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 http://www.wired.com/culture/education/news/2007/03/learning2_0

Maness, Jack M. (2006). “Library 2.0 Theory: Web 2.0 and Its Implications for Libraries.” Webology, v. 3( 2) http://webology.ir/2006/v3n2/a25.html

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 http://www.allfacebook.com/facebook-tutorials/facebook-profile-tutorial/

Common Craft. “Social Networking in Plain English.” 27 June 2007. 10 Aug 2009 http://www.commoncraft.com/video-social-networking

Deschamps, Ryan. “Facebook and Rapport.” The Other Librarian. 10 Sept 2007. 10 Aug 2009 http://otherlibrarian.wordpress.com/2007/09/10/facebook-and-rapport/

Lester, Dave. “Libraries Invade Facebook.” Dave Lester’s Finding America. 9 July 2007. 10 Aug 2009 http://blog.davelester.org/2007/07/09/libraries-invade-facebook/

Saturday, August 8, 2009

Blog-o-mania!

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 Blogs.ca. 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 http://www.infotoday.com/mls/nov03/fichter.shtml





"Micro-blogging." Wikipedia, The Free Encyclopedia. 2 Aug 2009, 22:52 UTC. 2 Aug 2009 <http://en.wikipedia.org/w/index.php?title=Micro-blogging&oldid=305711417>





Richardson, Will. Weblogg-ed. 2008. http://weblogg-ed.com/





"RSS." Wikipedia, The Free Encyclopedia. 31 Jul 2009. 2 Aug 2009 <http://en.wikipedia.org/w/index.php?title=RSS&oldid=305268520>





"What is RSS? RSS Explained." What is RSS? n.d. 2 AUg 2009 http://www.whatisrss.com/

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 http://philbradley.typepad.com/phil_bradleys_weblog/2009/01/using-twitter-in-libraries.html



"Twitter." Wikipedia, The Free Encyclopedia. 31 Jul 2009. 31 Jul 2009 <http://en.wikipedia.org/w/index.php?title=Twitter&oldid=305204039>



Milian, Mark. "What is Twitter? Most People Still Don't Know, Study Finds." Los Angeles Times. 27 July 2009. 2 Aug 2009 http://latimesblogs.latimes.com/technology/2009/07/what-is-twitter.html

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. http://www.whatissocialnetworking.com/

Nations, Daniel. What is Social Networking. n.d. 30 July 2009 http://webtrends.about.com/od/socialnetworking/a/social-network.htm

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 http://www.internettutorials.net/multimedia.asp

Lavrusik, Vadim. "10 Ways Universities Share Information Using Social Media." Mashable: The Social Media Guide. 15 July 2009. 22 July 2009 http://mashable.com/2009/07/15/social-media-public-affairs/



"Obstacles to Media Sharing in Libraries." Library 246-11. 18 July 2009. 25 July 2009
http://inforshaerpas.com/libr256-11/node/1103

"Social media." Wikipedia, The Free Encyclopedia. 21 July 2009 http://en.wikipedia.org/wiki/Social_media

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 http://net.educause.edu/ir/library/pdf/ELI7004.pdf


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

Sunday, July 19, 2009

Information is “Virtually” at Your Fingertips

According to Public Works and Government Services Canada, "Virtual libraries are delocalized and universally accessible; instead of having a physical address, they are constructed on Internet sites, and bear evocative names like Alexandrie, Bibliotheca Universalis and Project Gutenberg. Individuals access them via a computer connected to the Internet, navigate from one site to another, and participate in discussion groups, seminars [sic] and conferences organized on these sites. They may also download documents to their own computers for later consultation."


There may be some confusion regarding the difference between virtual libraries and digital libraries. states that a digital library is "a library in which collections are stored in digital formats (as opposed to print, microform, or other media) and accessible by computers. The digital content may be stored locally, or accessed remotely via computer networks. A digital library is a type of information retrieval system." Many people consider virtual libraries to the same as digital libraries, and for the purpose of this blog, they will be considered synonymous.


When the term digital library is used, I immediately think of materials being digitized so that they can be made available online. The term virtual library, however, makes me think of some online virtual library where you are a character online and enter a library online. Virtual reality comes to mind - sort of like the holo-deck of Star Trek.


Probably one of the most commonly known and oldest virtual libraries in Project Gutenberg. It is the "first and largest single collection of free electronic books or eBooks" (About Us, Project Gutenberg). Michael Hart started the project in 1971 when he was provided with $100,000,000of computer time. He realized, a short time after he was placed in the position, that "the greatest value created by computers would not be computing, but would be the storage, retrieval, and searching of what was stored in our libraries."


I found Project Gutenberg quite easy to use. The user is given the option of browsing through the lusts of the top 100 authors and works or searching for a particular work in the online catalogue or through the advanced search feature. There is also a section particularly for audio books. Also available is the option of downloading various ebooks selected by Project Gutenberg for distribution. The aspect of Project Gutenberg that is the least appealing is the user interface. It resembles something that would have been commonly found on webpages in the 1990s. I am surprised that the interface hasn't been updated to match what current webpages look like.


A great virtual library is that of The National Science Digital Library (NSDL). It is geared towards educators and librarians and contains quality resources related to science and math. Various Web 2.0 applications are included within the site, such as blogs and wikis, and there is an opportunity to participate in the library (through recommendations and contributions). The great thing about this resource is that as a teacher, you can go to one place to find a variety of information on a certain science-related topic for yourself and for your students. As a librarian, this digital library is useful because you can recommend the library to anyone so that they may explore and see what they can find, as opposed to being limited to what is in the physical library.


I like the convenience of a virtual library. I like being able to access the information when and where it is good for me. I also like not having to go anywhere to get the information. Although, I must say that I am one of those people who LOVES the physical book, there are a lot of added benefits that come along with virtual library resources. For those who cannot easily get to the library, this offers a comparable alternative. A digital library also allows students to access information from home (provided they have a computer and an Internet connection).



Do you think there is any way to differentiate between virtual libraries and digital libraries, or do you consider them to be one and the same?


"Digital Library." Wikipedia, The Free Encyclopedia. 1 July 2009. 18 July 2009 http://en.wikipedia.org/w/index.php?title=Digital_library&oldid=299697516



Public Works and Government Services Canada. "Tools for You." 2007. 18 July 2009 http://www.btb.gc.ca/btb.php?lang=eng&cont=699


"About Us." Project Gutenberg. 25 Nov 2006. 18 July 2009 http://www.gutenberg.org/wiki/Gutenberg:The_History_and_Philosophy_of_Project_Gutenberg_by_Michael_Hart

Radio Killed the Video Star?

Podcasting has been used for a while now, but it is amazing how popular it still is. When you think of all the ways in which it can be utilized, however, there is no question so as to why it is constantly being used in all areas of life (work, school, etc.).

Podcasting basically entails someone uploading an audio file to the Web so that others can access and listen to the file. Nancy Courtney's book actually mentions that podcasting first attracted attention in the library field (p. 35). It is surprising that although the library noticed podcasting first, more libraries are not joining "the podcast bandwagon" (if you will).

Schools have a much harder time with podcasting because of the hardware required to create a podcast. Many schools struggle to budget for regular supplies so there may not be any money left that can be allocated towards computer hardware. When you think about podcasting in schools, you might immediately think of students using it to present projects they have completed. Will Richardson explains that actually publishing thew students' recordings is the key to podcasting (p. 115). Podcasting can be seen as restrictive to those who are deaf or hard of hearing, so if podcasting is being done in schools (or in libraries for that matter), it is important to provide a transcript of the podcast episodes so that everyone can access the same information easily (Educause Learning Initiative).

Teachers can also use podcasting to benefit the students: "Podcasting has become an excellent way for students to get lecture materials whenever they need them. This helps for studying course material as well since students can get instant access to lectures whenever they need it" (Onlypodcasting.com). If a student is ill and can't make it to school, he or she can still access the lessons that they missed - and there will be no more excuses about losing the notes!

According to Educause Learning Initiative, "podcasting allows education to become more portable than ever before." Students can take lectures, interviews, and presentations anywhere they go and they can listen to the podcasts as they are completing other tasks.

I have done some podcasting before (although I do not enjoy listening to the sound of my voice). I like that it's a format different from the usual ones (like paper and Powerpoint). I think this is why student are drawn towards it as well. It makes learning fun for them and the students tend to become more passionate about what they are presenting.

I created a podcast last year for LIS 506 on a digital library. I remember that the actual recording of the file was not very complicated. Sometimes I had to go back and edit what I had said, but overall, it did not cause many problems. I have learned that it is best not to read from a script when creating podcasts, but I think it is difficult not to. When people throw a lot of "ah"s, "um"s, and "like"s into their speech, it drives me crazy. I tend to lose focus and then I can't follow what the speaker is saying. think tat kids would find it difficult to NOT follow some sort of script. Podcasting is a new technology for a lot of them, so most of them would probably be a bit nervous about using it the first few times.

In order to get younger children involved, they could pair up with older students and the older students could take care of the more technological steps required to create a podcast. Although, I always forget just how technologically savvy young children are, so they could surprise me and do it all on their own.

A video on TeacherTube explains how you can use podcasting in education. It guides you through, step-by-step, how to get started.It is a great resource for beginners. There are a ton of great resources available on podcasting for educators - so there is no excuse that you don't know how.

An examples of how podcasting is being used in libraries is that of the Cheshire Public Library in Connecticut. They have a podcast series directed at teens by teens (Sarah Long). Long discusses librarian and author Linda Barnes' opinion on podcasting, saying that podcasting can be used to create a community.

What innovative ways can you think of for libraries (and schools) to introduce podcasting to their users? Do you think it would be too complicated to have younger children involved in podcasting activities? What kinds of tasks could you assign to that young children have a voice too?

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

"7 Things You Should Know About Podcasting." Educause Learning Initiative. June 2005. 18 July 2009 http://net.educause.edu/ir/library/pdf/ELI7003.pdf

Long, Sarah. "Podcasting Helps Bring Information to You." Library Beat. 21 April 2008. 18 July 2009 http://www.librarybeat.org/read/show/356

"Podcasting Changes Classrooms." Onlypodcasting.com: Learning to Podcast. 2009. 18 July 2009 http://www.onlypodcasting.com/podcasting-news/podcasting-classroom.php

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

Tuesday, July 14, 2009

I Can't Find That Really Great Website I Found Yesterday...

How many times have you been reading a book and had to put it down suddenly and you don't have a bookmark handy? Essentially, social bookmarking acts as a "bookmark" for the websites that you want to remember only it marks it online. Although many people use the "Favorites" button within their web browser, social bookmarking allows you to access your bookmarked sites even when you are using a different computer. This is not only convenient, but it also eliminates worries about losing your bookmarks if something even happened to your computer (ie. virus, stolen, etc.).

I have not ever used social bookmarking myself, however, I do see the benefits of using it - especially in the classroom or in the library. It is a wonderful thing to share great resources with others and by doing that through social bookmarking, you are sharing them with more than just the people you interact with on a day-to-day basis. You are able to share your "favorites" with people all over the world who have the same interests.

Although social bookmarking can be useful, there are many issues attached to it that impact it's effectiveness. One of these issues is the fact that people may try to sabotage the system by creating meaningless tags for particular websites. Liz Lawley mentions in one of her blog posts, "Social Consequences of Social Tagging," that one of the people who had previously commented on a blog post said, "It's certain that some people will try to game the system, deliberately tagging their photos to misdirect people, make a political statement, or otherwise promote their own interests." This was proved to be true when I typed "social bookmarking sites" into Google and a couple of YouTube videos came up as results. I watched one of the results and it and all the other related videos had to do with marketing a business online through social bookmarking and social networking together. These businesses will tag anything just to make money, which is a scary thought.

On the other hand, social bookmarking in this way can be perceived as positive for libraries. If a business can use social bookmarking to make money and promote their goods and/or services, just imagine how libraries could be promoting themselves! Not only could individual librarians tag the websites that they are interested in, but they could also use this opportunity to tag events or programs or books that related directly to the library.

In a classroom context, it would be great to set up a class account on one of the social bookmarking websites and have students access the account through a username and password that is the same for everyone in the class. Then they could easily access various resources that their teachers have found for research projects or other such things. This could also give students the opportunity to locate reliable research. Students would also need to use critical thinking skills when deciding whether or not certain material should be tagged. This builds their information literacy skills.

Nancy Courtney's book contains a discussion of the many advantages of social bookmarking. Eric Schnell mentions that it is inclusive, it is current, it allows others (and yourself) to discover new things, it has a nonbinary nature, you moderate the tagging yourself, it is free, and it is easy to use (p. 94-98). At the same time, he notices the disadvantages: there is no synonym control, precision is lacking, hierarchies are lacking, and there is a strong chance that people will add tags that don't belong to particular items (p.98-99). I must say, though, that the advantages of using social bookmarking seem to outweigh the disadvantages immensely. Will Richardson writes that "the idea that we can now use social networks to tap into the work of others to support our own learning is an important concept to understand...[it is] changing the way we work and learn" (p.98). There will always be disadvantages to technologies, but that is no reason to avoid using them.

I signed up for Twine, a social bookmarking service that I had never heard of. It was so easy and straight forward to join and to set everything up. The website even has suggestions of groups you might like to join based on what you record as your interests. The account actually reminds me a bit of Facebook or Twitter in that you can upload a photo, you have a profile, and you have an inbox. There is a link provided so that you may "tweet" the items you find. Although, I attempted to "tweet" one of the items I added to my collection, but it would not go through because it said that I had too many characters. I am not sure how you could "tweet" anything now because a lot of websites have more than 150 characters. I also noticed that the name on my profile says "Ashley Foster." I'm not sure how that happened because when I chose a username, I chose "AshleyF." It doesn't seem right that the website just assumes a name.

The potential for social networking in libraries and classrooms is definitely there. Again, with all technologies, it is more important that someone learn about it and try to use it first before trying to teach and show others how to use it. I think that social bookmarking could benefit libraries and classrooms in many ways and it would definitely be worth the effort to implement this technology wherever and whenever possible.


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

Lawley, Liz. Many 2 Many: A Group Weblog on Social Software. "Social Consequences of Social Tagging." 01/20/2005. Retrieved 07/14/2009 http://many.corante.com/archives/2005/01/20/social_consequences_of_social_tagging.php

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

Hey, Mom! I'm on TV!

At this point in time, I have not yet reached celebrity status. I have not only NOT been the star of a video that has been posted on the Web, but I have also not even posted a video of other people on the Web. I am not comfortable with the pseudo-celebrity status that I may gain from the posting of these videos for others to see.



I think that the same concerns apply to videosharing as to photosharing. Appearances made in videos must be given consent and I think that creating a video that is appropriate to the relevant users is also important. This applies to both a library context as well as a school context.



I was never a huge YouTube viewer; however, I recently have begun to use it to listen to music. It has become a convenient medium through which I can select songs that I like and can listen to and watch the videos for as many times as I would like.



I believe that YouTube and other videosharing websites can be quite educational, entertaining, or both, but the fact of the matter is that anyone can post anything and there is virtually nothing that anyone can do about it. Last year, one of my students at Sylvan Learning Centre told a couple of us teachers that her friends had posted a video of her on YouTube. She explained that she was dancing in the video and she told us how to find it. So, silly me, I found the video and I was shocked to find the incredibly quiet student that I knew to be dancing crazily and swearing. It really made me wonder about why she had told us that the video was there - and I also wondered if she was comfortable with having that video be publicly available to anyone.



I can see how videosharing would most definitely provide students with an authentic learning experience. Provided all of the FOIP paperwork is completed, it would be interesting to see how students would use the tool for class projects. It would even be interesting to share these with other students and schools. Will Richardson writes that videosharing with family and friends who live far away or who for some reason cannot make it to s school performance is an effective method for still having them be a part of the project. I think that many students would enjoy using this medium for projects and assignments because it allows them to express themselves and their ideas in unique ways. On an episode of the TLC show Little People Big World, one of the twins created a video reenacting the Battle of Gettysburg. Not only did his classmates enjoy the presentation, but the teacher gave him a good grade. Something like this often helps students to understand a particular concept more clearly.



In terms of using videosharing in the library, I think that it could have a huge impact on making the library more accessible to everyone. For those who cannot visit the library due to mobility issues (and provided they have a stable Internet connection at home), they could use videosharing websites to explore various aspects of the library. When authors granted permission, videos of their visits and readings could be posted to the Web so that no one has to miss out on the program. Videosharing could also be a great way to give tours of the library, especially for young children who have never been there. It can act as an introduction to the space before they actually physically visit.



Of course, along with videosharing come the issues of copyright and ownership. Authors may not agree to have their visits recorded and posted to the Web. And their may be some question as to who owns the video once it is posted. Most people would give the library credit, but then there are the questions regarding who is able to use it and for what purpose. These are not easy questions to answer and I can honestly say that copyright and ownership (as well as privacy) have been the major reasons that I have not posted videos to the Web. I don't want just anyone to come along and use my material for something without getting my permission. And most people don't think anything of taking something from a site like YouTube and using it for their own purposes.



I was looking forward to creating some sort of video and posting it to the blog; however, I do not have access to any sort of videorecording device and thus, had to pass on the opportunity. I did create a short slideshow with Windows Movie Maker, however. I must say that trying to post it to YouTube was quite frustrating. I created an account so that I could upload a video, but after I signed up, it wouldn't let me sign in. I tried asking for the username and password to be emailed to me, but it still didn't work. I have spent the past hour trying to figure out what is going on, but I still can't figure it out. I have completely given up. Instead, I tried to add the video to this blog, but there is some sort of error preventing me from doing so. So far, I haven't had a great experience with videosharing. I'll try to post the video on the blog a bit later...

It's still not working, so although I have a video no one will be able to view it. Sorry.

I tried to upload my video to Facebook, but apparently the format of my video is not currently being uploaded. So I still have no way of posting my video. I will keep trying on Blogger and hopefully, at some point, it will allow it to be posted.

Wednesday, July 1, 2009

To Photoshare or Not to Photoshare

I have never been very involved in sharing photos. Even after I went to Hawaii last summer, everyone kept asking me when I was going to post the pictures on Facebook. I never did post them...

Part of me doesn't like the idea of sharing photos. I don't mid people looking at them, but I continue to think about the people out there who would take the pictures and use them for their own agenda. Even Facebook's previous terms of agreement had mentioned that they would own anyone's pictures posted to the website (even after that person closed his or her Facebook account). That may have deterred me slightly in posting more pictures there.

I watched the Creative Commons video pertaining to photosharing and the point that they emphasize is that the best thing to do is make your photos public. They also say that the photos are safe, organized and findable once you upload them to the Web. I really like the idea of these three capabilities. I don;t have as much time to scrapbook, especially when I am in school, so it is a great way to keep all of my photos together and not worry about them getting lost or damaged. They also opened my eyes to the idea of choosing privacy settings. I had absolutely NO idea that you could choose who would be able to view your photos. This changed my perspective of posting photos on the Web a little bit.

I decided to try Webshots for the purpose of exploring photosharing websites. I wanted to try something that was not as popular as Flickr. I signed up and uploaded my photos and I have to say that I was not overly impressed. I didn't like the fact that I could only select "public" or "private" as settings. The "private" setting is not clarified so when I encountered this, I assumed that I would be the only one that could see the photos. So I selected "public" (because the Creative Commons video said that's the best), and now I have this nagging feeling that people are going to use my photos. Maybe that's selfish in a way, but I just can't help it. I didn't like the numerous tabs at the top of the screen because I had no idea what to do with them. I thought there were too many.

After some thought, I decided that I had to explore Flickr. The entire chapter of Will Richardson's book, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, was focused on Flickr and I was quite impressed with the tools described and associated with that particular photosharing website. I signed up easily and in a matter of minutes I was uploading my photos.

I liked the set up of Flickr much more than Webshots. I found it easier to figure out where I should go, and I also liked that there were no ads (at least I didn't notice any). I liked the "plainness" (if you will) of the interface. It guarantees more of a focus on the photos as opposed to everything else on the site. I also liked that there were not nearly as many tabs at the top of the page.

I have been going over in my mind how students could use photosharing in the classroom. My immediate thought was "How do you deal with privacy issues?" Obviously, there will be some students who are not granted permission to put photos of themselves on the Web. This is understandable because of the issues revolving around potential predators. The more I think about it, though, the more I realize just how much students would benefit from using photosharing websites. Students would not necessarily need to post photos of themselves. Why not take photographs as part of a project and then share those photos with other schools and students on the other side of the world?

As I read Will Richardson's Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, I realized that the opportunities endless in regards to incorporating photosharing into the curriculum. I didn't realize that there was a way to integrate Google Earth with the photos posted on Flickr to teach students about geography (p. 101). And I thought that it was a great idea to use the photos in slideshows and to put together "pseudo-field trips."

I can definitely see the benefits of using photosharing in the library. It is a great way to promote the library as well as promote special events. It's even useful for those who can't make it to the event - they can look at the pictures to see how it went. In fact, when I was the Summer Programmer at the Stony Plain Library in 2007, there were some photos of our Harry Potter Day (to celebrate the release of the final book in the series) and an author visit were posted on Flickr. The author even thought that this was great because it gave him some publicity as well.

Although there are many benefits to using photosharing in a school or a library environment, I think a part of me still fears the obvious - people stealing what is not theirs and people being photographed without permission. I am willing to explore the idea further, however, because I do see the possibilities that extend from using photosharing programs.

I found a list of popular photosharing websites with a one sentence description of each by Fotohacker. I really thought the list was useful - it provided a bit of information about each program. Although one may like to research each of these more, it definitely gives a beginner a place to start (especially because links to each of the photosharing websites are provided). Arnold Zafra also focuses on a few popular photosharing websites and he describes the pros and cons of each in more depth. While some of these overlapped, there were a couple of new wesbsites mentioned. For example, Picasa Web Albums. Zafra actually mentions that Picasa works well with Blogger, but it is not a vary popular Google program. I had never before heard of Picasa, which goes along with what Zafra was saying about the lack of attention it has been given.

By far the most important thing to do when considering implementing photosharing websites into the library is to explore in order to see what is available. The photosharing programs would be more likely utilized if the librarian is comfortable using it and if the program supports the purposes and the goals of the library. I discovered the differences between Flickr and Webshots and those are only a couple of the possibilities that are actually out there. By looking at what type of program would best suit the library, the librarian is able to use the photosharing program more effectively, thus giving the users the most meaningful experiences with the program.

Here I Am!

Well, here I am! This is my first blog post for EDES 501.

My name is Ashley Fitt and I am in the middle of completing an MLIS degree at the University of Alberta.

I chose to set up my blog in Blogger because I have used it before in another course that I took while I was completing my Bachelor of Education degree. I found this tool to be quite easy to use and I thought that since I would be looking at a variety of new web tools, it might be a good idea for me to use something I am quite comfortable with for the duration of this course. It will allow me to instead take the time to concentrate on the selected web technologies rather than fight with a blogging tool I am not familiar with. (I also like the fact that I do not have to pay for the space or the domain name for the blog. As a student, it is not exactly feasible to pay for these things.)

I also found a blog called Problogger that has a lot of information about blogs for those who are just starting out in the blogging environment. There are tips, pros, and cons listed regarding various blogging tools, as well as examples of hosted blog sites for those who have absolutely no idea where to start. At the bottom of the blog post, there are numerous other resources provided where "newbies" can go to find out more about blogs.

I think that with a plethora of information on blogging available online, there is no reason for someone to NOT be able to start a blog. I think that the major reasons for people not having a blog is because they either don't want to or they don't have access to the Internet.

I have never had my own personal blog because I don't think I have ever considered my life exciting enough. I don't think I even know of enough people who would read the posts to be honest. I have friends who have been teaching over in Japan and it makes sense to me that they have blogs. They have immersed themselves in a new world and it's great that they want to share that with their family and friends.

Who knows? Maybe after this course I'll think that I have more to blog about...