Friday, August 14, 2009

Final Reflections

Throughout the duration of this course, I have been exposed to a variety of Web 2.0 technologies. I was already familiar with a few of these technologies, such as wikis, blogs, podcasts, and social networking. Others were brand new to me so it required me to do more exploratory work when it came to these technologies, for example, Twitter.

Since the amount of time devoted to each technology was extremely limited, I found it difficult to really take in the technology and learn how to use it well. I found the lack of time to be frustrating. I was unable to look at a technology in more detail and forced to move on to a new technology despite being unprepared mentally (especially since I was still considering the previous technology).

While I think that finding information on the particular technology helpful, in the future, I will likely spend more time pursuing the actual technology and figuring out how it works. I think that only once you can use the technology comfortably will you be able to incorporate it into the school or library context. Although sometimes it is interesting to find out how people are using these technologies in similar situations, if you get too caught up in it, you can be “putting the cart before the horse,” so to speak. I, myself, think that if I can use the technology well, I am able to implement it into my work more effectively, rather than just using the technology because it is there.

In order to properly integrate a new technology into the library, I would put together a short presentation to be given at a staff meeting to show the other staff the benefits and uses of the technology I selected. I would use the presentation as a way to communicate to them the importance of the technology in reaching our patrons and a great way to keep up with current technologies.

To stay on top of the technologies, I will sign up for various seminars and workshops that are offered either through SLIS (School of Library and Information Studies) or other organizations. By doing this, I can also get new ideas regarding how the technologies are being incorporated into libraries and schools every day. It will also be interesting from a discussion point of view because if everyone in the workshop comes from a different field, I will be able to get a wide range of ideas for how they are being used.

Jack M. Maness (2006) writes about “library 2.0” and defines it as being user-centred, providing a multi-media experience, socially rich, and “communally innovative.” Through Web 2.0 applications, our library staff and patrons can be connected even more so, allowing those with similar interests to find out what the others are reading or taking out of the library and to discuss these materials more easily. Web 2.0 applications also allow the library to reach more of the population – especially those who would not normally visit the library.

I also found a website dedicated to librarians exploring Web 2.0 technologies called Learning 2.0. I would use this website to also familiarize myself with the ways in which the technologies can be used. The information technology director of a library in North Carolina came up with the site as a way for librarians to “play around” with the technologies and “remain relevant” to the patrons.

I definitely feel nervous about using some of the technologies. For example, podcasting and videosharing are not necessarily things that I am keen on doing. I don’t like the sound of my voice and I wouldn’t say that I have the greatest intonation (because I read from a paper when I podcast). I find it difficult to just say what I want to say and have it come out sounding professional and clear. One of my biggest pet peeves is when people are speaking and they add numerous unnecessary “ums” and “uhs.” This would definitely be an area that I would work on personally.

I would say that the most that I learned form other classmates revolved around the various types of each technology that they used. I found their reflections on how the various applications worked rather helpful and based on what they found I could decide which specific applications I would use and those that I would definitely avoid. I also learned more about associated applications for many of the technologies. For example, Lamebook is an application associated with Facebook which users utilize to remind people about what they are sharing on the Internet (and usually what they have shared is considered “lame”).

It is definitely intimidating to think about being the person on staff who wants to push to implement the Web 2.0 technologies into the library. I think that a lot of people like to hold on to the traditional way of doing things, and for these people, it may become a struggle to win them over and get them on board to introduce the technologies to the staff. At the same time, however, there are probably people who will be on the opposite end of the spectrum – those who will immediately embrace the technologies and not need any convincing so as to why they should be used in the library.

Although I have encountered many bumps, things that intimidate me, throughout the duration of this course, I feel as though I am prepared to take the next step and use these technologies in my future career as a librarian.

Hanly, Beverly. “Public Library Geeks Take Web 2.0 to the Stakcs.” Wired 29 Mar 2007. 14 Aug 2009

Maness, Jack M. (2006). “Library 2.0 Theory: Web 2.0 and Its Implications for Libraries.” Webology, v. 3( 2)

Wednesday, August 12, 2009

What's Next?

I think out of all of the tools that I have explored in the past few weeks, I would choose to introduce my staff to Facebook. I would choose Facebook because of its popularity and because it has been around for a while now, so most people are accustomed to using it. Not only could Facebook be used to house groups and allow staff to communicate, but I think that it is also an effective medium to communicate with library patrons.

Facebook provides an email function, a wide range of applications, a place to blog, and even a place to post photos and videos. Recently, a chat feature was even introduced. All of these characteristics offer many different routes through which to reach the public.

There is a group page even devoted to libraries creating Facebook pages. On this page, numerous people have posted successful examples of incorporating Facebook into the library. For example, the Charleston County Public Library has a Facebook page. They post the hours of operation, websites of the week, announcements and other items of importance.

Some libraries have even created Facebook applications. While Dave Lester disagrees with these library-created applications, he mentions that these applications involve adding a catalogue search bar to your Facebook page. I do not see a problem with this at all. In fact, I like the idea of being able search the library catalogue as I am checking my Facebook page. It makes it more convenient, rather than visiting a separate webpage. Lester suggests that a library's Facebook application should allow the user to share a list of books that he or she has taken out of the library as well as resources that the user has used to complete research projects. This would certainly be of use in an academic context where collaboration is concerned.

While I see using Facebook to promote the library as a great way to reach those who would not otherwise go into the library, others feel that the library has some work to do before students will welcome librarians to Facebook, according to Ryan Deschamps. He says that some people feel that the culture of libraries does not correspond well with the culture of Facebook. I see this as a sort of challenge, however. Why not try to break the barriers and get the library and Facebook culture melded together?

One thing that is important to consider when teaching the staff about Facebook (or any new technology for that matter), is the lack of knowledge they may have of the technology. For example, in my family my maternal grandmother and my mother do not have any technological skills. My mom has a difficult time with some online programs. With a staff that may range from extremely novice to expert on Facebook (among other technologies), you should start from the beginning and allow the more knowledgeable individuals to help you in teaching the others about Facebook. It is essential to not assume that everyone has the background knowledge to just be able to use Facebook right off the bat. This is why I would use a demonstration and tutorials to start us all off.

I would first introduce Facebook to the members of the staff in a staff meeting. I think it would be helpful to have a demonstration and a tutorial session so that the staff can learn about what Facebook can do and to play around with it. I would use the Common Craft video “Social Networking in Plain English.” It is a great resource for those who are new to the social networking world. I would also be sure to show them the examples of libraries that have already incorporated Facebook into their system.

I would encourage the staff to sign up for a Facebook account (there is a tutorial for this located at All Facebook: The Unofficial Facebook Resource and try out the various aspects found within the website. I know that most people do not enjoy trying things out for work in their free time (a.k.a. when they are not at work), but some people may find that they end up liking Facebook so much, they may keep their own personal accounts anyway.

My next step would be to delegate a person (or persons) to be “in charge” of setting up the library’s Facebook page. I think it would be best to get one or two people to take charge in this area so that everything will remain consistent for both the library as well as the users (or the public). I recommend introducing Facebook gradually to the library patrons. For example, I would mention on the library website that people could find the library on Facebook. When people start becoming “fans” of the library, I would begin promoting some events that will be occurring at the library. I think the best way to avoid patrons and staff from becoming overwhelmed is to start off slow. It is also important to try new things within Facebook because it may end up that you find something that really works for the library that you might not have otherwise come across.

In terms of using Facebook in the schools with teachers, I think the best time to introduce them to Facebook would also be during a staff meeting. With teachers already having so many responsibilities (ie. supervision, sports and extracurricular activities/coaching, marking, planning, etc.), the staff meeting is the best time to get them to sit down and explore its uses. While I understand that many librarians often do not get the opportunity to share these technologies in staff meetings, I would definitely push the principal to find some time. The professional development days could also be an excellent time to give the teachers to try out Facebook for themselves and then as a group come up with a variety of ways in which it might be used in the classroom with their students.

Perhaps then, the teachers in each grade could meet one afternoon after school and look at implementing Facebook into the classroom in one way. It could be something as simple as creating an account and then joining a group created for that particular grade. (Of course, we would be sure to adjust the privacy settings to the most secure possible). I would create a permission slip for students to take home to get parental permission about using Facebook, outlining all the ways in which it will be used and assuring parents that no personal information will be given out. I would also have students sign a contract stating that they agree to use the website appropriately and if they do not, their use of Facebook in the classroom will immediately end (no second chances). This allows the students to also have some responsibility in using the technology at school.

I would even consider having a couple of students help you during lunch or recess and assist you in developing a Facebook lesson. These students could be available to help if problems arise, and it would also be a great way to test out your idea for using Facebook in the classroom prior to involving the entire class. Perhaps the students could even give you feedback about what would work and what wouldn’t (since most of them are already members of the social networking site).

Students could then have a little bit of exploration time with the tool and see what kinds of things that they can use Facebook for in the classroom. Eventually, once the students are more comfortable using the technology, they could have discussions on the novel being read in class (and also discuss the novel with the other students not in the same class). They could possibly post a video of an experiment and discuss what occurred in the duration to make the result possible. The opportunities are endless!

The school may even want to consider creating a Facebook page for parents and guardians to follow. It would be a great way to promote school fundraisers, events, new books to the library, new teachers in the school, and inform them about any upcoming holidays. Some schools may even want to incorporate a Facebook homework page where the homework from each class is posted to it daily. A student could be given this assignment (a different student each day could complete the duty) and post it online. This would be especially helpful for those students who constantly forget their homework (although I understand that students should also take some responsibility for their learning and record the homework themselves). This would also be great for students who are sick and miss a day or two of school. They can still keep on top of what they missed and not be too far behind when they return to school.

It is important to not throw everyone into the Facebook world all at once. By introducing it slowly, it allows everyone to get used to it so that they do not get stressed about it or confused. The main thing to remember is that Facebook should not overshadow the content that is being used. Rather, Facebook should be used so as to enhance the learning experience for both the teachers and the students. The same could be said in a library context. The library should incorporate Facebook because it will enhance the library’s features, not because everyone is using Facebook or because it seems like the right thing to do.

Once I introduced the staff to Facebook, I would look at introducing blogs and wikis. As Facebook is something of a microblogging service, I think it might be a bit easier to transition to full-out blogging. If librarians and teachers can think of enough to write a status update, then they could be ready to step it up and be involved in blogging. Including blogging in the technology repertoire will also enhance the learning of students, teacher, and library patrons alike and allow them to remain connected to each other to learn more.

All Facebook: The Unofficial Facebook Resource. n.d. 10 Aug 2009

Common Craft. “Social Networking in Plain English.” 27 June 2007. 10 Aug 2009

Deschamps, Ryan. “Facebook and Rapport.” The Other Librarian. 10 Sept 2007. 10 Aug 2009

Lester, Dave. “Libraries Invade Facebook.” Dave Lester’s Finding America. 9 July 2007. 10 Aug 2009

Saturday, August 8, 2009


I created a blog in a previous course in order to work on a project. It was part of our mark that we create a blog and have people in the class help you with ideas on the project and help you edit. I found it very simple to set up a blog then and still now. When you use a program that provides templates and very clear set up directions, there should not be any problems. I actually find that I don't mind blogging - it's just that I feel like I don't have enough to say. I think that microblogging might be more my speed, which is a "form of multimedia blogging that allows users to send brief text updates or micromedia such as photos or audio clips and publish them, either to be viewed by anyone or by a restricted group which can be chosen by the user...The content of a micro-blog differs from a traditional blog in that it is typically smaller in actual size and aggregate file size" (Wikipedia). This is basically what I do through my Facebook status updates and honestly, some days I don't even know what to write for those.

I can see how blogs could be a great tool for students because if the journal-like aspect of them. Not only can they have other classmates comment on their posts, but it could potentially be opened up so that the students' family members may comment as well.

Library blogs can be used to make current issues public, describe upcoming events, and even serve as a reader's advisory. The library blog could also provide an area for patrons and library staff and volunteers to comment on particular books that are being read. Darlene Fichter lists a few ways that libraries can market themselves through blogs: promoting library events, supporting dedicated library users, engaging and supporting the community, and building new connections (Fichter). Blogs can pretty much be used in any way possible in a library context.

I found a social networking site that is actually focused on Canadian bloggers at What I love about this site is that it is uniquely Canadian and you can browse through it before coming a member. There are blogs on anything from photography or recipes to real estate.

RSS is "a family of web feed formats used to publish frequently updated works—such as blog entries, news headlines, audio, and video—in a standardized format" (Wikipedia). In order to keep on top of all of the blogs you want to read, it is best to use RSS. It allows you to "grab" the feeds from other websites and view them to read and to use (What is RSS).

For example, I use Bloglines to keep up with all of the blogs that I subscribe to. It makes reading blogs more manageable. I can read the blogs according to my interest or my information need or in order - it's really up to me.

Blogs and RSS feeds are helpful on professional development (whether you are working in a library or a school). Basically the blog lets you share your thoughts on a particular topic and allows others to comment back. On Will Richardson's blog Weblogg-ed, he is constantly posting his thoughts on a new Web 2.0 technology or Web 2.0 issue and people comment back. The discussion that ensues really causesz you to reflect on your ideas and this is often what professional development requires.

I found that by using Bloglines for my own professional development, I was able to ficus on the posts that really mattered to me, all the while still allowing me to keep on top of what was going on in the world of libraries and technologies. For example, I learned that the University of Calgary is going to have the most technologically advanced library in Canada thanks to my Bloglines account. It told me that Resource Shelf had a new post and this sounded intriguing to me - I am interested in the technology aspect of librarianship.

Yesterday I came across a blog post from Library Stuff titled "Libraries are the Real Deal." It was very disheartening to read about how the Internet is beginning to "kill" our libraries. This matters not only to me personally, but also as a professional in the field.

I also came across a unique YouTube video posted on a blog that was advertising an upcoming race to raise money for the Collingswood Library's Teen Area on the Librarian Net blog. It was a great idea! It makes it interesting, and more people are likely to sign up because of the unique advertising. This video definitely gives you some ideas about how to go about promoting your next library event.

Fichter, Darlene. "Why and How to Use Blogs to Promote Your Library's Services." Information Today, Inc. 2 Aug 2009. 2 Aug 2009

"Micro-blogging." Wikipedia, The Free Encyclopedia. 2 Aug 2009, 22:52 UTC. 2 Aug 2009 <>

Richardson, Will. Weblogg-ed. 2008.

"RSS." Wikipedia, The Free Encyclopedia. 31 Jul 2009. 2 Aug 2009 <>

"What is RSS? RSS Explained." What is RSS? n.d. 2 AUg 2009

Tuesday, August 4, 2009

Twitter, Tweeting, and....Twits?

Twitter is a social networking site that "enables its users to send and read messages known as tweets. Tweets are text-based posts of up to 140 characters displayed on the author's profile page and delivered to the author's subscribers who are known as followers" (Wikipedia). Although it seems as though everyone has heard of Twitter and is a part of the social network, "the majority of common folk surveyed still have little idea of what Twitter is" (Los Angeles Times).

I had no idea what Twitter was when people first started talking about it. I remember reading about it on Facebook because someone had posted a link to an article about it last year. I didn't understand what exactly it was, though. Gradually, I learned more about it as various newscasts and talk shows began to mention that they were on Twitter. I swore that I would never join because I didn't understand the point of it.

When I had to sign up for Twitter for this course, the actual signing up was quite easy. All you need to do is provide a valid email address and create a password. I tried to figure out how to use Twitter, but for a while, I didn't even see the point of it. I have found that I really don't like it. I find that I don't really care what other people are doing, and I rarely have anything to say on it most of the time. I had someone follow me who was posting links for resources for people over 18 years of age. I dislike the fact that random people anywhere in the world can follow me if they want. As I have mentioned previously, I am a private person, so for anyone to follow me on Twitter, it makes me uncomfortable.

I think that a lot of people on Twitter are just following people and having people follow them as a sort of popularity contest. I don't really see how people would be interested in reading about what other people they don't know are doing. Although, I will admit that the news stories on the storms that passed through Stony Plain and Camrose on August 1, 2009 had Twitter feeds and I did read through them. Most of them said the same thing though.

I also had a problem with finding people to follow. I don't really know of anyone, except for the people in this course, who are on Twitter. I eventually decided to follow Ellen deGeneres and Jimmy Fallon. But I don't feel the need to constantly check Twitter to see what they are doing.

I found a website devoted to explaining Twitter at TwitterNet. It is quite useful, especially to someone like me. It has links to information such as, "5 Ways to Use Twitter for Good" and "Top 10 Uses of Twitter and Tools."

Although, I personally dislike using Twitter for myself, there is potential for it to be used in libraries. Phil Bradley suggests using Twitter for social networking, updating, trending, and searching for information, asking questions, and promoting yourself (Phil Bradley). He suggests that libraries follow other people and he also suggests that the library's Twitter page be made public, without having to grant permission first.

If I were to use Twitter in the classroom, I would do what Phil Bradley recommends libraries not do - keep everything private. Anyone who wants to follow a student must be granted permission by the teacher, in order to avoid the wrong people becoming involved in the classroom's social network.

Bradley, Phil. "Using Twitter in Libraries." Phil Bradley's Weblog. 29 Jan 2009. 2 Aug 2009

"Twitter." Wikipedia, The Free Encyclopedia. 31 Jul 2009. 31 Jul 2009 <>

Milian, Mark. "What is Twitter? Most People Still Don't Know, Study Finds." Los Angeles Times. 27 July 2009. 2 Aug 2009

Sunday, August 2, 2009

I Never Knew I Had So Many Friends...

Social networking "is the grouping of individuals into specific groups" (Social Networking). Websites are usually used to manage online social communities (think Facebook or MySpace). Friends are the major focus within social networking - it connects people all over the world. The networking portion basically works like a spider web with you in the middle. The friends that you have are directly around you, their friends directly surrounding you. Thus, by the time you account for all these people, you are suddenly connected to people you may have never even met in person.

In my search for information on social networking, I came across a "Start Your Own Social Networking Site." I didn't even know that this was available. Apparently you can purchase social networking software to add to your website. This could be useful for some businesses, although I don't know why you wouldn't simply use something that is free and used by more people in order to reach more of the population.

Social networking revolves around a particular structure, including the user profile, friends, groups, discussions, blogs, and widgets (What is Social Networking). Many people use social networking for entertainment, to connect to friends all over the world, to connect with others who have the same hobbies and interests, and from a business perspective, social networking can be a vary effective technique in reaching other businesspeople, colleagues, and potential clients and customers.

I was a little slow to jump on the Facebook bandwagon. I didn;t understand what all the fuss was about. I declared that I would never become a Facebook user, simply because I didn't understand what exactly Facebook was. I was still using MSN Messenger to chat to friends. I kept getting emails from friends who had already joined and wanted me to. Finally, the summer that I worked at a library, I broke down and signed up. To be honest, for the first couple of weeks, I had no clue what I was doing and I couldn't figure out what anything was for. I eventually figured it out and now I can say that I am an active Facebook user, often using it as my central place for email and to keep up with friends. I check it a few times a day, usually in the evening after work. While I am at school however, it can become slightly distracting. There are so many things that you can do on Facebook, you don't actually have to leave the site in order to play games, read blogs, and look at photos. While I don't really have too many applications, I know a lot of people who play poker and other games on Facebook.

Social networking sites have a lot of potential for connecting students to others around the world and library patrons with other library patrons and even library staff. Along with these benefits, however, there is the chance that social networking sites be used inappropriately. For example, I have mentioned before, the likelihood that child predators and pedophiles would use a social networking site in order to locate their next victim. With children not quite understanding the danger in providing private information to the online world, social netowrking can become quite hazardous. In this case, it is understandable why some schools have actually blocked the Facebook site entirely.

I signed up for LibraryThing in order to explore a new social networking site. I like the concept behind it - being able to catalogue the books you own and discuss them with others- but I still feel a little bit confused about how to use it. I think that if I was given more time, I'd be able to figure it out, just as of yet, I don't feel entirely comfortable using the site.

Social networking can be used in schools and classrooms in many ways. It can be used to discuss curricular topics, complete group projects, and even communicate with students from other schools. The problems I see with social networking in the classroom is students adding friends to their accounts that they shouldn't be and posting information that they should not be sharing in an online environment. Many schools block social networking sites for this reason.

In libraries, I can see social networking being used more effectively. Patrons and staff can be part of the library group. They can have book talks/book groups, request certain books be added to the library's collection, talk about upcoming events, and recommend books to others. There is really no limit so as to how social networking can be used in the library. LibraryThing actually has a specific part of their site for libraries. This would be particularly useful and relevant for libraries.

Social Networking. 3 July 2009. 30 July 2009.

Nations, Daniel. What is Social Networking. n.d. 30 July 2009

Wednesday, July 29, 2009

Multimedia Sharing Sites

According to Wikipedia, social media "is online content created by people using highly accessible and scalable publishing technologies. Social media is a shift in how people discover, read and share news, information and content; it's a fusion of sociology and technology, transforming monologues (one to many) into dialogues (many to many) and is the democratization of information."

In a list of "10 Ways Universities Share Information Using Social Media," one of the ways mentioned is showcasing student and faculty work. This could easily be applied to a school setting (elementary, junior high, high school). The example posted on the site is that of two biology students rapping about regulating genes. This not only offers students the chance to apply what they know, but it also makes the learning fun, especially the fact that it can be shared easily with others (and will likely help the others in remembering the important information for exams).

Multimedia sharing sites could also easily be added to the library. Staff, patrons, and volunteers could create various multimedia files (eg. a video tour of the library, a song written by some children about their favorite books, etc) could all contribute to the file sharing site. It would be interesting to see the library set up its own file sharing site so that everyone could access the multimedia directly from the library's official website.

There is actually a helpful tutorial I found at Internet Tutorials that discusses the video, audio, and widgets that come along with multimedia on the Internet. Also discussed are the different multimedia types.

In terms of using multimedia sharing sites in schools, it is important that students acess sites that are appropriate for them. I found School WAX TV in my search for an appropriate site. This site offers resources to teachers, parents, and students as homework help or simply to enrich lessons. The website also claims that it can be used to research reports.

According to a Library Studies student enrolled in a Web 2.0 course, the two obstacles facing social media sharing in libraries are copyright and privacy. Because one cannot simply use images, media, or information without permission, this student suggests that librarians create their own media to use on a library website. This provides a way around using copyrighted materials. As for privacy, there is not much that one can do except be sure to get permission from anyone who may be starring in any social media or just avoid including anyone in the social media.

It seems to me that this sort of defeats the purpose of multimedia sharing sites. The librarians can create their own multimedia and offer it to the public but they can't in return use what others have created? I definitely agree that credit must be given when using other people's works, but doesn't sharing work both ways?

"Multimedia on the Internet." Internet Tutorials. 9 July 2009

Lavrusik, Vadim. "10 Ways Universities Share Information Using Social Media." Mashable: The Social Media Guide. 15 July 2009. 22 July 2009

"Obstacles to Media Sharing in Libraries." Library 246-11. 18 July 2009. 25 July 2009

"Social media." Wikipedia, The Free Encyclopedia. 21 July 2009

Sunday, July 26, 2009

Wiki Wiki World

A wiki is a "website in which the content can be created and edited by a community of users" (Courtney, p. 25). The most popular wiki on the Web is Wikipedia. There is a lot of controversy involving Wikipedia and using it as a source of information in an academic context. Will Richardson discusses the importance of teaching students how to use Wikipedia appropriately for this reason (p. 57).

Although there is some controversy in using Wikipedia in an academic setting, there are many ways that libraries and schools can use wikis. In libraries, wikis can be used for internal communication (Courtney, p. 26-27), to encourage collaboration within the community (Courtney, p. 27-28), or as a research guide (Courtney, p.28). Educause Learning Initiative states that "Educators and students, as well as amateurs and professionals (artists, writers, collectors), have found wikis useful in expanding community involvement and interest in their subjects and activities."

There are so many wiki websites out there, it is difficult to know where to start. I came across a website (WikiMatrix) where you can actually select certain wiki sites and compare them. It reveals information on data storage, text files, and security.

I set up a wiki at Zoho. The actual signing up process was simple. The actual creation of the wiki, however, was not as easy. I tried to navigate through the various menu items on the wiki after I had written some text on my wiki's home page, but the screen often froze and would not follow through to where it should have ended up. Then I attempted to edit my post, but it would not allow me to access my previous posts. I added a widget that I found that I didn't like, but once I had added it, I could not figure out how to remove it. It seems strange that I couldn't get rid of it. The best part of this wiki site was the choices for backgrounds and interfaces. As for the functionality of it, I would prefer to not use it. It is not very intuitive and I don't think that many people would spend the time reading through the "how-tos" of posting on the site. There are more user-friendly wikis out there, such as PBWorks (formerly known as PBWiki). I used it for another course two years ago (but my account has now been deleted).

I know that people, especially those in university, have used wikis to complete group projects. It allows group members to actively work on the project without having to meet up all at once, or have certain people assigned to particular aspects of the project. This is especially beneficial for those who live out of town, have kids, and /or have jobs.

In fact, in LIS 506, we actually had to create a wiki on a specific technology used in libraries. We had to create main pages, stubs, links, and also link to other groups' wikis in the project. We were able to make use of the discussion feature as well, which is a large part of "wiki-ing" because it lets others kow what is going on and ensures that two people aren't trying to work on the same thing (to save time). It was also helpful to discuss what remained to be done and what needed to be edited or fixed. I know that my group really enjoyed the flexibility of getting the project done. We only met once or twice and that was just to make sure that we were all on the same page. Other than that, we completed the entire project online.

It would be interesting to have students collaborate with students from other schools on a wiki to discuss various curricular topics. In libraries, wikis can be used for the staff, the patrons, and for both parties. Wikis could be used to set up topics of discussion for the staff, to coordinate events, volunteer schedules, and more. Wikis can also be used to address questions and concerns and announce upcoming events.

In order for more people to make use of the wiki, there needs to be more of an awareness of just what is out there. Many people would not be able to name a wiki other than Wikipedia. Although it is great that people have a general idea of what a wiki is, it is unfortunate that they immediately turn to it when there are so many other wiki sites out there. My advice would be to give students,patrons, and staff the chance to explore various wiki sites and see what they like best.

Courtney, Nancy, ed. 2007. Library 2.0 and Beyond: Innovative Technologies and Tomorrow's User. Westport, CT: Libraries Unlimited.

Educause Learning Initiative. "7 Things You Should Know About Wikis." July 2005. 21 July 2009

Richardson, Will. 2009. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin Press.