The goals will vary from organization to organization (marketing, educational, informative), yet the methods used to evaluate which tools are of the greatest benefit and the goals of their use are the same. Research and consultation with all parties involved in their use as well as technology professionals. Is the goal to share ideas and communicate with the patrons of a library or parents and students within a district? Is it to engage students with learning methods that will pique their interests? Is it for interoffice collaboration? Assessing goals and needs as well as what platforms are relevant is of primary importance.
Schools/organizations etc.- also need to create comprehensive rules/guidelines for the use of these technologies. These should be based on the goals created as well as policies regarding proper conduct, privacy, and professional behavior already in place to protect staff, students, patrons, districts etc.-These rules should be very clearly delineated. All individuals who participate in the use of these technologies should be aware in writing of these policies and have the opportunity to agree or disagree with the rules and regulations. If individuals disagree, they should have the right to refuse participation or to have their opinion heard. Additionally, disciplinary actions which may occur as the result of violating the policy should also be clearly created, enforced, and understood by all participants, and/or those affected by the policy.

OLJ Assignment: "Take-Home" Messages for Information Professionals

Shirley Garcia
Student ID #: 11468539
Info 506: Social Networking for Information Professionals
Lyn Hay—Fall 2010

The Three Articles Read for this OLJ Assignment:
 
Lorenzo, G. (2007). Catalysts for change: Information fluency, Web 2.0, Library 2.0, and the new education culture. (March). Retrieved from http://www.edpath.com/images/IFReport2.pdf


Wittenberg, K. (2007). Credibility of content and the future of research, learning, and publishing in the digital environment. The Journal of Electronic Publishing, 10(1). Available http://quod.lib.umich.edu/cgi/t/text/text-idx?c=jep;cc=jep;rgn=main;view=text;idno=3336451.0010.101 


Sessions, L.F. (2009). “You looked better on MySpace”: Deception and authenticity on Web 2.0, First Monday, 14(7), 6 July. Available  http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2539/2242


The “Take-Home” Messages for Information Professionals:
1.    How relevant libraries and library professionals are to students depends, in part, on what Lorenzo (2007) calls “information fluency”.
2.    Training students on how and where to gain accurate information must be done in ways that students can relate to. The tools they utilize must be incorporated or students will be less likely to accept the information given.
Part One-Library/Librarian Relevancy:
The internet provides a vast amount of information that younger generations are not only accustomed to but are completely comfortable with. How adept students are with using the internet for scholarly purposes depends greatly on both their own development and how they are taught to use these tools. Regardless of critical thinking skills, these students use the internet because they are comfortable searching and finding their own information. This can provide a great sense of empowerment. So, how can students become “information fluent” (Lorenzo, 2007)? By this, I mean how can they analyze what sources of information are accurate, and when they should ask for assistance in retrieving and validating information.
I believe that first, students need to feel comfortable asking for assistance when they need it, without feeling as if they are feeling judged for their methods or lack of knowledge. Second, students should be taught from early on why certain information is not reliable or valid. In this way, students can learn not only how to search for information and use the large amount of tools the internet provides, but they can feel comfortable turning to information professionals to help show them how to get this information while maintaining a sense of empowerment and control.
Part Two-Teaching and Assisting Students with Information Retrieval:
So, students need to be information savvy, and information professionals need to stay relevant, right? Well, meeting these goals requires that both students and information professionals learn about information, their sources, and how to convey the message behind information retrieval. Students need to learn about the role of the information professional and how to be “information fluent”, in a way that they will easily accept and understand. If students are most comfortable utilizing the internet, then attempts to teach either without the use of this technology, or by downplaying it’s role/importance in information retrieval won’t work. Information professionals need to learn about these tools, their benefits and pitfalls, and convey these messages in a language and method that is congruent with students interests and learning styles (e.g., visually, via internet tools). The information professional then expands his or her knowledge, and students expand theirs, not only of how to evaluate information that is retrieved, but on the role and necessity of a little guidance.

Monday, January 31, 2011

OLJ Assignment: Privacy and Trust on the Internet

Shirley Garcia
Student ID #: 11468539
Info 506: Social Networking for Information Professionals
Lyn Hay—Fall 2010

Articles Read:
 
Raynes-Goldie, K. (2010). Aliases, creeping, and wall cleaning: Understanding privacy in the age of Facebook, First Monday, 15(1), 4 January. Available http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2775/2432 
Davis, L. (2009). 8 tools to track your footprints on the Web, February 1. Available http://www.readwriteweb.com/archives/8_tools_to_track_your_footprin.php
Harris, C. (2010). Friend me?: School policy may address friending students online, School Library Journal, 1 April. Available http://www.schoollibraryjournal.com/article/CA6724235.html


Privacy when using social media tools has always been a big concern for me. Regardless of guidelines regarding how these tools are supposed to be used and how information is stored, it is not incredibly difficult to understand that there are ways around these rules and the devices used to supposedly insure privacy. Personally, I feel that the best way to avoid any difficulty is to restrict what you share on these tools. As far as sharing information (pictures, thoughts, comments, personal/background information) is concerned, I feel that no one should upload or post anything that they would not feel comfortable letting the world at large see. Since, quite honestly, when a user adds information to the internet, that is essentially what they are doing. Privacy blocks are weak and are easy to circumvent. Years from now, this information will still be floating around somewhere out there in a virtual land that cannot be adequately controlled.
Raynes-Goldie’s article only provides support for my thoughts. It is a virtual world, so it’s not quite real. It is filled with illusory substance and half-truths. Can it be fun, educational, real life enhancing? Sure. Can it be used as a tool for creating chaos in the wrong hands? Absolutely. Bullying, harassment, stalking…all can be made easier in this virtual world which is so often treated as a harmless tool that is removed from real life.
Davis’ article just made me think of how ironic it is that individuals who are posting personal information are concerned about who is seeing this information. If the concern is there, why put this information out there in the first place? I can understand young adolescents doing this due to a lack of adequate abstract thinking skills, which impairs the ability to understand the ramifications of present actions on the future, regardless of attempts to educate. I cannot understand this behavior from individuals who are supposed to be able to understand this form of thinking and the consequences of various behaviors.
Within school/library settings, professionals should not wait for guidelines to be made, like those in Harris’ article. One must think of how they would interact with students outside of the virtual world. Proper conduct is proper conduct. Just because it is not face-to-face does not make the encounters any less meaningful.

Saturday, January 29, 2011

OLJ Assignment: YouTube & Public Library Policy

Shirley Garcia
Student ID #: 11468539
Info 506: Social Networking for Information Professionals
Lyn Hay—Fall 2010

For this OLJ task, I read Valenza’s (2008) When YouTube is blocked (way more than eight ways around), and Bertot, Jaeger, McClure, Wright, & Jensen’s (2009) Public libraries and the Internet 2008-2009: Issues, implications, and challenges.
 
While these articles were different in regards to subject matter, I could not help but to think of these topics in terms of how they affect school aged children.
Valenza’s view of YouTube seemed a bit harsh (stating that the majority of content was basically vulgar). The author stated that the educational content of the site and it’s videos was buried, but that it was perhaps necessary to circumvent any policies that blocked YouTube in order to utilize it's educational content. I, like many of the individuals who commented on the article found this disturbing. Valenza’s harsh critique of YouTube (I frequent the site and have honestly never found content that was inappropriate, in order to access such content, you need to sign in) seemed invalidated by her approach to policy that blocks YouTube (ignore and circumvent). Her seemingly dishonest approach made her critique of YouTube’s content laughable. Does her approach seek to aid teachers and information professionals by encouraging the same dishonest behavior discouraged in school-aged children? Yes, I believe it does. Access to sites like YouTube in the schools or no access at all. Stating that the site is banned within schools by students and encouraging teachers and information professionals to find ways around the policy seems shady at best.
Bertot et. al’s research on the state of technology in public libraries was also disturbing. It would appear that a fair amount of libraries are having difficulty keeping up with the needs of patrons. I cannot help but to think of how this affects school-aged children who need to utilize the library to complete their assignments. Many of these libraries do not have enough computers. Further, many libraries have a time limit in regards to how long a patron can use the library during one visit. An hour on the internet flies by! It simply isn’t enough time to conduct research for schoolwork, or even to explore the internet for entertainment and/or creative purposes. These children will surely be left behind in an age of technology if they do not have adequate access to computers and the internet. Many of us are fortunate enough not to have to think about this issue, but it is a growing concern. How can library policies meet the needs of patrons if the resources are not available to enable accommodation?