INF506 Finding authentic information

Based on the readings referenced below, I have examined the topic of finding authentic information within a socially networked world.  Two essential messages that I have discovered within the readings will inform my work as an information professional.  These messages are:
1. Information should be verifiable
This stems from Wikipedia’s core content policy that information included should be verifiable through published (preferably English-language) texts, not original research and present a neutral point of view (Garfinkel, 2008).  By confirming information through multiple sites, information can be determined to be authentic.  However, as Garfinkel notes, Wikipedia’s only policy is that the information appears on another source: there is no guarantee that the external source has vetted the information.  As an information professional, this notion of verifiability is useful when searching for information online as references and sources can be checked to determine where information originated from and thus its authenticity.

2. Use community-based networks to find trusted sources
Particularly notable from Wittenberg’s paper, community-based models can assist students in finding authentic information through recommendations from their peers.  Even though many educators and librarians believe that students need guidance selecting and evaluating information online (and indeed they do), students are able to use their peer network of trusted sources to gain access to appropriate information sources.  In terms of Yardi et al.’s research into spam on Twitter, trust, reputation and reciprocity are key elements of determining authentic information from harmful spam.  Within my own practice, developing a network of trusted peers and accessing their knowledge of reputable sources will be of benefit in finding authentic information online.

Garfinkel, S. (2008). Wikipedia and the meaning of truth. Technology Review, 111(6), 84-86.

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).

Yardi, S., Romero, D., Schoenebeck, G. & danah boyd. (2010). Detecting spam in a Twitter network, First Monday, 15(1).

INF506 Information policy

Information access for all, adequate bandwidth and the digital divide
Through these readings, I have discovered that public libraries are often the only social institute that provides free access to the Internet (Bertot, et.al., 2009).  This impacts local communities in that despite being an integral service to connecting communities to the Internet, when developing high-speed Internet connections and providing financial assistance to purchase new computers and technological equipment, public libraries often do not receive recognition of their role.  In addition to this, while providing access to the Internet and technology is a step towards reducing the digital divide, it is not enough.  Jenkins et al. (2006, p. 13) advocates for children to be taught how to use these tools effectively as a true way of reducing the digital divide.  They see the digital divide as not just a lack of access to technology, but also a participation gap; where more advantaged children are more actively participating in the online environment and are therefore more likely to be successful later in life.

Regulating the Internet in libraries, organisations and at home
Internet regulation in libraries, organisations and homes is to some extent the responsibility of the users.  Public libraries have a tendency to regulate the use of the Internet through restrictions on the time the public can spend per day on their computers (Bertot, et. al., 2009).  These restrictions allow a greater number of patrons to access the Internet and computer programs, but also restrict some usage of those who rely on library computer access for employment and government applications.  Most public libraries also have software which will restrict access to certain types of websites, in particular pornography and explicit material, in line with government legislation.

Information and digital literacies and the recent emergence of transliteracy
One aspect of transliteracy which Jenkins et. al. examine is information literacy and media literacy. These literacy skills stem from core traditional literacies of reading and writing; they do not replace them, rather are dependent on them.  They describe information literacy as the ability to evaluate the context of the message being conveyed and the tools being used.  Media literacy is the informed and critical understanding of mass media and the impact of techniques used in media (Jenkins, et. al., 2006, p. 61).

References

Bertot, J. C., Jaeger, P. T., McClure, C. R., Wright, C. B., & Jensen, E. (2009). Public libraries and the Internet 2008-2009: Issues, implications, and challenges. First Monday, 14(11). Available from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2700/2351

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Available from http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

INF506 Behaviours of digital citizens

From the video Did you know 4.0, I discovered 5 shifts/trends that impact how individuals behave as digital citizens.  Organisations will need to develop information policies to address these behaviours.

The mass digitisation of books by Google
The project of Google to digitise and provide a database of literature marks the shift in individuals’ access and use of electronic materials.  At an international level, IFLA (International Federation of Library Associations, 2009) has developed statements regarding their reactions to this project and the implications for libraries.  Further to this, libraries will need to develop their own policies regarding digital access to information and to work with publishes to develop sustainable access to these resources.

People are reading newspapers online rather than in print
This trend of individuals preferring electronic copies rather than print is seen not just in newspapers and journals but across all collections.  In order to remain relevant to their communities, libraries will need to include electronic sources in their collection development policies and negotiate terms of access.  There is still a trend to lease digital rights to resources whereas print resources are purchased outright and can be dealt with as the library requires.

Epic proportion of illegal downloads of music and movies
Within their organisations, libraries provide access to the Internet through public access computers and wireless connections.  Within their Internet access policies, libraries will need to include statements on piracy and copyright to inform patrons of appropriate online behaviour.

Mass reach of Twitter for breaking news
With Twitter as one example of social media sites, libraries who wish to engage with their communities in the digital space will need to develop policies relating to appropriate behaviour online for customers and staff.  Community members can easily create and share opinions on any given topic, and so libraries will need to be flexible to engage in topical discussion and respond to feedback on its organisation.

Companies disciplining employees for violating social media policies
Library policies are written to provide consistency, guidance and clarification to its audience (Bryson, 2007, p. 125).  By clearly setting out social media policies, organisations will have the ability to clearly define what behaviour is acceptable relating to the company and the disciplinary action that can be taken against its employees.

References
Bryson, J. (2007). Managing information services: A transformational approach. Retrieved from http://www.eblib.com

IFLA. (2009). IFLA position on the Google book settlement. Retrieved from http://www.ifla.org/node/7375

INF506 Social Networking success for libraries

By examining three public libraries’ use of social media, I set out to determine some reasons why libraries should add social media to their profile.

Firstly, libraries can use social media to communicate with their communities.  For example, Mosman Library uses Flickr to share local history with their users and participate in discussions to identify artefacts.  Yarra Plenty Regional Library engages with their patrons through posting topical articles on Facebook which generate comments and discussion.  Mosman Library’s blogs are another tool for communicating with targeted groups within their community.

Secondly, social media can assist libraries in responding to feedback.  An advantage of social media is the ability to keep track of how the library is perceived in the digital space.  Libraries like Sunshine Coast library can respond to feedback from users on Twitter and Facebook in a prompt manner and so that other users can also benefit from the response to feedback is.

Next, social media can provide an effective marketing strategy that reaches users far beyond those who walk through their physical space.  By posting upcoming events on Twitter and Facebook, Sunshine Coast Library can reach a wide range of potential customers through these networks.  Mosman Library’s YouTube channel of author evenings are another method where potential customers can see past events and increase the potential for attending future events.  In addition, Mosman’s Facebook account promotes new materials through pictures and announcements of new books with links back to the library’s catalogue.

Finally, social media allows libraries to better understand their patrons.  Through digital tools which track user views and locations of social media sites, libraries can be better informed of the topics which most interest their community and the times of day when they are most active.  Occupying the same space and participating in the same conversations as their customers will allow libraries to be more relevant to the needs of their patrons.  This can be seen in all three libraries’ Twitter and Facebook number of followers and related ‘friends’.

INF506 Personal Learning Network

While developing my concept map of my personal learning network (PLN), I tried to discover where I am placed in Utecht’s 5 stages of PLN adoption.  While his stages may be apt at describing some people’s experience of PLNs, I struggled to identify with any of his stages.  If any, the stage of evaluation and balance combined best describe my current stage. I identify with deciding which tools I want to focus on: I have limited the channels where I follow information to Twitter, a few blogs and a couple of wikis.  However, I do not see myself as trying “to figure out a way to ‘know it all’” (Utecht, 2008, stage 2).  In terms of balance (stage 5) I have already grasped the concept of knowing that my PLN stores the knowledge for me and that I can access it when I need it.

Within PLNs, Smith (2008, slide 19-22) encourages professionals to not just be inspired and guided by those in your PLNs, but also to contribute.  I have found that my contributions so far have been minimal, which is something I can improve as I gain more experience within the profession.

While I have a range of items in my personal learning network, I feel that it may not be expansive enough to capture a full range of professional development possibilities.  PLNs build on theories of social learning and connectivism and con combine both local and global communities (Cooke, 2012, p. 7).  With such a small PLN currently, I feel that I may be missing out on emerging ideas and themes.  One example of this is while I follow some Twitter feeds, I haven’t yet connected to any professionals in the field; rather, I follow organisations.

References
Cooke, N. A. (2012). Professional development 2.0 for librarians: Developing an online personal learning network (PLN).Library Hi Tech News, 29(3), 1-9. doi: 10.1108/07419051211241840

Smith, B. (2008). Creating an online personal learning network [PowerPoint slides]. Retrieved from http://www.slideshare.net/bethanyvsmith/creating-an-online-personal-learning-network-presentation

Utecht, J. (2008, April 3). Stages of PLN adoption [Web log post]. Retrieved from http://www.thethinkingstick.com/stages-of-pln-adoption/

INF506 Building Library 2.0

Meredith Farkas’ keynote presentation in the video, Building Academic Library 2.0, provided some advice that any library or information agencies could apply to help it embrace a Library 2.0 ethos.  In particular, there are 5 key pieces of advice that would help the public library where I work to engage in change.  They are:

• Library 2.0 is a state of mind
This advice provides an overreaching ethos that will allow the library to embrace change.  It also encompasses the fact that Library 2.0 is not solely about technology; it’s about the willingness to adapt to new technologies and practices.  If the library is able to incorporate a mentality of constantly assessing services to ensure that they are meeting users’ needs, then it will be on the road to becoming a Web2.0 library.
• Know your users
By getting to know the users/community, the library will ensure that any new programs or technologies adapted will be successful.  They key tenets of Web2.0 are collaboration, conversation, community and content creation: therefore the users are a key part of the library’s successful implementation of Library 2.0.
• Develop a learning culture
As there are constantly new technologies and applications of these to library services, if the library develops a learning culture, its staff will be better placed to provide integrated services to the community.  This also ensures that the talent within the library remains there and doesn't seek more fulfilling employment elsewhere.
• Have a risk tolerant culture
The library currently has a perfectionist approach to services and technologies: it spends a great deal of time preparing until it finally implements the resources or service and then sits back and expects it to be widely used.  If the library adopts a risk tolerant culture, it will do the preparatory work and then implement with a view to adapting based on user feedback.  This agility will encourage the library to remain current and fulfil changing user needs.
• Trust your community to build participation
The central tenet of Web2.0, upon which library 2.0 is based, is participation (Casey & Savastinuk, 2006, para.10).  The library needs to be able to trust its users to the extent that they are able to publicly (through web-based technologies) comment and/or create content to enhance their and the library’s experience.

References
Casey, M. E., & Savastinuk, L. C. (2006). Library 2.0: Service for the next-generation library, Library Journal, 131(14) Retrieved from http://lj.libraryjournal.com/2010/05/technology/library-2-0/#_

INF506 Social bookmarking: exploring Delicious

Up until recently, my ability to save websites of interest was limited to ‘favourite’-ing a site to save it on my bookmarks toolbar in my web browser.  While I found it handy, it wasn’t very useful for accessing my bookmarked pages on other computers or web browsers.  The social bookmarking site, Delicious, is a web 2.0 tool that allows users to save websites onto their account, which is able to be accessed anywhere, anytime.  The ability to tag sites through folksonomy: an aggregation of tags developed by the user community (De Rosa, et. al., 2007, glossary B) or user-generated tags allows users to easily access their content using their own language.  

Another valuable feature of Delicious is the ability to add a comment (up to 1000 characters) that describes the site. An important criteria for effective social media tools is their ability to be accessed on mobile devices.  Delicious’ design is quite plain and streamlined, and it is easily accessed and navigable on mobile devices.  

However, despite these features, I found (after an initial foray into tagging sites and discovering others’ tags) that I quickly forgot I had a Delicious account and could save sites to it.  This may be due to my preference to read something then move on or not being used to this new type of tool.  With the advent of other social media sites having an immediacy of sharing through icons on websites (you like a site, share it on Twitter by pressing the blue bird button) perhaps if Delicious had something similar I would be more active in using it.

This would be a worthwhile tool for academic or school libraries to use for specific subjects as a collection of sites to help students explore their subjects.  Redden (2010) provides a number of examples of situations where academic libraries could use social bookmarking tools like Delicious to support the needs of the online, social student.  For other information agencies which prioritise staff development and learning, social bookmarking tools like Delicious would be useful to curate innovations in the industry or handy reference sites for staff to use.  

De Rosa, C., Cantrell, J., Havens, A., Hawk, J., Jenkins, L., Gauder, B., . . . OCLC. (2007). Sharing, privacy and trust in our networked world: A report to the OCLC membership: OCLC. Retrieved from http://www.oclc.org/reports.en.html

Redden, C. S. (2010). Social bookmarking in academic libraries: Trends and applications. The Journal of Academic Librarianship, 36(3), 219-227. doi: http://dx.doi.org/10.1016/j.acalib.2010.03.004

INF506 Social networking

My first entry in this blog is about social networking: what it is, how I currently use it and what I hope to gain from completing INF506.

To me, social networking today refers to the method of creating communities and communicating on the Internet.  It is creative and collaborative in nature and allows users from all over the world to engage in forging relationships and responding to new content and each other.  Another feature of social networking today is that it not only text-based: technologies allow social networking to include images and videos as well as text and sometimes even 'mashed' together.

I currently use Facebook to communicate with friends and family overseas, including sharing photos and interesting stories from news sites.  I also use it as an organisational tool in planning events and get-togethers with local friends and sports teams.

I also use Dropbox to collaborate on documents and share files with my family.

Goodreads is also useful to keep track of what I have read, discover new books to read from following the actions of my friends (on Goodreads), participate in discussions about my favourite books and find out what is popular and new in different genres and for different ages.

I follow blogs like ALIA Sydney and New Grads to keep up-to-date with what is happening around me professionally.

Through studying INF506 I expect to explore further social networking platforms, discover their benefits and drawbacks in terms of implementing them in a library setting, and learn what cautions need to be understood before using social media in a library - especially policies and best practices.