This journey has reminded me that social media tools are as useful as you choose to make them. Sometimes they offer immense, but underutilized possibilities while at other times too much functionality--or fluff--can lead to utter distraction. Through this 23 Things exercise I have explored new ways to use old standbys and encountered creative solutions that incorporate emerging or unfamiliar resources. I have at times been excited by the breadth of available networks and at other times overwhelmed while trying to think about how to incorporate every possible resource into my life and into an information literacy context.
This latter point has perhaps been the best learning experience of all. Thinking about the available Web 2.0 tools and selecting those that most conveniently deliver the content to meet my needs in different situations closely mirrors the selection that is necessary in information literacy endeavors. Some resources meet needs better than others; some are better designed or written, more authoritative, or more in-depth; others have brevity and simple language in their favor. What works best depends on the particular need and context. More isn't always better, nor is complexity. The key is in the proper assessment and selection of tools, just as of information resources. This has been my own lesson in evaluation and selection and is one that I will try to carry forward when deciding which Web 2.0 tools to use, to teach, and to discard.
Of course, when I began this blog I also noted that the 23 Things for Archivists program was interesting precisely because it looked to the future. The program has many more stages that the Reference, Access, and Outreach Section of the Society of American Archivists has yet to expand and I look forward to seeing the remainder of the intermediate and advanced lists when they are completed. The latter has been left open to the evolving nature of Web resources, indicating with the caption 47-∞ that indeed this project is a living, growing process. I am summarizing my thoughts on my experiences here, but this in no way indicates that the learning process is done. As the list indicates, change is constant with technological tools and staying connected requires constant awareness and exploration.
Friday, April 15, 2011
Sunday, April 3, 2011
Thing # 26: LibraryThing
You may remember that in an earlier post I used my LibraryThing account to create a customized widget for this blog, so I am obviously already familiar with this social network. In the spirit of how I began this blog, however, I am ending it with a deeper look into a web resource that I have only used in a minimal capacity. There are clearly more sophisticated uses for LibraryThing, and learning more about them has transformed a mildly entertaining platform into a potentially useful tool. In the spirit of deeper exploration, this is what I have found.
LibraryThing Basics
Ease of use is the first notable component of LibraryThing because it allows books to be cataloged simply by adding titles to a list. Once a user adds a book the remainder of the cataloging metadata is added automatically when LibraryThing imports records information from library catalogs. MARC and Dublin Core metadata can be imported from a number of prestigious sources such as the Library of Congress, British Library, and Yale University. Given this capability, the suggestion in the 23 Things article that small libraries are using LibraryThing as a cataloging tool makes sense. Since users can specify the source of the metadata, libraries can ensure that the records they create are the highest quality possible. An additional perk is that LibraryThing allows social functions, including tagging, so it is possible to use both formalized data such as authorized subject headings and folksonomies, which can increase the return rate when users search. These tags also offer a way for people to easily browse resources on similar subjects.
The scale and scope of LibraryThing is also notable. The site statistics indicate that there are 1,321,097 members, with 61,555,555 books cataloged, 74,860,118 tags added, 6,029,197 unique works, and 1,370,340 reviews; chances are, if your library owns it, it's already cataloged in here. This makes the site a wealth of information about books, which could be extremely useful to libraries or archives as a research tool, regardless of whether an institutional account is maintained. Also, the price is certainly right--at free up to 200 books, $10 a year for more, or $25 for a lifetime unlimited membership, it should be an easy expenditure for any library to justify.
LibraryThing for Libraries is an additional resource that can integrate LibraryThing into an existing OPAC, providing popular features such as cloud tags, recommendations, the ability to write reviews, etc. This adds a much-needed social dimension to library catalogs, which run the risk of seeming opaque and dated when users are accustomed to retrieving extra metadata from places like Amazon.com. The ACRL blog provides a description of how this has been incorporated into the Claremont College Library OPAC. In short, the features include similar book recommendations, user tags, and reviews, all of which make it easier for users to find resources. These are good tools for information literacy instruction because educating users as to how tags can help identify resources in easy-to-understand language is important. So too is explaining the differences between authority headings and natural language, both which have retrieval strengths and come together in this system. Using the widget feature is also a good way to showcase favorite or new books in the collections.
Social Aspects
In addition to library accounts and plugins for an OPAC system, individual user accounts on LibraryThing offer research possibilities. For starters, organizing titles that you have read gives a good review of what you have already covered in your research. This is especially true since titles can be organized in different ways, including lists of books already, books you'd like to read, books you've shared with others, etc. More importantly, just like resources such as CiteULike, it is possible to identify quality users and learn from their library selections. Simply clicking a book in my collection reveals other users that have selected the same book. I can then check out their selections to see if they have identified resources that I might find helpful; using the "similar library" feature can function in the same way. Once I identify a great user I can follow them to see additional recommendations as they are added.
It is also possible to identify additional resources by following tag links. I tried this out by searching the topic art conservation, which revealed 106 books. I clicked on The Conservation of Antiquities and Works of Art and got a user list, LibraryThing similar book recommendations, and a tag cloud. Clicking on conservation broadened my resource list, which was both useful and overwhelming. This action returned over 6,000 titles, many of which were focused on natural resources and animals; sifting through, however revealed that some titles not returned in my initial search were useful. This is a key feature of tagging since narrowing and broadening searches can reveal different types of resources, and clicking tags offers some direction for users that can't think of additional search terms.
Applications for Information Literacy
LibraryThing is a more powerful search tool than I had previously realized. For information literacy instruction it would be useful to have students create an account and follow a class library list, with collections dedicated to information literacy, research, and related topics. Students could in turn collect titles related to their own research project and follow appropriate users to identify additional sources; they could also be assigned to follow the lists of classmates covering similar topics. The groups feature could be utilized as well as a means of instituting a mandatory discussion forum centered around books.
This community of classroom users could post responses and share resources. Of course, I noticed many of the groups on LibraryThing are dormant while others are quite active. That's how it goes with social networks. In order to make a LibraryThing group related to a class successful, it would need to take the place of other possible social network group tools (too much of a good thing) and be mandatory. The fact is that students get busy and often forget about voluntary participation. Even so, incorporating a public group organized around a class could leave a quality record of insightful discussion. This could then be continued or shared with later classes.
So what did I learn here?
First, I have learned that I am not using even a quarter of the potential that LibraryThing offers in terms of research and instructional possibilities. However, this is a broader issue with social networking tools. Over the course of working through the 23 Things list I have realized the importance of using a variety of tools that Web 2.0 technologies have made available and have explored ways to enhance those that I am already using. These networks and programs really do offer sophisticated solutions for acquiring resources and creating content. However, as exciting as any new resource may be, I have had to remind myself that there is a limit to the time I can spend participating. Some resources are simply better for some tasks, and wise selection is the key to avoiding information overload.
LibraryThing Basics
Ease of use is the first notable component of LibraryThing because it allows books to be cataloged simply by adding titles to a list. Once a user adds a book the remainder of the cataloging metadata is added automatically when LibraryThing imports records information from library catalogs. MARC and Dublin Core metadata can be imported from a number of prestigious sources such as the Library of Congress, British Library, and Yale University. Given this capability, the suggestion in the 23 Things article that small libraries are using LibraryThing as a cataloging tool makes sense. Since users can specify the source of the metadata, libraries can ensure that the records they create are the highest quality possible. An additional perk is that LibraryThing allows social functions, including tagging, so it is possible to use both formalized data such as authorized subject headings and folksonomies, which can increase the return rate when users search. These tags also offer a way for people to easily browse resources on similar subjects.
The scale and scope of LibraryThing is also notable. The site statistics indicate that there are 1,321,097 members, with 61,555,555 books cataloged, 74,860,118 tags added, 6,029,197 unique works, and 1,370,340 reviews; chances are, if your library owns it, it's already cataloged in here. This makes the site a wealth of information about books, which could be extremely useful to libraries or archives as a research tool, regardless of whether an institutional account is maintained. Also, the price is certainly right--at free up to 200 books, $10 a year for more, or $25 for a lifetime unlimited membership, it should be an easy expenditure for any library to justify.
LibraryThing for Libraries is an additional resource that can integrate LibraryThing into an existing OPAC, providing popular features such as cloud tags, recommendations, the ability to write reviews, etc. This adds a much-needed social dimension to library catalogs, which run the risk of seeming opaque and dated when users are accustomed to retrieving extra metadata from places like Amazon.com. The ACRL blog provides a description of how this has been incorporated into the Claremont College Library OPAC. In short, the features include similar book recommendations, user tags, and reviews, all of which make it easier for users to find resources. These are good tools for information literacy instruction because educating users as to how tags can help identify resources in easy-to-understand language is important. So too is explaining the differences between authority headings and natural language, both which have retrieval strengths and come together in this system. Using the widget feature is also a good way to showcase favorite or new books in the collections.
Social Aspects
In addition to library accounts and plugins for an OPAC system, individual user accounts on LibraryThing offer research possibilities. For starters, organizing titles that you have read gives a good review of what you have already covered in your research. This is especially true since titles can be organized in different ways, including lists of books already, books you'd like to read, books you've shared with others, etc. More importantly, just like resources such as CiteULike, it is possible to identify quality users and learn from their library selections. Simply clicking a book in my collection reveals other users that have selected the same book. I can then check out their selections to see if they have identified resources that I might find helpful; using the "similar library" feature can function in the same way. Once I identify a great user I can follow them to see additional recommendations as they are added.
It is also possible to identify additional resources by following tag links. I tried this out by searching the topic art conservation, which revealed 106 books. I clicked on The Conservation of Antiquities and Works of Art and got a user list, LibraryThing similar book recommendations, and a tag cloud. Clicking on conservation broadened my resource list, which was both useful and overwhelming. This action returned over 6,000 titles, many of which were focused on natural resources and animals; sifting through, however revealed that some titles not returned in my initial search were useful. This is a key feature of tagging since narrowing and broadening searches can reveal different types of resources, and clicking tags offers some direction for users that can't think of additional search terms.
Applications for Information Literacy
LibraryThing is a more powerful search tool than I had previously realized. For information literacy instruction it would be useful to have students create an account and follow a class library list, with collections dedicated to information literacy, research, and related topics. Students could in turn collect titles related to their own research project and follow appropriate users to identify additional sources; they could also be assigned to follow the lists of classmates covering similar topics. The groups feature could be utilized as well as a means of instituting a mandatory discussion forum centered around books.
This community of classroom users could post responses and share resources. Of course, I noticed many of the groups on LibraryThing are dormant while others are quite active. That's how it goes with social networks. In order to make a LibraryThing group related to a class successful, it would need to take the place of other possible social network group tools (too much of a good thing) and be mandatory. The fact is that students get busy and often forget about voluntary participation. Even so, incorporating a public group organized around a class could leave a quality record of insightful discussion. This could then be continued or shared with later classes.
So what did I learn here?
First, I have learned that I am not using even a quarter of the potential that LibraryThing offers in terms of research and instructional possibilities. However, this is a broader issue with social networking tools. Over the course of working through the 23 Things list I have realized the importance of using a variety of tools that Web 2.0 technologies have made available and have explored ways to enhance those that I am already using. These networks and programs really do offer sophisticated solutions for acquiring resources and creating content. However, as exciting as any new resource may be, I have had to remind myself that there is a limit to the time I can spend participating. Some resources are simply better for some tasks, and wise selection is the key to avoiding information overload.
Monday, March 28, 2011
Thing 24: Cloud Computing
I decided to round out my last two blog entries by moving on to the intermediate list provided by 23 Things for Archivists. This list has a number of exciting entries, working up to 46 items that librarians and archivists should know about Web 2.0. If nothing else, this list demonstrates the importance of technology in serving contemporary patron needs and making workflows more efficient. Of course, this intermediate list is also a nod to the tremendous time commitment that Web 2.0 tools can require--only two of the topics in the list actually have full entries. Finding the time to implement new technologies and resources can be tricky. Given that stark reminder about time and resources, it seemed only natural to pick up with cloud computing. At its most basic, cloud computing allows users to store and access data and software over the Internet, increasing convenience and decreasing the need for maintenance and technical programming knowledge.
Cloud Computing
The Common Craft video on cloud computing explains that users can access server space, software, and data storage programs that are housed in remote locations. Quite simply, it functions like electricity service in the sense that users often pay for what they use, without having to worry about how the service itself works on the back end. This can free up time and money that would ordinarily go into understanding and maintaining current hardware and software; the benefit as I see it is that users can then focus on creativity and design. It is also obvious that nearly everyone using a computer is working in the cloud these days, without even realizing it. Email access was the most common example of cloud computing used throughout the articles I read, and is one that I never even think about. However, I have several Yahoo email accounts and a Gmail account through USF, none of which I have ever bothered to route through a desktop email client like Outlook. Instead, I access these accounts via the Internet from any computer anywhere and I also receive and read the messages on my Blackberry. This is apparently the essence of The Cloud, in which connecting through a browser allows an uncluttered workflow and data storage--I can have 2 GB of emails in each account--offering access anywhere and saving space on my own hard drive.
Moving beyond the basics of email, I began, as the 23 activities suggested, to think about other ways I already use cloud computing. Social networks were an obvious activity, since all my posts are stored out there in the cloud on some unidentifiable servers. I don't have to save copies of these items on my own machine because the posts, lists, etc. are archived and managed within those networks. Service such as Flickr and YouTube function the same way since I can store videos and images and access and share these anywhere. Not that I am about to erase all the original files on my computer, but certainly some people do use those services in that manner. Of course, it is worth noting that the possibility does exist for data loss, especially with the aforementioned free services. If Flickr closed down, many people would lose their image archives since transition isn't always seamless, especially when you are looking at hundreds or thousands of files. Sounds unlikely? Consider the "sunsetting" plans Yahoo has for Delicious, which would eliminate the carefully-chosen web resource lists of individuals and institutions (some of which represent many hours of web curation).
Given this real possibility of data loss, organizations obviously need assurances that any cloud computing will not result in a catastrophic loss at some future date. The Library of Congress and the non-profit DuraSpace addressed this issue several years ago with the DuraCloud pilot program. According to the DuraSpace blog, "to ensure perpetual access, valuable digital materials must be stored in a durable manner. DuraCloud will provide both storage and access services, including content replication and monitoring services that span multiple cloud-storage providers." In other words, it operates on a model similar to a LOCKSS (Lots of Copies Keeps Stuff Safe) network where multiple identical copies are stored across geographically diverse servers and cross-checked and repaired to insure that each is pristine; a failure of one server does not permanently erase all the data stored there. This is obviously a good solution for institutions looking to store their files, especially those that have significant value, in an archival manner.
Storage is different than access though, and many LOCKSS networks provide only dark storage (backup). DuraCloud also offers access to the materials, which is another important consideration. This prevents organizations from having to maintain an access copy of each document they want to share, which could amount to considerable expense in storage and management. Smaller institutions may not be able to afford the space, and this might limit digital file sharing. However, cloud computing that manages and stores the data as well as offering access makes digital file sharing of collections more affordable and possible (without needing as much internal IT support). The GreenTech section of the TechSoup group also notes that cloud computing in this manner saves on energy and e-waste since many individual organizations do not need to run duplicate hardware--each cloud server is utilized to a higher level of capacity, rather than many low-use servers running.
Collaboration
All of the technical benefits aside, cloud computing makes sharing and collaboration easier. Thinking back to the Flickr and YouTube examples above, working in the cloud enables users to share and in many cases edit the work and open a dialogue around it. Google Docs comes to mind as a major program that allows users to create (or upload existing) presentations, forms, spreadsheets, etc. so that they can be edited from any computer and by multiple users. This has obvious benefits from a workflow perspective. Instead of circulating a master copy and asking people to edit, save, and send it on, multiple users can access the document remotely. This can eliminate confusion over which copy is the "latest" version and make accessing the document easier.
I also began to think about the ease of use that many cloud computing applications promise. Just recently I used Prezi software to create an online presentation. The program is Flash-based, and I have neither the money to purchase Flash nor the time to learn the program at the moment. Prezi, however, is built online and offers visual tools to edit the presentation while the software writes the Flash code in the background. The presentation can be edited and accessed from any computer with an Internet connection and shared publicly via the Prezi website. Much like Google docs, I can also allow multiple users to have editing privileges. There are a few performance issues since building online means that sometimes the website, and thus design efforts, are slow--cloud computing is by no means a flawless concept. However, the benefits and convenience far outweigh the drawbacks.
I recently wrote about Dipity online timeline creation, which is another software program that is run from the cloud. I have also recently used Omeka, which is an online digital library/exhibition creation program. I found that while I was working with the "user-friendly" Greenstone software I was lamenting the fact that it could not be built online. I would have had to set up a server on which to house the library; the computer interface was also glitchy and difficult to use. Omeka, on the other hand, ran from the cloud, allowing uploads right to a hosted space on the Omeka server, design from a web interface, and input of metadata. It was far easier to get a product up and running without IT support at an infrastructure and hardware level. I'm not suggesting that everything should be one-click, but clearly cloud computing does eliminate some of the need for understanding backend knowledge that can get in the way of simply running a program.
The list of cloud applications could go on, but one thing is clear--whether we think about it or not, cloud computing is increasingly a necessary part of digital workflows and will continue to dominate software and storage in the future.
Applications for Information Literacy
The possibilities for information literacy instruction range from providing easy access to online materials to incorporating creation tools into projects to creating collaborative class products. Cloud computing resources such as Google Docs and Prezi could facilitate work on group projects. Twitter discussions could be archived to a blog or webspace using a tool such as Dipity, which would allow users to compile a chronological list of their discussion on a topic; a class record of the discussion could be created using the same timeline tool by setting the search feature to pull Tweets, videos, etc. centered on a common topic. Simply having students tag their posts with a specific search term would allow a search feed to pull those responses and compile a course discussion review in dynamic timeline format. Omeka, which offers free webspace to individuals or institutions could be used to create class exhibitions, with each students contributing documents, images, and other resources. This could be organized around a central theme or broken into categories. Either way, the product would be a searchable display of the achievements of the students. This could also be a resource for instructors to create an exhibition to showcase student achievements (useful for funding and performance reviews.
I have discussed only free software use in this blog, but there are many many more paid access solutions that fall within cloud computing. Undoubtedly a small investment in additional resources would yield even more opportunities to enhance teaching and learning in the digital age.
Cloud Computing
The Common Craft video on cloud computing explains that users can access server space, software, and data storage programs that are housed in remote locations. Quite simply, it functions like electricity service in the sense that users often pay for what they use, without having to worry about how the service itself works on the back end. This can free up time and money that would ordinarily go into understanding and maintaining current hardware and software; the benefit as I see it is that users can then focus on creativity and design. It is also obvious that nearly everyone using a computer is working in the cloud these days, without even realizing it. Email access was the most common example of cloud computing used throughout the articles I read, and is one that I never even think about. However, I have several Yahoo email accounts and a Gmail account through USF, none of which I have ever bothered to route through a desktop email client like Outlook. Instead, I access these accounts via the Internet from any computer anywhere and I also receive and read the messages on my Blackberry. This is apparently the essence of The Cloud, in which connecting through a browser allows an uncluttered workflow and data storage--I can have 2 GB of emails in each account--offering access anywhere and saving space on my own hard drive.
Moving beyond the basics of email, I began, as the 23 activities suggested, to think about other ways I already use cloud computing. Social networks were an obvious activity, since all my posts are stored out there in the cloud on some unidentifiable servers. I don't have to save copies of these items on my own machine because the posts, lists, etc. are archived and managed within those networks. Service such as Flickr and YouTube function the same way since I can store videos and images and access and share these anywhere. Not that I am about to erase all the original files on my computer, but certainly some people do use those services in that manner. Of course, it is worth noting that the possibility does exist for data loss, especially with the aforementioned free services. If Flickr closed down, many people would lose their image archives since transition isn't always seamless, especially when you are looking at hundreds or thousands of files. Sounds unlikely? Consider the "sunsetting" plans Yahoo has for Delicious, which would eliminate the carefully-chosen web resource lists of individuals and institutions (some of which represent many hours of web curation).
Given this real possibility of data loss, organizations obviously need assurances that any cloud computing will not result in a catastrophic loss at some future date. The Library of Congress and the non-profit DuraSpace addressed this issue several years ago with the DuraCloud pilot program. According to the DuraSpace blog, "to ensure perpetual access, valuable digital materials must be stored in a durable manner. DuraCloud will provide both storage and access services, including content replication and monitoring services that span multiple cloud-storage providers." In other words, it operates on a model similar to a LOCKSS (Lots of Copies Keeps Stuff Safe) network where multiple identical copies are stored across geographically diverse servers and cross-checked and repaired to insure that each is pristine; a failure of one server does not permanently erase all the data stored there. This is obviously a good solution for institutions looking to store their files, especially those that have significant value, in an archival manner.
Storage is different than access though, and many LOCKSS networks provide only dark storage (backup). DuraCloud also offers access to the materials, which is another important consideration. This prevents organizations from having to maintain an access copy of each document they want to share, which could amount to considerable expense in storage and management. Smaller institutions may not be able to afford the space, and this might limit digital file sharing. However, cloud computing that manages and stores the data as well as offering access makes digital file sharing of collections more affordable and possible (without needing as much internal IT support). The GreenTech section of the TechSoup group also notes that cloud computing in this manner saves on energy and e-waste since many individual organizations do not need to run duplicate hardware--each cloud server is utilized to a higher level of capacity, rather than many low-use servers running.
Collaboration
All of the technical benefits aside, cloud computing makes sharing and collaboration easier. Thinking back to the Flickr and YouTube examples above, working in the cloud enables users to share and in many cases edit the work and open a dialogue around it. Google Docs comes to mind as a major program that allows users to create (or upload existing) presentations, forms, spreadsheets, etc. so that they can be edited from any computer and by multiple users. This has obvious benefits from a workflow perspective. Instead of circulating a master copy and asking people to edit, save, and send it on, multiple users can access the document remotely. This can eliminate confusion over which copy is the "latest" version and make accessing the document easier.
I also began to think about the ease of use that many cloud computing applications promise. Just recently I used Prezi software to create an online presentation. The program is Flash-based, and I have neither the money to purchase Flash nor the time to learn the program at the moment. Prezi, however, is built online and offers visual tools to edit the presentation while the software writes the Flash code in the background. The presentation can be edited and accessed from any computer with an Internet connection and shared publicly via the Prezi website. Much like Google docs, I can also allow multiple users to have editing privileges. There are a few performance issues since building online means that sometimes the website, and thus design efforts, are slow--cloud computing is by no means a flawless concept. However, the benefits and convenience far outweigh the drawbacks.
I recently wrote about Dipity online timeline creation, which is another software program that is run from the cloud. I have also recently used Omeka, which is an online digital library/exhibition creation program. I found that while I was working with the "user-friendly" Greenstone software I was lamenting the fact that it could not be built online. I would have had to set up a server on which to house the library; the computer interface was also glitchy and difficult to use. Omeka, on the other hand, ran from the cloud, allowing uploads right to a hosted space on the Omeka server, design from a web interface, and input of metadata. It was far easier to get a product up and running without IT support at an infrastructure and hardware level. I'm not suggesting that everything should be one-click, but clearly cloud computing does eliminate some of the need for understanding backend knowledge that can get in the way of simply running a program.
The list of cloud applications could go on, but one thing is clear--whether we think about it or not, cloud computing is increasingly a necessary part of digital workflows and will continue to dominate software and storage in the future.
Applications for Information Literacy
The possibilities for information literacy instruction range from providing easy access to online materials to incorporating creation tools into projects to creating collaborative class products. Cloud computing resources such as Google Docs and Prezi could facilitate work on group projects. Twitter discussions could be archived to a blog or webspace using a tool such as Dipity, which would allow users to compile a chronological list of their discussion on a topic; a class record of the discussion could be created using the same timeline tool by setting the search feature to pull Tweets, videos, etc. centered on a common topic. Simply having students tag their posts with a specific search term would allow a search feed to pull those responses and compile a course discussion review in dynamic timeline format. Omeka, which offers free webspace to individuals or institutions could be used to create class exhibitions, with each students contributing documents, images, and other resources. This could be organized around a central theme or broken into categories. Either way, the product would be a searchable display of the achievements of the students. This could also be a resource for instructors to create an exhibition to showcase student achievements (useful for funding and performance reviews.
I have discussed only free software use in this blog, but there are many many more paid access solutions that fall within cloud computing. Undoubtedly a small investment in additional resources would yield even more opportunities to enhance teaching and learning in the digital age.
Tuesday, March 22, 2011
Thing #19: Online Timelines
Online timelines are an excellent resource for sharing chronological information and Thing #19 focuses on creation tools. I chose this topic since I am unfamiliar with creating an interactive timeline using web-based programs and was interested in learning about particular creation tools. The 23 Things description of online timelines that accompanies the learning tasks also indicates some unexpected uses for these tools, including creating a timeline for a class syllabus and collecting Internet postings in order of appearance based on search terms. These ideas offer a good extension of the traditional uses for exhibition materials and could likely supplement information literacy instruction.
Dipity
To start, I explored various articles related to Diptiy, which is an online timeline tool. I learned from the Spellbound blog that display options for timelines include left to right scrolling, flipbook, lists, and map styles. This variety is important from a design perspective since it allows creators to tailor the timeline to fit the purpose as well as the available web layout. Additionally, the timelines can be truly interactive since including links, as well as videos and imagery is a feature; in fact, videos will play directly from the timeline so there is no break in continuity.
A second blog by Mark Krynsky offered information on how dimity can be used to create a lifestream. This can be accomplished in two ways--either manually or through the Dipity import which can automatically pull information from Blogger, Wordpress, Flickr, YouTube, Pandora, and other sources and arrange the information chronologically. Additionally, information that is geotagged can be placed on a map. This latter option creates a great tool for displaying collection information in a way that can help users understand context. In fact, this could be done both at an item and a collection level to help users get both global and more specialized views of an institution's holdings.
Dipity is as much an aggregator of social networking content as an academic resource, making it yet another organizational tool available for managing social resources. I found several suggestions for compiling a channel to do just that on Jack Humphrey's blog; his personal Dipity channel pulls resources from YouTube, Twitter, Wordpress, and an RSS feed. The real power is in tailoring what is pulled to avoid seeing every possible tweet and instead organize content around a theme. Everything is then displayed in an orderly and aesthetic manner, with contents available right from the Diptiy channel.
It is worth noting here that for academic timeline creation, Simile is a popular widget that can be embedded into a webpage and contents entered manually. However, it lacks some of the features that Dipity offers, including most of the social functions.
One of the upsides of using Dipity seems to be that the timelines can be both embedded into a website and hosted on the Dipity page. The former is important for including resources within an institutional page or exhibition website, but the latter allows for serendipitous discovery of your contents. The Dipity homepage features a spotlight of user-generated timelines as well as a search feature. There is also an option for purchasing a pro plan (starting at $4.95), which allows you to use custom backgrounds, which is important for institutions trying to create a cohesive look. For a good example embedded into a website and branded for the organization, see the Minnesota History Timeline at the Minnesota Historical Society website.
Trying it out
I decided to test out Dipity by creating a simple timeline, titled My Life. Of the numerous options available for populating the space, I chose to allow the program to pull links from my Delicious page and also to compile entries based on a search term, technology, set to pull only videos from YouTube. These parameters are rather narrow, but I could easily have included blogs, Tweets, my YouTube channel, search results from websites other than YouTube, music linked from my Pandora account, etc. I could also easily have added manual entries and uploaded content, which would be the most useful function for a library or institution.
Classic Timeline:
Displayed in a Map Format:
Applications for Information Literacy Instruction
Obviously from an organizational standpoint, using timelines is an excellent way to add context to objects or collections in a visually appealing manner. For information literacy courses there are a number of possible uses. As a teaching tool creating and embedding a timeline into a webpage or course software would generate an interactive resource on a given topic--particularly with a tool such as Dipity, which plays and displays content right within the timeline space. For instance, it would be possible to record video tutorials and place them alongside tweets, blog posts, articles, and uploaded documents or images; this could cover a range of information, including things like an ever-expanding resource on information literacy topics, or a chronology of technology use related to the Internet. Creating a timeline of topics to accompany the class syllabus would create a visual aid that might help students better understand the trajectory of the class.
Students could create online timeline projects showcasing resources on a given topic. They could also use a Dipity channel in place of the widgets discussed in the previous post. In that instance they could link social network accounts to the timeline and generate a compilation of their communications for the course held over Twitter, blog posts, etc. They could leave this as a stand-alone channel or embed it into a website. Either way, their communications would be compiled chronologically as a resource for both the instructor to grade and other students to read through and comment.
Dipity
To start, I explored various articles related to Diptiy, which is an online timeline tool. I learned from the Spellbound blog that display options for timelines include left to right scrolling, flipbook, lists, and map styles. This variety is important from a design perspective since it allows creators to tailor the timeline to fit the purpose as well as the available web layout. Additionally, the timelines can be truly interactive since including links, as well as videos and imagery is a feature; in fact, videos will play directly from the timeline so there is no break in continuity.
A second blog by Mark Krynsky offered information on how dimity can be used to create a lifestream. This can be accomplished in two ways--either manually or through the Dipity import which can automatically pull information from Blogger, Wordpress, Flickr, YouTube, Pandora, and other sources and arrange the information chronologically. Additionally, information that is geotagged can be placed on a map. This latter option creates a great tool for displaying collection information in a way that can help users understand context. In fact, this could be done both at an item and a collection level to help users get both global and more specialized views of an institution's holdings.
Dipity is as much an aggregator of social networking content as an academic resource, making it yet another organizational tool available for managing social resources. I found several suggestions for compiling a channel to do just that on Jack Humphrey's blog; his personal Dipity channel pulls resources from YouTube, Twitter, Wordpress, and an RSS feed. The real power is in tailoring what is pulled to avoid seeing every possible tweet and instead organize content around a theme. Everything is then displayed in an orderly and aesthetic manner, with contents available right from the Diptiy channel.
It is worth noting here that for academic timeline creation, Simile is a popular widget that can be embedded into a webpage and contents entered manually. However, it lacks some of the features that Dipity offers, including most of the social functions.
One of the upsides of using Dipity seems to be that the timelines can be both embedded into a website and hosted on the Dipity page. The former is important for including resources within an institutional page or exhibition website, but the latter allows for serendipitous discovery of your contents. The Dipity homepage features a spotlight of user-generated timelines as well as a search feature. There is also an option for purchasing a pro plan (starting at $4.95), which allows you to use custom backgrounds, which is important for institutions trying to create a cohesive look. For a good example embedded into a website and branded for the organization, see the Minnesota History Timeline at the Minnesota Historical Society website.
Trying it out
I decided to test out Dipity by creating a simple timeline, titled My Life. Of the numerous options available for populating the space, I chose to allow the program to pull links from my Delicious page and also to compile entries based on a search term, technology, set to pull only videos from YouTube. These parameters are rather narrow, but I could easily have included blogs, Tweets, my YouTube channel, search results from websites other than YouTube, music linked from my Pandora account, etc. I could also easily have added manual entries and uploaded content, which would be the most useful function for a library or institution.
Classic Timeline:
Displayed in a Map Format:
Applications for Information Literacy Instruction
Obviously from an organizational standpoint, using timelines is an excellent way to add context to objects or collections in a visually appealing manner. For information literacy courses there are a number of possible uses. As a teaching tool creating and embedding a timeline into a webpage or course software would generate an interactive resource on a given topic--particularly with a tool such as Dipity, which plays and displays content right within the timeline space. For instance, it would be possible to record video tutorials and place them alongside tweets, blog posts, articles, and uploaded documents or images; this could cover a range of information, including things like an ever-expanding resource on information literacy topics, or a chronology of technology use related to the Internet. Creating a timeline of topics to accompany the class syllabus would create a visual aid that might help students better understand the trajectory of the class.
Students could create online timeline projects showcasing resources on a given topic. They could also use a Dipity channel in place of the widgets discussed in the previous post. In that instance they could link social network accounts to the timeline and generate a compilation of their communications for the course held over Twitter, blog posts, etc. They could leave this as a stand-alone channel or embed it into a website. Either way, their communications would be compiled chronologically as a resource for both the instructor to grade and other students to read through and comment.
Monday, February 28, 2011
Thing #15: Widgets
Widgets are all over the web (calendars, countdowns, weather, etc.), but I usually don't think about them so I decided to take this opportunity to explore the concept in a little more depth. Web widgets, according to Wikipedia, are simply small applications that are embedded and executed within a web page. When used appropriately they can add important content and functionality to a web page and enhance user experiences by providing timely data. Significantly, a well-used widget can keep web content updated and avoid the image of an abandoned website which is a major deterrent for visitors. Also, according to the 23 Things for Archivists description, using widgets to combine all institutional content--such as Facebook and Twitter posts, Flickr uploads, and so forth--can be a good way to let users track all recent content from a single web space. This seems to be an excellent organizational use of these tools.
Meebo Widgets
I mentioned in my first 23 Things post that Meebo chat could be embedded into websites, which is an example of a highly functional widget. Adding a chat feature lets users contact you directly and increases interaction. This is obviously a great tool for instructors to use on course websites or for libraries to use on their main page. It connects users immediately to a live person, which may be a motivator for seeking help in the first place; this could be a good tool for information literacy instruction purposes since stand-alone sessions may leave unanswered questions and using face-to-face reference may be intimidating for some students. Of course, embedding chat in a website can trigger an abandoned website feeling in users if it is not staffed properly; it is only useful if someone connects regularly, perhaps leaving it open from 9-5 during the work week.
On a related note, I mentioned in a previous post that I had not seen the Meebo chat embedded in the 23 Things website opened at any point, day or night. To date this is still the case.
Social Networking Widgets
Widgets are common for sharing resources across websites, so much so that they have become embedded in the web landscape. Recent blog and Twitter updates are a fixture of many sites, and through this program I learned about several extremely useful tools. For starters, the 23 Things activities suggested adding a widget to an existing website, so I decided to add one of their featured tools. Since this blog is focused on Web 2.0 and information literacy it seemed like the perfect place to embed a widget from LibraryThing. I set up my widget to display books from my LibraryThing account (see My LibraryThing on the right), customizing it to fit the color scheme and design of my existing blog. The widget tool on LibraryThing prompts this personalization, with options to change collections, animations, font, spacing, etc. Entering this data generates code to copy and embed, which I did using the html/script gadget within Blogger. As you can see, I already had several Blogger-generated widgets along the side, however the LibraryThing addition is the first outside addition.
The other social networking widgets covered included Facebook tools for adding like and share buttons to web pages, which is useful for articles and professional blogs. It also covered adding your profile badge, or more usefully for institutions, a page badge that links to you Facebook content; an activity feed is also available to showcase recent posts. Similarly, the Twitter widgets will create a feed of your recent posts on your website of Facebook page. Flickr has a tool for sharing photo additions, as does Facebook. This, of course, covers only a few tools, but these websites are some of the main places that institutions regularly post content. Linking them is a smart idea for organizing that content.
It's also worth noting that widgets can function on the computer desktop as well, and several of these web-based tools have desktop versions. For instance, Flickr has a desktop app that allows you to drag and drop photos without opening a web browser.
Applications for Information Literacy Instruction
As an instructor, I would use some of the available social networking widgets to share course-related content or information literacy tips on a class or IL website. This would give students a chance to benefit from Facebook or Twitter information literacy tips regardless of whether they decided to follow, friend, or like either me or the library. Assuming they found these posts useful, they might even decide to sign up for more regular status updates. Similarly, widgets posting content additions from delicious or CiteULike could offer students valuable links to reference resources. (The Widgetbox website contains these among many others.) The options include an "add this" widget so that others can mark your site in their own bookmarks; this could drive additional users to institutional IL pages.
Interactive experiences could also be facilitated using a number of different widgets. Incorporating only the particular applications I have already mentioned, it would be possible to encourage chat and sharing within an information literacy class environment. For instance, students could be assigned to keep a blog or create and maintain a personal website throughout the semester that included several widgets. They could be assigned to do any or all of the following, using widgets to share their activities with classmates:
Students would then be required to review some or all of the class websites weekly and comment on the shared resources. This would allow students to learn about valuable resources from their peers in an interactive forum. This could potentially equip these students with dozens or even hundreds of useful information sources.
Meebo Widgets
I mentioned in my first 23 Things post that Meebo chat could be embedded into websites, which is an example of a highly functional widget. Adding a chat feature lets users contact you directly and increases interaction. This is obviously a great tool for instructors to use on course websites or for libraries to use on their main page. It connects users immediately to a live person, which may be a motivator for seeking help in the first place; this could be a good tool for information literacy instruction purposes since stand-alone sessions may leave unanswered questions and using face-to-face reference may be intimidating for some students. Of course, embedding chat in a website can trigger an abandoned website feeling in users if it is not staffed properly; it is only useful if someone connects regularly, perhaps leaving it open from 9-5 during the work week.
On a related note, I mentioned in a previous post that I had not seen the Meebo chat embedded in the 23 Things website opened at any point, day or night. To date this is still the case.
Social Networking Widgets
Widgets are common for sharing resources across websites, so much so that they have become embedded in the web landscape. Recent blog and Twitter updates are a fixture of many sites, and through this program I learned about several extremely useful tools. For starters, the 23 Things activities suggested adding a widget to an existing website, so I decided to add one of their featured tools. Since this blog is focused on Web 2.0 and information literacy it seemed like the perfect place to embed a widget from LibraryThing. I set up my widget to display books from my LibraryThing account (see My LibraryThing on the right), customizing it to fit the color scheme and design of my existing blog. The widget tool on LibraryThing prompts this personalization, with options to change collections, animations, font, spacing, etc. Entering this data generates code to copy and embed, which I did using the html/script gadget within Blogger. As you can see, I already had several Blogger-generated widgets along the side, however the LibraryThing addition is the first outside addition.
The other social networking widgets covered included Facebook tools for adding like and share buttons to web pages, which is useful for articles and professional blogs. It also covered adding your profile badge, or more usefully for institutions, a page badge that links to you Facebook content; an activity feed is also available to showcase recent posts. Similarly, the Twitter widgets will create a feed of your recent posts on your website of Facebook page. Flickr has a tool for sharing photo additions, as does Facebook. This, of course, covers only a few tools, but these websites are some of the main places that institutions regularly post content. Linking them is a smart idea for organizing that content.
It's also worth noting that widgets can function on the computer desktop as well, and several of these web-based tools have desktop versions. For instance, Flickr has a desktop app that allows you to drag and drop photos without opening a web browser.
Applications for Information Literacy Instruction
As an instructor, I would use some of the available social networking widgets to share course-related content or information literacy tips on a class or IL website. This would give students a chance to benefit from Facebook or Twitter information literacy tips regardless of whether they decided to follow, friend, or like either me or the library. Assuming they found these posts useful, they might even decide to sign up for more regular status updates. Similarly, widgets posting content additions from delicious or CiteULike could offer students valuable links to reference resources. (The Widgetbox website contains these among many others.) The options include an "add this" widget so that others can mark your site in their own bookmarks; this could drive additional users to institutional IL pages.
Interactive experiences could also be facilitated using a number of different widgets. Incorporating only the particular applications I have already mentioned, it would be possible to encourage chat and sharing within an information literacy class environment. For instance, students could be assigned to keep a blog or create and maintain a personal website throughout the semester that included several widgets. They could be assigned to do any or all of the following, using widgets to share their activities with classmates:
- Open a Twitter account and participate in "tweet" discussions assigned during class
- Create an account with delicious and/or CiteUlike and bookmark useful resources, either on an assigned theme or a topic that they are researching individually
- Use a LibraryThing account to catalog books, assigning them to specific categories--they can then share all or only certain categories using their widget
Students would then be required to review some or all of the class websites weekly and comment on the shared resources. This would allow students to learn about valuable resources from their peers in an interactive forum. This could potentially equip these students with dozens or even hundreds of useful information sources.
Saturday, February 26, 2011
Thing #12: Creative Commons
Oh the beloved Creative Commons, buzzword of the century in library circles, it is up there with cloud computing and Web 2.0 as the most talked about trends for the 21st century. Of course, this hype is for good reason. Creative Commons licensing is one of the best tools for academics to share information. I also see this license all the time attributed to fonts, programs, and web templates. Given this importance, I decided to delve into the topic and learn what I could about how it really functions.
Creative Commons
I began with the suggested Educause article on seven things to learn about the topic. The beauty of this article is that it provided a simple explanation, seven key points, and a real-world scenario of how CC licensing can be put into place in an educational setting. The basis of the concept is that copyright is either fully enforced or expired, with very little room for anything else. Creative Commons allows people to tailor restrictions so that works are more accessible while still protected. It is really an ingenious idea and one that can definitely loosen the stranglehold some publishers have over information. Materials can be licensed in a number of ways, ranging from free to be used, displayed, and altered as long as the creator is acknowledged, to free only for use in educational settings. This, of course, takes away the uncertainty of fair use and the burden of acquiring permission for every single use. Obviously, this is a good way to boost academic exchange. Creative Commons licensing also helps ensure the the functionality of the web can be fully realized, since linking to content and displaying images alongside text is a necessity at this point.
An article in Library Trends by Cushla Kapitzke notes that traditional copyright law is not well-suited to digital environments where sharing and building on earlier works are the norm; the questions of authorship and ownership can get extremely fuzzy. In such settings we see traditional publishers clinging to stringent usage restrictions, while those restrictions may be inhibiting the flow of ideas. Creative Commons actually gives control back to the information producer, who may well benefit from having their ideas exchanged, programs built upon, or images shared.
As the Creative Commons (non-profit licensing organization) states:
"Our vision is nothing less than realizing the full potential of the Internet — universal access to research and education, full participation in culture, and driving a new era of development, growth, and productivity."
There is really no better way to describe the possibilities for innovation that exist when copyright is tempered by reasonable expectations.
Flickr Commons
Another resource provided on the 23 Things website related to the Flickr Commons program that was undertaken by Flickr and the Library of Congress. The idea is that images are placed on the website and opened up for users to tag and share related information about the images. Cultural organizations are encouraged to participate in the spirit of sharing and promoting access to essential resources that have cultural, historical, and research value. The images are then improved by users that offer information that can help describe, clarify, or otherwise make the images more accessible. The project is one I had heard of before, but I was unaware of both the depth and popularity of the program. The content generated by users has enriched the imagery available in ways that individual catalogers could never have accomplished. The concept is based on trusting people (with a little oversight in the verification of facts) and letting the masses share their surprising expertise.
From a a library, archive, and museum standpoint, Creative Commons licensing represents a needed tool to facilitate information exchange; it is also one that needs to be actively supported in order to help balance the traditional copyright rules that stifle discourse. Flickr Commons is also a tool that can be beneficial for a number of reasons. Noting the tags that users apply to objects can be instructive for institutions that may be out of touch with the ways that users are searching for information. Tagging is assigned using a different set of logic than controlled vocabulary, and it is worth becoming aware of this thinking and using common terms as adjunct descriptors. Also, perusing the collections and information listings of other institutions can shed light on an institution's own holdings. For example, an institution could find that images depicting a particular building (subsequently identified by a user) might correspond to photographs in their own collection that had gone unlabeled. This information could be verified and then added to these images. Periodic searches could reveal all kinds of useful data that would align with the collections, without ever having to upload them to Flickr. This seems to me to be a formidable tool.
Information Literacy Applications
One of the most essential IL standards involves evaluating information sources and properly using and attributing information. This is a skill that can be confused by opaque copyright laws. Teaching students the meaning of CC licensing can help with this issue by encouraging them to locate and utilize information that has been appropriately authorized. I believe this to be especially true for fields such as science, art and design, and computer science. People frequently get inspiration from the work of others and build their own creations off the efforts of others. This building process is what allows progress to happen, commentary to occur, and ideas to transform society. In seeking out works that are freely available for use and/or alteration, students can be confident that they are legally benefiting from and contributing to the scholarly exchange of ideas.
Creative Commons
I began with the suggested Educause article on seven things to learn about the topic. The beauty of this article is that it provided a simple explanation, seven key points, and a real-world scenario of how CC licensing can be put into place in an educational setting. The basis of the concept is that copyright is either fully enforced or expired, with very little room for anything else. Creative Commons allows people to tailor restrictions so that works are more accessible while still protected. It is really an ingenious idea and one that can definitely loosen the stranglehold some publishers have over information. Materials can be licensed in a number of ways, ranging from free to be used, displayed, and altered as long as the creator is acknowledged, to free only for use in educational settings. This, of course, takes away the uncertainty of fair use and the burden of acquiring permission for every single use. Obviously, this is a good way to boost academic exchange. Creative Commons licensing also helps ensure the the functionality of the web can be fully realized, since linking to content and displaying images alongside text is a necessity at this point.
An article in Library Trends by Cushla Kapitzke notes that traditional copyright law is not well-suited to digital environments where sharing and building on earlier works are the norm; the questions of authorship and ownership can get extremely fuzzy. In such settings we see traditional publishers clinging to stringent usage restrictions, while those restrictions may be inhibiting the flow of ideas. Creative Commons actually gives control back to the information producer, who may well benefit from having their ideas exchanged, programs built upon, or images shared.
As the Creative Commons (non-profit licensing organization) states:
"Our vision is nothing less than realizing the full potential of the Internet — universal access to research and education, full participation in culture, and driving a new era of development, growth, and productivity."
There is really no better way to describe the possibilities for innovation that exist when copyright is tempered by reasonable expectations.
Flickr Commons
Another resource provided on the 23 Things website related to the Flickr Commons program that was undertaken by Flickr and the Library of Congress. The idea is that images are placed on the website and opened up for users to tag and share related information about the images. Cultural organizations are encouraged to participate in the spirit of sharing and promoting access to essential resources that have cultural, historical, and research value. The images are then improved by users that offer information that can help describe, clarify, or otherwise make the images more accessible. The project is one I had heard of before, but I was unaware of both the depth and popularity of the program. The content generated by users has enriched the imagery available in ways that individual catalogers could never have accomplished. The concept is based on trusting people (with a little oversight in the verification of facts) and letting the masses share their surprising expertise.
From a a library, archive, and museum standpoint, Creative Commons licensing represents a needed tool to facilitate information exchange; it is also one that needs to be actively supported in order to help balance the traditional copyright rules that stifle discourse. Flickr Commons is also a tool that can be beneficial for a number of reasons. Noting the tags that users apply to objects can be instructive for institutions that may be out of touch with the ways that users are searching for information. Tagging is assigned using a different set of logic than controlled vocabulary, and it is worth becoming aware of this thinking and using common terms as adjunct descriptors. Also, perusing the collections and information listings of other institutions can shed light on an institution's own holdings. For example, an institution could find that images depicting a particular building (subsequently identified by a user) might correspond to photographs in their own collection that had gone unlabeled. This information could be verified and then added to these images. Periodic searches could reveal all kinds of useful data that would align with the collections, without ever having to upload them to Flickr. This seems to me to be a formidable tool.
Information Literacy Applications
One of the most essential IL standards involves evaluating information sources and properly using and attributing information. This is a skill that can be confused by opaque copyright laws. Teaching students the meaning of CC licensing can help with this issue by encouraging them to locate and utilize information that has been appropriately authorized. I believe this to be especially true for fields such as science, art and design, and computer science. People frequently get inspiration from the work of others and build their own creations off the efforts of others. This building process is what allows progress to happen, commentary to occur, and ideas to transform society. In seeking out works that are freely available for use and/or alteration, students can be confident that they are legally benefiting from and contributing to the scholarly exchange of ideas.
Wednesday, February 16, 2011
Thing #11: Geotagging
I chose Thing #11 thinking that I had no real knowledge of geotagging since I haven't forayed into social check-ins such as Foursquare yet. I was, however, surprised to find while reading the first Wikipedia article on geosocial networking that geo tagging has many other uses and forms. For instance, pulling up a list of restaurants on your smart phone that are in proximity to your physical location and then accessing user-generated reviews, ratings, and pictures is one use, while social shopping in which a user provides data such as links or images of items they have purchased is another; the latter is especially interesting when users of social shopping websites have to physically visit stores to capture sensor data in order to gain points for discounts. In fact, it is plausible to think that such applications could work for libraries or museums as well by encouraging visitors to add favorite items to a social app. This would both promote the institution to the user's network and increase visitorship--the payoff could be earning enough points for a free admission, complementary coffee in the cafe, or a discount at the museum store.
Geotagging
Geotagging is simply the process of attaching location information to objects such as videos, photographs, websites, or text messages, which can then be searched and located according to that geographic information. With photography applications the metadata can be attached at the time the image is captured if the device has a GPS system installed, or it can be added later. Images can also be attached to a map in a program such as Flickr, which assigns the information based on the map location you select. Searching for images (or blogs, articles, etc.) using geotags can provide users with information about sites, objects, and events that may be in proximity to their location or a location they are planning to visit, which could be an effective research tool.
Twittering time away
Users can set their Twitter accounts to automatically add location information to any Tweets. Truthfully, this feature seemed a little creepy at first, but I think with the increasing popularity of check-in programs people are just getting more accustomed to the idea of sharing their location. The benefit of enabling this feature, according to an article by Mashable.com, is that Twitter can tailor the trending topics to your position, which could in some ways actually be useful. For example, news and event information that could pertain to you based on geographical proximity would appear, as opposed to more generalized trends such as celebrity gossip. Of course, there is an advertising angle as well since obviously targeted marketing is a big deal to businesses. However, it seems possible for non-profit institutions to get in on the location based service targeting as well. Tweets and ads based on library events, new exhibitions, resources, and so forth could be directed via local trending feeds. Since reaching users is always a tricky part of social networking, this could deliver timely information to people that are in the area but not necessarily followers of the institution. Yes, it's advertising, however I think it functions more like the kind of announcements people see on PBS or hear on the radio rather than the more malicious spam-type event ads that we have all come to loathe.
Flickr and Geotags
According to TechCrunch, the Flickr geotagging feature allows users to, among other uses, create a customized map showing photos assigned to their place of origin. The simple act of tagging the photos with location data (which can be accomplished by dragging an image onto a map) makes them searchable by location; the images can be tagged from country to street level. This is a popular feature, as a visit to the Flickr homepage reveals that 4.5 million items have been geotagged this month alone. Of course, identifying information for photographs is important, so it is not surprising that geotagging is popular. It's also useful to be able search for a city and see interesting images from the area. For instance, I searched Gainesville, Florida and saw some views of Payne's Prairie that I haven't noticed before--and for that matter, that we have a Sonic Drive-In here. This is admittedly data that is more socially functional than academic, however it could help people to get a grasp on an area that they plan to visit or discover interesting things about where they reside.
Libraries and museums can also use geotagging on Flickr for more rigorous intentions. The Library of Congress uploaded thousands of images a few years ago with the hopes that people would tag the items with all kinds of information, including locations. This was wildly successful and proved to be a formidable research tool for the librarians. Libraries can also create resources by, for instance, tagging numerous resources they have uploaded so that they display on a map. I could imagine viewing historical stereoscope cards of Florida or African beaded aprons on a map that associated the image with a particular place. Such additional visual and textual data adds layers of meaning for researchers and helps users to understand the proximity of objects to one another.
Applications fro Information Literacy
Geotagging has a few significant possibilities for information literacy purposes. First, it can allow users to receive location-specific news; this could be especially useful to students in business or journalism fields who may need to keep abreast of localized news topics. Using the geosearch in Flickr could also provide valuable research information for students in a variety of fields. For instance, searching for art or artifact imagery within a specific area of Australia might reveal photographs of works useful for a presentation; it could also help in narrowing a topic by revealing a particular type of artifact that is found in certain areas. Even more significantly, it might be possible to find contextual photographs that have been tagged by geographic location. This, of course, would simply be another manner of search strategy, but is one that could at times be quite useful.
Geotagging
Geotagging is simply the process of attaching location information to objects such as videos, photographs, websites, or text messages, which can then be searched and located according to that geographic information. With photography applications the metadata can be attached at the time the image is captured if the device has a GPS system installed, or it can be added later. Images can also be attached to a map in a program such as Flickr, which assigns the information based on the map location you select. Searching for images (or blogs, articles, etc.) using geotags can provide users with information about sites, objects, and events that may be in proximity to their location or a location they are planning to visit, which could be an effective research tool.
Twittering time away
Users can set their Twitter accounts to automatically add location information to any Tweets. Truthfully, this feature seemed a little creepy at first, but I think with the increasing popularity of check-in programs people are just getting more accustomed to the idea of sharing their location. The benefit of enabling this feature, according to an article by Mashable.com, is that Twitter can tailor the trending topics to your position, which could in some ways actually be useful. For example, news and event information that could pertain to you based on geographical proximity would appear, as opposed to more generalized trends such as celebrity gossip. Of course, there is an advertising angle as well since obviously targeted marketing is a big deal to businesses. However, it seems possible for non-profit institutions to get in on the location based service targeting as well. Tweets and ads based on library events, new exhibitions, resources, and so forth could be directed via local trending feeds. Since reaching users is always a tricky part of social networking, this could deliver timely information to people that are in the area but not necessarily followers of the institution. Yes, it's advertising, however I think it functions more like the kind of announcements people see on PBS or hear on the radio rather than the more malicious spam-type event ads that we have all come to loathe.
Flickr and Geotags
According to TechCrunch, the Flickr geotagging feature allows users to, among other uses, create a customized map showing photos assigned to their place of origin. The simple act of tagging the photos with location data (which can be accomplished by dragging an image onto a map) makes them searchable by location; the images can be tagged from country to street level. This is a popular feature, as a visit to the Flickr homepage reveals that 4.5 million items have been geotagged this month alone. Of course, identifying information for photographs is important, so it is not surprising that geotagging is popular. It's also useful to be able search for a city and see interesting images from the area. For instance, I searched Gainesville, Florida and saw some views of Payne's Prairie that I haven't noticed before--and for that matter, that we have a Sonic Drive-In here. This is admittedly data that is more socially functional than academic, however it could help people to get a grasp on an area that they plan to visit or discover interesting things about where they reside.
Libraries and museums can also use geotagging on Flickr for more rigorous intentions. The Library of Congress uploaded thousands of images a few years ago with the hopes that people would tag the items with all kinds of information, including locations. This was wildly successful and proved to be a formidable research tool for the librarians. Libraries can also create resources by, for instance, tagging numerous resources they have uploaded so that they display on a map. I could imagine viewing historical stereoscope cards of Florida or African beaded aprons on a map that associated the image with a particular place. Such additional visual and textual data adds layers of meaning for researchers and helps users to understand the proximity of objects to one another.
Applications fro Information Literacy
Geotagging has a few significant possibilities for information literacy purposes. First, it can allow users to receive location-specific news; this could be especially useful to students in business or journalism fields who may need to keep abreast of localized news topics. Using the geosearch in Flickr could also provide valuable research information for students in a variety of fields. For instance, searching for art or artifact imagery within a specific area of Australia might reveal photographs of works useful for a presentation; it could also help in narrowing a topic by revealing a particular type of artifact that is found in certain areas. Even more significantly, it might be possible to find contextual photographs that have been tagged by geographic location. This, of course, would simply be another manner of search strategy, but is one that could at times be quite useful.
Sunday, February 6, 2011
Thing #7: Professional Networking
Professional Networking
Professional networking is an essential aspect of job hunting, but it is also important for keeping up with people, companies, and trends in a field. Social networking in general can help with these endeavors, but there is a reason this "thing" was separated from "thing 6" in the 23 Things for Archivists list. First, the approach to creating a professional network is a little different than creating a social network; the etiquette and structure on sites such as LinkedIn is different. This, of course, fits the overall purpose. You won't read about people having lunch with their kids, or other such niceties that take up space and can become distracting in a social circle. While Facebook can be used as a professional tool, it isn't really designed for that. Professional networks emphasize work and contacts related to school and business, and the contacts really are derived from people you know or share a connection with.
LinkedIn
Despite reading about what a great tool LinkedIn is on all sorts of tech blogs, I have never created an account. Discovering that using professional networks was on the list of 23 Things gave me an opportunity to learn more about the service and to sign up for an account. To start, I reviewed the learning materials, including an overview of LinkedIn profile creation, a LinkedIn for Dummies article, and Guy Kawasaki blog post. From these materials I gleaned that using LinkedIn requires some finesse, including showing some personality in order to stand out, but not so much so that you appear unprofessional. This is good advice; I also got a sense of the protocol for acquiring contacts. Basically, professional networking emphasizes quality over quantity. Instead of acquiring 400 friends, it's better to have around 20-50 contacts that can truly be helpful in job searching or recommendations of other professional contact. In fact, job hunting is a major focus on LinkedIn, and the reasons for completing a full profile and making it searchable are clear--it gives people exposure as professional candidates and offers a site that employers can search to get background information.
Some of the more interesting suggestions in the articles and videos had to do with using LinkedIn as a research tool. Among the specific examples were researching companies, many of which have profiles, as well as people associated with organizations. Searching interviewers' names was one novel suggestion, as was searching for past employees. The latter was aimed at digging deeper into the culture and politics of an organization--basically, getting beyond the glossy stuff that a search of the company website will yield. This approach to researching a potential employer is not for everyone, but it is certainly a powerful tool for those that choose it. In dealing with students, it would be good to share this as a tool for building a professional network and exploring industries and companies.
Moving on from job searching, a professional network can be used to stay abreast of trends in a field. LinkedIn has a search feature that tracks groups by name or keyword. The groups are organized around common interests and/or professional associations. I did a quick search for library and located the ACRL and ALA groups, which provide an instant connection with others that share similar interests. Discussion forums in such targeted venues tend to be richer than those in more generalized environments. Following such groups can be a great way to get timely information; making intelligent contributions could boost your reputation among colleagues. In short, all the features offer a way to connect and stay connected with people you work with, meet at conferences, or have been introduced to via a mutual acquaintance. It is a pretty sleek way to keep up with these individuals.
Information Literacy Applications
Professional networks can provide an important source of information, but that information seems to be largely career-focused on LinkedIn. Question and answer forums and groups revolve around industry topics, so this could be a good source for filling information needs in these areas. I would not use LinkedIn for broader classroom applications in the same way as I would incorporate Twitter or Facebook; for instance, creating a LinkedIn group for a class might be too cumbersome as students may or may not have genuine reasons to be linked on such a website. However, it could be a good exercise to assign students to create a profile and then join relevant groups. For an extended IL class, students could be asked to identify three groups to join and then keep a log of interactions and information they acquired over the length of the class. This would be an excellent spotlight on a tool useful for staying current, which is essential in many fields.
Professional networking is an essential aspect of job hunting, but it is also important for keeping up with people, companies, and trends in a field. Social networking in general can help with these endeavors, but there is a reason this "thing" was separated from "thing 6" in the 23 Things for Archivists list. First, the approach to creating a professional network is a little different than creating a social network; the etiquette and structure on sites such as LinkedIn is different. This, of course, fits the overall purpose. You won't read about people having lunch with their kids, or other such niceties that take up space and can become distracting in a social circle. While Facebook can be used as a professional tool, it isn't really designed for that. Professional networks emphasize work and contacts related to school and business, and the contacts really are derived from people you know or share a connection with.
Despite reading about what a great tool LinkedIn is on all sorts of tech blogs, I have never created an account. Discovering that using professional networks was on the list of 23 Things gave me an opportunity to learn more about the service and to sign up for an account. To start, I reviewed the learning materials, including an overview of LinkedIn profile creation, a LinkedIn for Dummies article, and Guy Kawasaki blog post. From these materials I gleaned that using LinkedIn requires some finesse, including showing some personality in order to stand out, but not so much so that you appear unprofessional. This is good advice; I also got a sense of the protocol for acquiring contacts. Basically, professional networking emphasizes quality over quantity. Instead of acquiring 400 friends, it's better to have around 20-50 contacts that can truly be helpful in job searching or recommendations of other professional contact. In fact, job hunting is a major focus on LinkedIn, and the reasons for completing a full profile and making it searchable are clear--it gives people exposure as professional candidates and offers a site that employers can search to get background information.
Some of the more interesting suggestions in the articles and videos had to do with using LinkedIn as a research tool. Among the specific examples were researching companies, many of which have profiles, as well as people associated with organizations. Searching interviewers' names was one novel suggestion, as was searching for past employees. The latter was aimed at digging deeper into the culture and politics of an organization--basically, getting beyond the glossy stuff that a search of the company website will yield. This approach to researching a potential employer is not for everyone, but it is certainly a powerful tool for those that choose it. In dealing with students, it would be good to share this as a tool for building a professional network and exploring industries and companies.
Moving on from job searching, a professional network can be used to stay abreast of trends in a field. LinkedIn has a search feature that tracks groups by name or keyword. The groups are organized around common interests and/or professional associations. I did a quick search for library and located the ACRL and ALA groups, which provide an instant connection with others that share similar interests. Discussion forums in such targeted venues tend to be richer than those in more generalized environments. Following such groups can be a great way to get timely information; making intelligent contributions could boost your reputation among colleagues. In short, all the features offer a way to connect and stay connected with people you work with, meet at conferences, or have been introduced to via a mutual acquaintance. It is a pretty sleek way to keep up with these individuals.
Information Literacy Applications
Professional networks can provide an important source of information, but that information seems to be largely career-focused on LinkedIn. Question and answer forums and groups revolve around industry topics, so this could be a good source for filling information needs in these areas. I would not use LinkedIn for broader classroom applications in the same way as I would incorporate Twitter or Facebook; for instance, creating a LinkedIn group for a class might be too cumbersome as students may or may not have genuine reasons to be linked on such a website. However, it could be a good exercise to assign students to create a profile and then join relevant groups. For an extended IL class, students could be asked to identify three groups to join and then keep a log of interactions and information they acquired over the length of the class. This would be an excellent spotlight on a tool useful for staying current, which is essential in many fields.
Thursday, January 27, 2011
Thing #6: Social Networking
Social Networking Basics
Thing #6 would be an easy selection to skip over at first glance since it would be rare at this point to find someone completely unfamiliar with the concept of social networking using Facebook or Myspace--certainly I already have accounts with both. However, upon skimming the 23 Things materials I saw several networks mentioned that I am not familiar with, as well as a description of how Myspace is using a mashup to translate Facebook "likes" into real-time content in a personalized video/audio stream. As I mentioned in my introductory post, there is always something new to learn when you examine a topic through fresh eyes so I decided to see what new social networking knowledge I could build.
Facebook
Facebook is a good place to begin simply because it is the largest network available and thus offers the best chance to connect with the highest number of users or potential users. Forming Facebook event pages can be a good tool to engage users, but it can also be tricky to use this tool effectively. The Educause article presented through the 23 Things website was not particularly useful on this front since it covered Facebook back when it was relegated to students only and functioned much differently than it does today. The CommonCraft video on social networking in general is instructive in detailing the potential that social networks carry. The idea that finding the right people can open doors--to employment, events, new user groups--can be accurate; such social networks carry intense potential. The process of getting there is tricky though, since setting up a page and waiting for exciting interaction definitely does not work.
The GigaOM blog post details ways that Facebook can be used as a professional tool through the addition of apps that tailor content to work networks. This is a good way to view social networking. From a professional standpoint, adding content that engages users through group pages or through timely status updates can be effective. Of course, finding the right mixture of trivia, discussion questions, and announcements can be tricky. Organizations such as the Smithsonian, Museum of Modern Art, and Read/Write Web are among those that seem to have found the best balance to encourage interaction. The Interactive Archivist article provides additional uses of social networks and these align with the best ways to use social networking as a tool. Namely, social networks can encourage collaboration and information seeking and discovery.
Myspace
Although Myspace has undergone a number of changes in recent years, it has still seen a rapid decline in its user base. However, as a social network they have done some unique things to keep afloat. According to the Wikipedia article supplied by the 23 Things website, they have created a "Mashup with Facebook" that allows users to connect with their Facebook and Twitter accounts; really this is just integration with the existing Facebook Connect service. Although Myspace has become more of an entertainment hub, they have managed to incorporate ways to combine information from other sources. For instance, using the Facebook connect option, users can generate personalized content streams based around items they already like.
Gather
I had heard of Gather.com but never looked into it before embarking on this web 2.0 exploration. Reading an interview with the CEO revealed that it is a social network site that attempts to create organized communities around common interests. The idea is that users can write articles and share other content without the brevity that Facebook and other networks seem to demand. Instead, the focus is on developing meaningful conversations that have depth and substance. At least theoretically, this is what the service provides. I found this concept to be exciting and initially thought that for an information literacy class this network could be used to create a community for sharing resources and ideas. This could be a community spread across classes, creating a valuable tool for connecting students in academic communication. The downside, however, is that when the Gather CEO began to talk about profit generation it became clear that advertising was a big distraction on the website. It's not that I have a problem with profitability, but the "engagement campaigns" they run sound sneaky to me and focus too much on unbridled consumerism. They hold reviews and samplings that are designed to get the reviewers talking about "brands people love." This is of course all sponsored conversation, held under the guise of unbiased sharing.
Additionally, after actually visiting Gather I found that it seems to be a little light on the depth it promises. For example, the top stories on the home page were genuinely poor writing samples by community members. They were written in the style of news stories, however, and it is possible that many community members are substituting these posts for actual news consumption. This does not further knowledge, nor does it really build a community. I have seen much better exchanges arise on Facebook, Twitter, and professional blog sites that direct users to read up on a story and throw in their thoughts along with the initial poster. Opinion articles are useful, but they need to be presented as what they are…pretending to be a journalist reporting facts is just sad. Needless to say, I was disappointed with the site. Perhaps the promised depth of conversation and information does exist, but the site and structure simply didn't compel me to look any harder to find it.
Big Tent
The idea of this social network piqued my interest, but I was somewhat surprised to find that the suggested Wikipedia article had been deleted. The reason was cited as a failure to find sufficient references in reliable sources--in other words, Big Tent is just not important enough to warrant an article. This got me thinking that if it hasn't gotten enough media attention to this point, it may not last; social networks are, after all, dependent on a solid user base. Even so, I decided to check it out. Big Tent is actually different than the other networks in that has a decidedly local feel. It is set up so that clubs can manage memberships and post announcements, arrange volunteer schedules, chat, and so forth. The featured groups include a lot of charter schools and parenting groups. Searching on different keywords also revealed community garden clubs, local fitness groups, and so forth. This site would probably be useful for hosting a book club online presence, or other similar library outreach programs. There are broader groups as well, which I discovered because of a feature banner on the home page that listed 51,000 members in a group called "no excuses workout group." When I actually searched for this group, however, I found a lot of mother's network local fitness groups; the search feature leaves a lot to be desired. Despite the problems with navigation, this could be a good source for local groups. I suspect that they do not attract many members that are simply searching for groups in the area, however, because of the poor retrieval. It seems like this is more of a way for groups to easily set up a web presence and get existing club members to join the site.
Applications for Information Literacy Instruction
Use of social networks in an information literacy context can be either a great tool or an example of trying too hard to be trendy. It depends on the group and the manner in which participation is encouraged. Groups can be set up in Facebook to facilitate information exchange and this could be somewhat successful. Resources such as Quora could be used to link classmates within a community where questions can be posed and answered, which can be a valuable learning resource. To me, however, the most potential lies in using social networks as a tool to locate additional resources. Rather than viewing the networked community as the ultimate information source, viewing it as a discovery tool might be more useful. Following quality sources (institutional and individual) increases the number of links populating inboxes and news feeds on social networks. It would be worth showing students how to track people that consistently post valuable resources, such as links to news articles or blogs. These links in turn can lead to deeper levels of information sources. Information literacy is in part about seeking timely and credible information and utilizing a social network to deliver a constant stream of (often) relevant content is a great tool. The investment in tailoring the network and sorting the posts is well worth the time savings and connectivity that will occur.
Thing #6 would be an easy selection to skip over at first glance since it would be rare at this point to find someone completely unfamiliar with the concept of social networking using Facebook or Myspace--certainly I already have accounts with both. However, upon skimming the 23 Things materials I saw several networks mentioned that I am not familiar with, as well as a description of how Myspace is using a mashup to translate Facebook "likes" into real-time content in a personalized video/audio stream. As I mentioned in my introductory post, there is always something new to learn when you examine a topic through fresh eyes so I decided to see what new social networking knowledge I could build.
Facebook is a good place to begin simply because it is the largest network available and thus offers the best chance to connect with the highest number of users or potential users. Forming Facebook event pages can be a good tool to engage users, but it can also be tricky to use this tool effectively. The Educause article presented through the 23 Things website was not particularly useful on this front since it covered Facebook back when it was relegated to students only and functioned much differently than it does today. The CommonCraft video on social networking in general is instructive in detailing the potential that social networks carry. The idea that finding the right people can open doors--to employment, events, new user groups--can be accurate; such social networks carry intense potential. The process of getting there is tricky though, since setting up a page and waiting for exciting interaction definitely does not work.
The GigaOM blog post details ways that Facebook can be used as a professional tool through the addition of apps that tailor content to work networks. This is a good way to view social networking. From a professional standpoint, adding content that engages users through group pages or through timely status updates can be effective. Of course, finding the right mixture of trivia, discussion questions, and announcements can be tricky. Organizations such as the Smithsonian, Museum of Modern Art, and Read/Write Web are among those that seem to have found the best balance to encourage interaction. The Interactive Archivist article provides additional uses of social networks and these align with the best ways to use social networking as a tool. Namely, social networks can encourage collaboration and information seeking and discovery.
Myspace
Although Myspace has undergone a number of changes in recent years, it has still seen a rapid decline in its user base. However, as a social network they have done some unique things to keep afloat. According to the Wikipedia article supplied by the 23 Things website, they have created a "Mashup with Facebook" that allows users to connect with their Facebook and Twitter accounts; really this is just integration with the existing Facebook Connect service. Although Myspace has become more of an entertainment hub, they have managed to incorporate ways to combine information from other sources. For instance, using the Facebook connect option, users can generate personalized content streams based around items they already like.
Gather
I had heard of Gather.com but never looked into it before embarking on this web 2.0 exploration. Reading an interview with the CEO revealed that it is a social network site that attempts to create organized communities around common interests. The idea is that users can write articles and share other content without the brevity that Facebook and other networks seem to demand. Instead, the focus is on developing meaningful conversations that have depth and substance. At least theoretically, this is what the service provides. I found this concept to be exciting and initially thought that for an information literacy class this network could be used to create a community for sharing resources and ideas. This could be a community spread across classes, creating a valuable tool for connecting students in academic communication. The downside, however, is that when the Gather CEO began to talk about profit generation it became clear that advertising was a big distraction on the website. It's not that I have a problem with profitability, but the "engagement campaigns" they run sound sneaky to me and focus too much on unbridled consumerism. They hold reviews and samplings that are designed to get the reviewers talking about "brands people love." This is of course all sponsored conversation, held under the guise of unbiased sharing.
Additionally, after actually visiting Gather I found that it seems to be a little light on the depth it promises. For example, the top stories on the home page were genuinely poor writing samples by community members. They were written in the style of news stories, however, and it is possible that many community members are substituting these posts for actual news consumption. This does not further knowledge, nor does it really build a community. I have seen much better exchanges arise on Facebook, Twitter, and professional blog sites that direct users to read up on a story and throw in their thoughts along with the initial poster. Opinion articles are useful, but they need to be presented as what they are…pretending to be a journalist reporting facts is just sad. Needless to say, I was disappointed with the site. Perhaps the promised depth of conversation and information does exist, but the site and structure simply didn't compel me to look any harder to find it.
Big Tent
The idea of this social network piqued my interest, but I was somewhat surprised to find that the suggested Wikipedia article had been deleted. The reason was cited as a failure to find sufficient references in reliable sources--in other words, Big Tent is just not important enough to warrant an article. This got me thinking that if it hasn't gotten enough media attention to this point, it may not last; social networks are, after all, dependent on a solid user base. Even so, I decided to check it out. Big Tent is actually different than the other networks in that has a decidedly local feel. It is set up so that clubs can manage memberships and post announcements, arrange volunteer schedules, chat, and so forth. The featured groups include a lot of charter schools and parenting groups. Searching on different keywords also revealed community garden clubs, local fitness groups, and so forth. This site would probably be useful for hosting a book club online presence, or other similar library outreach programs. There are broader groups as well, which I discovered because of a feature banner on the home page that listed 51,000 members in a group called "no excuses workout group." When I actually searched for this group, however, I found a lot of mother's network local fitness groups; the search feature leaves a lot to be desired. Despite the problems with navigation, this could be a good source for local groups. I suspect that they do not attract many members that are simply searching for groups in the area, however, because of the poor retrieval. It seems like this is more of a way for groups to easily set up a web presence and get existing club members to join the site.
Applications for Information Literacy Instruction
Use of social networks in an information literacy context can be either a great tool or an example of trying too hard to be trendy. It depends on the group and the manner in which participation is encouraged. Groups can be set up in Facebook to facilitate information exchange and this could be somewhat successful. Resources such as Quora could be used to link classmates within a community where questions can be posed and answered, which can be a valuable learning resource. To me, however, the most potential lies in using social networks as a tool to locate additional resources. Rather than viewing the networked community as the ultimate information source, viewing it as a discovery tool might be more useful. Following quality sources (institutional and individual) increases the number of links populating inboxes and news feeds on social networks. It would be worth showing students how to track people that consistently post valuable resources, such as links to news articles or blogs. These links in turn can lead to deeper levels of information sources. Information literacy is in part about seeking timely and credible information and utilizing a social network to deliver a constant stream of (often) relevant content is a great tool. The investment in tailoring the network and sorting the posts is well worth the time savings and connectivity that will occur.
Monday, January 24, 2011
Thing #5: Online Presentation Sharing
Slideshare Basics
Slideshare is one of those ubiquitous networks that has permeated social media. It seems that every time I turn around I see that the slides from a presentation I attended will be posted there, or a web resource like Mashable or Smashing Magazine is reviewing the next big feature Slideshare has added. It is widely lauded as an indispensable tool for business and academia alike. Despite all the hype, however, I realized I have never actually visited the website; this made Thing #5: Online Presentation Sharing, a perfect second step in the program.
I started out with a quick review of the suggested resources, including a YouTube tutorial on using Slideshare, a video highlighting how it can be aligned with a LinkedIn account, and slideshows placed on Slideshare by the Smithsonian, New York Public Library, and Drexel University. The slideshows all covered some aspect of social media outreach, with the underlying message that simply putting files on the web and waiting for people to discover the fantastic treasure trove of resources is highly ineffective. I absolutely concur with this idea; the Smithsonian and NYPL, in particular, exhibited an in-depth knowledge of how to use social networking effectively as evidenced by the level and sophistication of use as well as the linking together of different tools. Inspired by the quality of the PowerPoint presentations they had shared, I signed up for a free account so I could try out some of the features.
For starters, I decided to test out the search feature. I typed information literacy just to get a baseline for how many presentations would be returned using very basic terminology. At 12 results per page, it returned 1581 pages--information overload for sure. Fortunately, the information is ranked, so on page one the results are related to information literacy as a complete term. By the time you get to the last page the results are highlighting information and informant as keywords, which is obviously less relevant. The advanced search helps a little bit by narrowing by time frame, file type, exact phrase matching, and popularity settings. It is clear from the volume of results, however, that Slideshare is a widely-used product. I clicked through several presentations, including a pretty fantastic mind map, and found a lot of good information. Certainly a library could create an account to post all kinds of informational presentations, all linked to the organization. This would be a good addition to other social sites, such as Facebook, Twitter, LinkedIn, and so forth; Slideshare accounts can be linked to these other resources so sharing the contents is much less cumbersome than having to manually embed a link to new content. Linking all these social networks is smart for two reasons: first, in an age when employees are already stretched thin, updating numerous social networks can seem like a huge chore. Consequently, it either goes undone or gets handled poorly. Linking the tools, however, makes the content do double, triple, or even quadruple duty. Second, sending the information out to multiple sources will ensure that it reaches different audiences. People may find a presentation on the Slideshare website, or they may visit it after their interest is peaked by a Facebook or Twitter update.
I also decided to upload a presentation, which was quite easy. Once logged in, you simply hit the large button at the top of the screen, select a file, and assign descriptions and tags. Upon uploading, embedding the file and sharing to social networks are options available right on the screen (see embedded presentation below):
If you invest in an upgrade (for $19, $49, or $249 per month) you can actually create a channel, similar to what you can do in YouTube; this might be a good option for a library, budget allowing, because the files can be organized to a single page. Files can also be uploaded to a group, so it is possible to align a presentation with others that display similar topics. This could be a good way to network and attract individuals with similar interests to your organization's online resources. Since I am just exploring right now, I chose the single upload option and a tag of museum outreach.
One thing I did note was that it is possible to add audio to a presentation file. I did not, however, come across any of these in my search. This would be a great option for creating a webinar with this resource, or adding valuable information to the presentation without cluttering the slides with bullet points and text. In fact, the latter is sometimes a problem when presenters have been asked to make slides available later. They create the entire talk using horribly cluttered and distracting slides, with the excuse that the slides need to make sense on Slideshare later--not a good way to approach a presentation.
Beyond Slideshare
I also decided to check out Prezi, which was not part of the 23 Things description but seemed to fit the topic nicely. I saw a presentation using Prezi instead of PowerPoint, and it made the latter look absolutely antiquated. The beauty of Prezi, as I discovered, is that it can be stored online or downloaded (in case your presentation venue doesn't have Internet access). You can zoom in and out and embed small images or words within larger sections of text. The zoom feature allows for focus on a particular item; it also allows the presenter to pull back and easily return to former topics without clicking through scores of slides, fumbling for the correct place. A slideshow on using Prezi as a teaching tools helps to illustrate that using a structure that can depart from linear motion helps people to see the bigger picture as well as focus on details.
Since this 23 Things module is focused not simply on creating, but also on sharing presentations, I took a look at the search feature on Prezi. I used the same search term, information literacy, expecting to find few if any Prezis, as compared with searching Slideshare. To my surprise, I got 100 pages of search results indicating that Prezi is indeed an excellent slide sharing tool as well.
Applications for Information Literacy Instruction
Sharing slides online has obvious benefits in an academic setting. Making presentations available after class can allow students to review concepts, can serve as notes for students that have missed class, and can provide information for students and faculty seeking information on a particular topic. An instructor looking to incorporate information literacy into a general class could benefit from resources provided by librarians and might very well look to a resource like Slideshare for information. The social aspects are significant as well, because that same instructor might find a good presentation and go on to contact the presenter, thus creating an even deeper information exchange.
For student projects, Slideshare and Prezi would be great places for students to upload assigned presentations. The benefit of using such a service over having students upload to a space like Blackboard is that the social interaction is greater. For example, if students were required to create a presentation on library and online resources related to their major, they could upload a presentation and then other students could leave comments. This would create an active discussion right at the site of the presentation. In fact, comments can be left on individual slides which would help further direct the discussion and remove uncertainty about what the comment was about. Slideshare also allows individual file uploads of up to 100 mb, a size that might exceed course environment limitations.
An exploration of using social tagging to guide information searches could also be a good topic to explore with students. Many websites allow users to either perform initial searches or view similar results by clicking an assigned tag. Sometimes this leads to better resources while other times the tags seem inaccurate. An exercise in evaluating information resources discovered using a network of tags within Slideshare could be informative; this is particularly true as some digital libraries are now exploring incorporating user generated tags into the metadata they assign to resources.
The usefulness of online slide sharing is undeniable. It functions as yet another social networking tool that librarians can use for outreach and seems to have some quality applications in the classroom. Of the two slide sharing and presentation tools discussed, Prezi seems to have the greatest potential for creating resources that could engage students.
Slideshare is one of those ubiquitous networks that has permeated social media. It seems that every time I turn around I see that the slides from a presentation I attended will be posted there, or a web resource like Mashable or Smashing Magazine is reviewing the next big feature Slideshare has added. It is widely lauded as an indispensable tool for business and academia alike. Despite all the hype, however, I realized I have never actually visited the website; this made Thing #5: Online Presentation Sharing, a perfect second step in the program.
I started out with a quick review of the suggested resources, including a YouTube tutorial on using Slideshare, a video highlighting how it can be aligned with a LinkedIn account, and slideshows placed on Slideshare by the Smithsonian, New York Public Library, and Drexel University. The slideshows all covered some aspect of social media outreach, with the underlying message that simply putting files on the web and waiting for people to discover the fantastic treasure trove of resources is highly ineffective. I absolutely concur with this idea; the Smithsonian and NYPL, in particular, exhibited an in-depth knowledge of how to use social networking effectively as evidenced by the level and sophistication of use as well as the linking together of different tools. Inspired by the quality of the PowerPoint presentations they had shared, I signed up for a free account so I could try out some of the features.
For starters, I decided to test out the search feature. I typed information literacy just to get a baseline for how many presentations would be returned using very basic terminology. At 12 results per page, it returned 1581 pages--information overload for sure. Fortunately, the information is ranked, so on page one the results are related to information literacy as a complete term. By the time you get to the last page the results are highlighting information and informant as keywords, which is obviously less relevant. The advanced search helps a little bit by narrowing by time frame, file type, exact phrase matching, and popularity settings. It is clear from the volume of results, however, that Slideshare is a widely-used product. I clicked through several presentations, including a pretty fantastic mind map, and found a lot of good information. Certainly a library could create an account to post all kinds of informational presentations, all linked to the organization. This would be a good addition to other social sites, such as Facebook, Twitter, LinkedIn, and so forth; Slideshare accounts can be linked to these other resources so sharing the contents is much less cumbersome than having to manually embed a link to new content. Linking all these social networks is smart for two reasons: first, in an age when employees are already stretched thin, updating numerous social networks can seem like a huge chore. Consequently, it either goes undone or gets handled poorly. Linking the tools, however, makes the content do double, triple, or even quadruple duty. Second, sending the information out to multiple sources will ensure that it reaches different audiences. People may find a presentation on the Slideshare website, or they may visit it after their interest is peaked by a Facebook or Twitter update.
I also decided to upload a presentation, which was quite easy. Once logged in, you simply hit the large button at the top of the screen, select a file, and assign descriptions and tags. Upon uploading, embedding the file and sharing to social networks are options available right on the screen (see embedded presentation below):
Fam muse pace
View more presentations from rfitzsi12.
If you invest in an upgrade (for $19, $49, or $249 per month) you can actually create a channel, similar to what you can do in YouTube; this might be a good option for a library, budget allowing, because the files can be organized to a single page. Files can also be uploaded to a group, so it is possible to align a presentation with others that display similar topics. This could be a good way to network and attract individuals with similar interests to your organization's online resources. Since I am just exploring right now, I chose the single upload option and a tag of museum outreach.
One thing I did note was that it is possible to add audio to a presentation file. I did not, however, come across any of these in my search. This would be a great option for creating a webinar with this resource, or adding valuable information to the presentation without cluttering the slides with bullet points and text. In fact, the latter is sometimes a problem when presenters have been asked to make slides available later. They create the entire talk using horribly cluttered and distracting slides, with the excuse that the slides need to make sense on Slideshare later--not a good way to approach a presentation.
Beyond Slideshare
I also decided to check out Prezi, which was not part of the 23 Things description but seemed to fit the topic nicely. I saw a presentation using Prezi instead of PowerPoint, and it made the latter look absolutely antiquated. The beauty of Prezi, as I discovered, is that it can be stored online or downloaded (in case your presentation venue doesn't have Internet access). You can zoom in and out and embed small images or words within larger sections of text. The zoom feature allows for focus on a particular item; it also allows the presenter to pull back and easily return to former topics without clicking through scores of slides, fumbling for the correct place. A slideshow on using Prezi as a teaching tools helps to illustrate that using a structure that can depart from linear motion helps people to see the bigger picture as well as focus on details.
Since this 23 Things module is focused not simply on creating, but also on sharing presentations, I took a look at the search feature on Prezi. I used the same search term, information literacy, expecting to find few if any Prezis, as compared with searching Slideshare. To my surprise, I got 100 pages of search results indicating that Prezi is indeed an excellent slide sharing tool as well.
Applications for Information Literacy Instruction
Sharing slides online has obvious benefits in an academic setting. Making presentations available after class can allow students to review concepts, can serve as notes for students that have missed class, and can provide information for students and faculty seeking information on a particular topic. An instructor looking to incorporate information literacy into a general class could benefit from resources provided by librarians and might very well look to a resource like Slideshare for information. The social aspects are significant as well, because that same instructor might find a good presentation and go on to contact the presenter, thus creating an even deeper information exchange.
For student projects, Slideshare and Prezi would be great places for students to upload assigned presentations. The benefit of using such a service over having students upload to a space like Blackboard is that the social interaction is greater. For example, if students were required to create a presentation on library and online resources related to their major, they could upload a presentation and then other students could leave comments. This would create an active discussion right at the site of the presentation. In fact, comments can be left on individual slides which would help further direct the discussion and remove uncertainty about what the comment was about. Slideshare also allows individual file uploads of up to 100 mb, a size that might exceed course environment limitations.
An exploration of using social tagging to guide information searches could also be a good topic to explore with students. Many websites allow users to either perform initial searches or view similar results by clicking an assigned tag. Sometimes this leads to better resources while other times the tags seem inaccurate. An exercise in evaluating information resources discovered using a network of tags within Slideshare could be informative; this is particularly true as some digital libraries are now exploring incorporating user generated tags into the metadata they assign to resources.
The usefulness of online slide sharing is undeniable. It functions as yet another social networking tool that librarians can use for outreach and seems to have some quality applications in the classroom. Of the two slide sharing and presentation tools discussed, Prezi seems to have the greatest potential for creating resources that could engage students.
Friday, January 21, 2011
Thing #1: Online Chat using Meebo
Meebo Basics
I decided to begin my journey, appropriately, at the beginning. Thing #1: Online Chat seems simple enough and would be easy to skip, but since Meebo is specified as the tool of choice I decided to jump in and give it a try. I use other chat services but am only familiar with Meebo because I have heard it mentioned in other circles. "Meebo me" has become a common expression in certain web communities that feature chat rooms, and frankly, whenever a service name transitions to a verb it is probably pretty widespread.
After reviewing the 23 Things suggested resources, including a YouTube video, two wikis, and Wikipedia and Educause articles, I had a pretty good handle on how Meebo extended the functions of instant messaging services. A trip to the website About page, however, gave an even clearer picture of how Meebo can be used to streamline existing social networks, function as a check-in service, and make embedded live chats possible. I was actually quite impressed because even in this current age of diverse applications that combine digital services, this one packs a lot of functionality into a pretty small package. The most obvious convenience feature that I took advantage of was linking several of my current IM clients to my new Meebo account. This feature is a bit like the concept of RSS feeds, in the sense that it allows for the collection of items in one place. Here, instead of collecting web content, I simply collected all my IM contacts into a central place. This is actually more than just an organizational feature, however, since it allows me to take my desktop IM client contacts with me wherever I log in. This is a huge advantage to using a web-based IM service over desktop clients. Also, I realized that even on my own computer I could reduce the number of stand-alone applications running in the background simply by chatting through Meebo; this equates to less clutter and faster performance.
Beyond Basics
Some of the features that really elevate Meebo to the status of a multifunctional tool are the social features. For starters, you can install a minibar in your browser that allows you to check in at websites and chat right from the bottom of the screen. To date, this feature is only available for Firefox and Opera browsers, although a 2010 copyright-dated web page promised Internet Explorer (IE) and Safari browsers would be supported next; it is unclear, however, when exactly "soon" will be. This is significant because to date most people still use IE as a primary browser and thus the check-in feature is limited to only a fraction of the viewers of any particular page. For this to become a great tool for business use (or even a widespread social tool) it will need to be supported in most browsers, and certainly in IE.
The useful part about checking in is that it functions as a rating of sorts. I can check in at sites that I deem exceptionally useful and I am able to view other users that have recently checked in as well. I can also see an overall number of check-ins (5, 23, 14,000, etc.). This could function as a quick way to gauge the popularity of a website; I could also look for whether people with whom I share similar tastes have visited the site. This latter task can be accomplished by viewing the public profile of users I follow, which includes a full list of places where they have checked in. Checking in acts as a quick filtering system that, while certainly not a replacement for browsing, could in a pinch give a quick idea of whether it seems worthwhile to proceed deeper into a website. As for libraries, it is probably worth noting that people are engaging in this type of activity because a library website reputation could be diminished in the eyes of users that believe it should have a greater number of check-ins. Also, since users can check in at both main and sub pages a librarian could use the minibar as a quick website analytics tool. It would not replace all the statistical data generated by a tool like Google Analytics, but it would allow a librarian to quickly see how many people were deeming certain pages worthy of a check-in. This might indicate that content or design on one page was more or less appealing than others, and tweaks could be made if appropriate.
After installing the minibar, I considered linking to my Facebook and Twitter accounts in order to provide my network of contacts with information about my Meebo activities. I stopped short, however, because I felt that inundating everyone with my web activities in the form of little "Rebecca Fitzsimmons has checked in at www…" messages was less useful in a social context than simply providing links and short comments about worthwhile web content in my posts. Used judiciously, however, I could see this "share" feature as a useful tool for organizations. For example, if a librarian checked in daily at a few well-chosen websites and had that data automatically delivered to a Facebook and Twitter account it would provide a daily update of resources for followers; this would function a little like posting a daily links list, but would be more interactive. The activities could be spread throughout the day and it would have a feeling of spontaneity (whether actual or not) that users tend to relate to--kind of like a trusted friend saying they just found something interesting and had to share it. This builds a level of excitement that, to many users, a "curated" list can't match. Sharing great web content can also build a more solid following. I tend to pay close attention to the postings of people that have shared great content in the past and I frequently follow their stories and links. This is a sophisticated use of social media tools and one that use of the Meebo sharing feature could enhance.
Last, Meebo allows for several useful features to connect with people through the web. For starters, a Meebo chat box can be embedded in a web site that allows the site manager to chat with visitors in real time. This is a noteworthy feature because the website visitors are not required to have Meebo accounts in order to chat. This eliminates the issue of having to add an individual or organization to an IM list in order to connect, and undoubtedly increases the number of users willing to interact. This is a useful feature for library websites wishing to offer chat reference services. The danger with this feature, however, is that it needs to be reasonably staffed in order to be effective. In fact, if the chat feature is repeatedly closed at reasonable hours a visitor may conclude that the website is abandoned (a huge red flag, just like outdated or unchanging content). For example, I have yet to find an active Meebo chat session open on the 23 Things for Archivists website, regardless of the day and time of my visits; this is actually a little bit annoying since the feature is billed as way to connect with a 23 Things mentor. This is a good example of a well-intentioned incorporation of social media that can't be maintained and is actually resulting in a negative reaction to the site. In fact, while the "beginning" set of 23 Things is operational, I wonder if the entire "intermediate" list will ever be put in place; given that the chat feature is abandoned, it seems possible that the rest of the site is no longer being updated either. However, if the chat feature of a website can be staffed, at minimum, during the hours a library is open it is a great tool for connecting with users. Also, Meebo offers a group feature that allows a user to create an online room in which to chat with a group of other users.
Information Literacy Instruction Applications
The basic chat features of Meebo would be a good way to keep in touch with students that preferred real-time online interactions to phone calls, face to face meetings, or email--in fact, there are so many good messaging tools out there that email as a communication tool is beginning to feel a little outdated. Chat could be used in the context of both semester-long classes and as a follow-up to one-shot IL sessions. Beyond one-to-one chat sessions, the group chat feature could be used to convene a follow-up, especially after a one-shot session, for students wishing to learn more about information resources.
The embedded chat box would be a great addition to a dedicated course website, but only if it is manned. I feel that logging into a chat session and having it open in the background while doing other things is a pretty standard practice, however, and it would be an easy way to stay connected. In addition to students that might need to visit a course website to view required resources, etc., this could be a good opportunity to connect with librarians or other faculty that might be combing the Internet in search of ILI resources. For classes offered online, a supplemental web site with embedded Meebo chat could offer a more interactive interface than many of the Blackboard and other course management resources seem to be.
In terms of the check-in feature, it could be used to create assignments or extra credit opportunities. The class members could be asked to follow one another on Meebo in order to view each other's check-in activity. They could be directed to check in to valuable websites at certain intervals, or to accumulate check-ins at leisure over the length of the course. This activity could be tailored to meet the needs of specific courses, such as in IL instruction for a group of engineering freshman it could be required that all the check-in sites are related to that field. A broader approach could involve incorporating general resource sites; the activity could also require students to locate information literacy websites instead of subject-related resources. At the end of the activity a link list could be compiled of the most useful and/or frequently visited resources. By viewing the check-ins of classmates, students may discover useful resources that they would have otherwise missed.
The check-in feature could also be used to track whether students have visited assigned websites, although that type of tracking could be questionable. Instead, it might be better to offer extra credit for visiting certain valuable resources, and assign points based on the student checking in there. In any way it is used, however, the check in feature could help students to see how classmates are finding and evaluating web resources (evaluating in as far as a check-in equating to a judgment that a web site has value). This seems like a great way to build consensus about resources through peer networks--perhaps a more powerful tool than simply handing students a list.
In short, Meebo is a tool with a lot of possibilities for teaching information literacy, for librarians engaged in public outreach, and for use as a social networking mechanism. I was genuinely surprised by the versatility and by the sleek look of the minibar interface. Meebo truly does offer a good way to manage and streamline IM communications and to connect with other social networks in meaningful ways. Surprisingly, I learned much more than I expected about the new possibilities that IM service can provide far beyond simple chat reference.
I decided to begin my journey, appropriately, at the beginning. Thing #1: Online Chat seems simple enough and would be easy to skip, but since Meebo is specified as the tool of choice I decided to jump in and give it a try. I use other chat services but am only familiar with Meebo because I have heard it mentioned in other circles. "Meebo me" has become a common expression in certain web communities that feature chat rooms, and frankly, whenever a service name transitions to a verb it is probably pretty widespread.
After reviewing the 23 Things suggested resources, including a YouTube video, two wikis, and Wikipedia and Educause articles, I had a pretty good handle on how Meebo extended the functions of instant messaging services. A trip to the website About page, however, gave an even clearer picture of how Meebo can be used to streamline existing social networks, function as a check-in service, and make embedded live chats possible. I was actually quite impressed because even in this current age of diverse applications that combine digital services, this one packs a lot of functionality into a pretty small package. The most obvious convenience feature that I took advantage of was linking several of my current IM clients to my new Meebo account. This feature is a bit like the concept of RSS feeds, in the sense that it allows for the collection of items in one place. Here, instead of collecting web content, I simply collected all my IM contacts into a central place. This is actually more than just an organizational feature, however, since it allows me to take my desktop IM client contacts with me wherever I log in. This is a huge advantage to using a web-based IM service over desktop clients. Also, I realized that even on my own computer I could reduce the number of stand-alone applications running in the background simply by chatting through Meebo; this equates to less clutter and faster performance.
Beyond Basics
Some of the features that really elevate Meebo to the status of a multifunctional tool are the social features. For starters, you can install a minibar in your browser that allows you to check in at websites and chat right from the bottom of the screen. To date, this feature is only available for Firefox and Opera browsers, although a 2010 copyright-dated web page promised Internet Explorer (IE) and Safari browsers would be supported next; it is unclear, however, when exactly "soon" will be. This is significant because to date most people still use IE as a primary browser and thus the check-in feature is limited to only a fraction of the viewers of any particular page. For this to become a great tool for business use (or even a widespread social tool) it will need to be supported in most browsers, and certainly in IE.
The useful part about checking in is that it functions as a rating of sorts. I can check in at sites that I deem exceptionally useful and I am able to view other users that have recently checked in as well. I can also see an overall number of check-ins (5, 23, 14,000, etc.). This could function as a quick way to gauge the popularity of a website; I could also look for whether people with whom I share similar tastes have visited the site. This latter task can be accomplished by viewing the public profile of users I follow, which includes a full list of places where they have checked in. Checking in acts as a quick filtering system that, while certainly not a replacement for browsing, could in a pinch give a quick idea of whether it seems worthwhile to proceed deeper into a website. As for libraries, it is probably worth noting that people are engaging in this type of activity because a library website reputation could be diminished in the eyes of users that believe it should have a greater number of check-ins. Also, since users can check in at both main and sub pages a librarian could use the minibar as a quick website analytics tool. It would not replace all the statistical data generated by a tool like Google Analytics, but it would allow a librarian to quickly see how many people were deeming certain pages worthy of a check-in. This might indicate that content or design on one page was more or less appealing than others, and tweaks could be made if appropriate.
After installing the minibar, I considered linking to my Facebook and Twitter accounts in order to provide my network of contacts with information about my Meebo activities. I stopped short, however, because I felt that inundating everyone with my web activities in the form of little "Rebecca Fitzsimmons has checked in at www…" messages was less useful in a social context than simply providing links and short comments about worthwhile web content in my posts. Used judiciously, however, I could see this "share" feature as a useful tool for organizations. For example, if a librarian checked in daily at a few well-chosen websites and had that data automatically delivered to a Facebook and Twitter account it would provide a daily update of resources for followers; this would function a little like posting a daily links list, but would be more interactive. The activities could be spread throughout the day and it would have a feeling of spontaneity (whether actual or not) that users tend to relate to--kind of like a trusted friend saying they just found something interesting and had to share it. This builds a level of excitement that, to many users, a "curated" list can't match. Sharing great web content can also build a more solid following. I tend to pay close attention to the postings of people that have shared great content in the past and I frequently follow their stories and links. This is a sophisticated use of social media tools and one that use of the Meebo sharing feature could enhance.
Last, Meebo allows for several useful features to connect with people through the web. For starters, a Meebo chat box can be embedded in a web site that allows the site manager to chat with visitors in real time. This is a noteworthy feature because the website visitors are not required to have Meebo accounts in order to chat. This eliminates the issue of having to add an individual or organization to an IM list in order to connect, and undoubtedly increases the number of users willing to interact. This is a useful feature for library websites wishing to offer chat reference services. The danger with this feature, however, is that it needs to be reasonably staffed in order to be effective. In fact, if the chat feature is repeatedly closed at reasonable hours a visitor may conclude that the website is abandoned (a huge red flag, just like outdated or unchanging content). For example, I have yet to find an active Meebo chat session open on the 23 Things for Archivists website, regardless of the day and time of my visits; this is actually a little bit annoying since the feature is billed as way to connect with a 23 Things mentor. This is a good example of a well-intentioned incorporation of social media that can't be maintained and is actually resulting in a negative reaction to the site. In fact, while the "beginning" set of 23 Things is operational, I wonder if the entire "intermediate" list will ever be put in place; given that the chat feature is abandoned, it seems possible that the rest of the site is no longer being updated either. However, if the chat feature of a website can be staffed, at minimum, during the hours a library is open it is a great tool for connecting with users. Also, Meebo offers a group feature that allows a user to create an online room in which to chat with a group of other users.
Information Literacy Instruction Applications
The basic chat features of Meebo would be a good way to keep in touch with students that preferred real-time online interactions to phone calls, face to face meetings, or email--in fact, there are so many good messaging tools out there that email as a communication tool is beginning to feel a little outdated. Chat could be used in the context of both semester-long classes and as a follow-up to one-shot IL sessions. Beyond one-to-one chat sessions, the group chat feature could be used to convene a follow-up, especially after a one-shot session, for students wishing to learn more about information resources.
The embedded chat box would be a great addition to a dedicated course website, but only if it is manned. I feel that logging into a chat session and having it open in the background while doing other things is a pretty standard practice, however, and it would be an easy way to stay connected. In addition to students that might need to visit a course website to view required resources, etc., this could be a good opportunity to connect with librarians or other faculty that might be combing the Internet in search of ILI resources. For classes offered online, a supplemental web site with embedded Meebo chat could offer a more interactive interface than many of the Blackboard and other course management resources seem to be.
In terms of the check-in feature, it could be used to create assignments or extra credit opportunities. The class members could be asked to follow one another on Meebo in order to view each other's check-in activity. They could be directed to check in to valuable websites at certain intervals, or to accumulate check-ins at leisure over the length of the course. This activity could be tailored to meet the needs of specific courses, such as in IL instruction for a group of engineering freshman it could be required that all the check-in sites are related to that field. A broader approach could involve incorporating general resource sites; the activity could also require students to locate information literacy websites instead of subject-related resources. At the end of the activity a link list could be compiled of the most useful and/or frequently visited resources. By viewing the check-ins of classmates, students may discover useful resources that they would have otherwise missed.
The check-in feature could also be used to track whether students have visited assigned websites, although that type of tracking could be questionable. Instead, it might be better to offer extra credit for visiting certain valuable resources, and assign points based on the student checking in there. In any way it is used, however, the check in feature could help students to see how classmates are finding and evaluating web resources (evaluating in as far as a check-in equating to a judgment that a web site has value). This seems like a great way to build consensus about resources through peer networks--perhaps a more powerful tool than simply handing students a list.
In short, Meebo is a tool with a lot of possibilities for teaching information literacy, for librarians engaged in public outreach, and for use as a social networking mechanism. I was genuinely surprised by the versatility and by the sleek look of the minibar interface. Meebo truly does offer a good way to manage and streamline IM communications and to connect with other social networks in meaningful ways. Surprisingly, I learned much more than I expected about the new possibilities that IM service can provide far beyond simple chat reference.
Thursday, January 13, 2011
Embarking on a journey of discovery and rediscovery
The beauty of the original 23 Things project created by Helene Blowers, technology director at the Public Library of Charlotte and Mecklenburg County, is that it both teaches and reinforces many popular (and at this point widespread) social media outlets in addition to introducing some that are less well-known to many people. As a training exercise it is quite effective in bringing people up to speed on using social media technology by providing a concrete list of 23 must-try social media tools that have uses within a business, library, or academic context. As a personal exercise it is just plain fun to go into exploratory mode. As with all technologies, however, some of the items will or have already become a little passé. One needs only to think of the imminent shutdown of Delicious at the hands of Yahoo for a good example. Interestingly, the 2006 Delicious list of other libraries employing the 23 Things program rests prominently on the original webpage--a testament to how quickly pages or links on the Internet can become fragmented or irrelevant. This list is an export from a dying service and soon the headline will announce active links kept via a defunct social technology. Interesting reminder about how fast progress (or at least change) happens in a digital age.
The original 23 Things project, however, still holds purpose as an outreach tool. Of course, since technology marches forward the original list has some serious omissions. The use of virtual worlds, location-based services like Foursquare, mobil technology, and augmented reality are all elements that have taken greater hold in the time since the list was established. Even so, a surprising number of people are still unaware of many of the original social media trends covered. As a living document, it still holds considerable weight and purpose.
I have completed many of the original 23 Things items in the past. Others I have accomplished simply by virtue of being a tech savvy person. I follow blogs and keep one of my own; I actively use Twitter and Facebook, RSS feeds, contribute to YouTube, edit and share photos and videos, and so forth. Many of these same items appear in revamped lists by other organizations. However, the spirit of any of the 23 Things projects is about more than simply completing and checking off scripted exercises. It is about playfulness, adventure, learning, and exploration. It encourages growth and reflection. So in that spirit I am going to work through a new 23 Things with fresh eyes. I am going to explore the suggested resources of the 23 Things for Archivists and will probably add some of my own. I am going to approach this as an opportunity to learn new things about each and every one of the tools. The beauty of social media, after all, is that it changes and forces us to adapt and, sometimes, to reinvent.
I have taken my first step in creating a dedicated blog for this journey. I will pull items from the 23 Things and the Expanded Things for Archivists. I will learn and reflect-both on myself and on the applications of the technologies in a professional context-and I invite you to join me through discussion. This is, after all, a reflection on the use of social media tools, and what better way to put these to use than connecting right here.
23 Things for Archivists is a new program by the Reference, Access, and Outreach Section of the Society of American Archivists. It includes many of the original 23 Things, but expands them to include intermediate items, 24-46, and advanced things, 47-∞. It is still under development, so some of the advanced and intermediate items are not yet fully implemented. Still, it is a fresh take on the classic, and can be found here:
http://23thingsforarchivists.wordpress.com/advanced-things-47/
The original 23 Things project, however, still holds purpose as an outreach tool. Of course, since technology marches forward the original list has some serious omissions. The use of virtual worlds, location-based services like Foursquare, mobil technology, and augmented reality are all elements that have taken greater hold in the time since the list was established. Even so, a surprising number of people are still unaware of many of the original social media trends covered. As a living document, it still holds considerable weight and purpose.
I have completed many of the original 23 Things items in the past. Others I have accomplished simply by virtue of being a tech savvy person. I follow blogs and keep one of my own; I actively use Twitter and Facebook, RSS feeds, contribute to YouTube, edit and share photos and videos, and so forth. Many of these same items appear in revamped lists by other organizations. However, the spirit of any of the 23 Things projects is about more than simply completing and checking off scripted exercises. It is about playfulness, adventure, learning, and exploration. It encourages growth and reflection. So in that spirit I am going to work through a new 23 Things with fresh eyes. I am going to explore the suggested resources of the 23 Things for Archivists and will probably add some of my own. I am going to approach this as an opportunity to learn new things about each and every one of the tools. The beauty of social media, after all, is that it changes and forces us to adapt and, sometimes, to reinvent.
I have taken my first step in creating a dedicated blog for this journey. I will pull items from the 23 Things and the Expanded Things for Archivists. I will learn and reflect-both on myself and on the applications of the technologies in a professional context-and I invite you to join me through discussion. This is, after all, a reflection on the use of social media tools, and what better way to put these to use than connecting right here.
23 Things for Archivists is a new program by the Reference, Access, and Outreach Section of the Society of American Archivists. It includes many of the original 23 Things, but expands them to include intermediate items, 24-46, and advanced things, 47-∞. It is still under development, so some of the advanced and intermediate items are not yet fully implemented. Still, it is a fresh take on the classic, and can be found here:
http://23thingsforarchivists.wordpress.com/advanced-things-47/
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