p. 1 definition of social media for libraries
six primarytypes exist: “collaborative projects, blogs, content communities, social networking sites,” and two types of virtual worlds: “virtual game worlds, which ask users to follow the rules of the game, and virtual social worlds, wherein users can behave without rules in almost any way they like” (Kaplan and Haenlein, 2010: 59) it is not that I disagree with such definition, but i wish there was a “door” mentioning “flexibility” and “necessity to reassess” what social media is every year, 3 year, 5 years
p. 2 definition what is strategic planning
identify the needs of your target audiences,
identify the ways in which you can meet those needs, and
identify ways to respond confidently and proactively to changesin those needs.
Where the organization is
Where the organization should go
How the organization can get there (McNamara, 2011)
It must be:
Based on data
Regularly cared for
covers and confirms my notes to the SCSU library use of its social media:
p. 83 ask uncomfortable questions
in planning, we must be prepared to ask, critically consider and answer questions that make us uncomfortable (not only that I was not let to ask questions, I was ousted from any body that was making decisions regarding social media. I was openly opposed and rebuked for asking why 3 reference librarians will keep the passwords to the account for the library SM)
p. 83 Communicate
If your team communicates honestly and thoroughly, then positive feelings and advocates for your social media endeavors will grow. In the span of 6 months, I had to ask three times where are the notes of the social media committee kept and eventually i will receive an answer, which in it nebulous and apologetic form was practically not an answer.
p. 83 Don’t rush to conclusions
Satisficing often works, but it can also lead to conclusions that are less then optimal. In the fall of 2013, I had to fight an overwhelming majority opposing my proposal that social media needs to include student representation, since SM is about dialog, not broadcasting (see page 86) and the current staff and faculty see SM as another form of broadcasting. In the span of six months, by the summer of 2014 library staff and faculty had fallen in the other extreme, letting one single student run all library SM. That student did/could not have understanding of the scope and goals of the library resulting in satisficing.
p. 84 aim for consensus, but don’t require it Consensus was the leitmotiv of the dean; it failed in general, and it failed in SM.
p. 84 get an external reviewer
p. 84 value and celebrate small success
a strategic plan will be realized through a series of small actions, not one or two pivotal plots.
p. 84 create accountability
p. 86 maintain a consistent tone and brand
visual and tone based consistency. This library DOES maintain consistency by posting Instagram pictures of people covering their faces with books, so part of their face compliments a face on cover of books. It is done by other libraries and it would have been cute and original if not overdone. If the SM activities of a library consist mostly of such activities then the “branding” part definitely is hurt. Yet, the faculty in this library vehemently adhere to “let’s see what other libraries are doing,” but does not understand that it needs further conceptualizing to figure out how to transform into “brand.”
p. 86 capitalize on the strengths of social media
“in many cases, business and libraries use SM exactly as they use their websites: to push content. This has been the main criticism from the start: the three reference librarians holding the passwords to the SM account were using Facebook as a announcement board and kept dormant the other accounts. The resolution of the library faculty who was called to arbitrate the argument with these three librarian: “I don’t understand very well Facebook.” The interim dean, who, subsequently had to resolve this dispute: “I don’t use Facebook.”
p. 87 Metrics
Analyze and tweak plan
measuring success is about maximizing time and efforts, not about laying blame for shortcomings or failures. this applies to daily tasks and responsibilities and shuffling time, but when the organization does not have a clear overarching goal and clear strategy how to achieve it, then issues must be raised up. which leads to:
p. 92 Plan for conversation
the inclusion of conversation. incorporate your patrons as primary content creators (not appointing just a single student worker to broadcast)
p. 92 use SM as an assessment or feedback tool
p. 93 plan to monitor your brand
if you decide to start watching these types of mentions, you’ll want to consider whether you’ll adopt a passive or an active role in responding to them.
Howard, H. A. (2018). Academic Libraries on Social Media: Finding the Students and the Information They Want. Information Technology and Libraries, 37(1), 8–18. https://doi.org/10.6017/ital.v37i1.10160
In his book Tell Everyone: Why We Share and Why It Matters, Alfred Hermida states, “People are not hooked on YouTube, Twitter or Facebook but on each other. Tools and services come and go; what is constant is our human urge to share.”1 Libraries are places of connection, where people connect with information, technologies, ideas, and each other. As such, libraries look for ways to increase this connection through communication.
Academic libraries have been slow to accept social media as a venue for either promoting their services or academic purposes. A 2007 study of 126 academic librarians found that only 12 percent of those surveyed “identified academic potential or possible benefits” of Facebook while 54 percent saw absolutely no value in social media.2 However, the mission of academic libraries has shifted in the last decade from being a repository of knowledge to being a conduit for information literacy; new roles include being a catalyst for on-campus collaboration and a facilitator for scholarly publication within contemporary academic librarianship.3 Academic librarians have responded to this change, with many now believing that “social media, which empowers libraries to connect with and engage its diverse stakeholder groups, has a vital role to play in moving academic libraries beyond their traditional borders and helping them engage new stakeholder groups.”4
The project focused on three research questions: 1. What social media platforms are students using? 2. What social media platforms do students want the library to use? 3. What kind of content do students want from the library on each of these platforms?
survey using the web-based Qualtrics
The social media platforms included were Facebook, Flickr, G+, Instagram, LinkedIn, Pinterest, Qzone, Renren, Snapchat, Tumblr, Twitter, YouTube, and Yik Yak
The second survey also lasted for three weeks starting in mid-April of the spring 2017 semester. As a participation incentive, students who completed the initial survey and the second survey had an opportunity to enter a drawing for a $25 Visa gift card.
we intend to develop better communication channels, a clear social media presence, and a more cohesive message across the Purdue libraries. Under the direction of our new director of strategic communication, a social media committee was formed with representatives from each of the libraries to contribute content for social media. The committee will consider expanding the Purdue Libraries’ social media presence to communication channels where students have said they are and would like us to be.
Social media has the potential to facilitate much closer relationships between libraries and their patrons. Current usage of social media by the library community generally remains ad hoc and somewhat experimental, but the uptake of these tools is accelerating, and they will likely play an increasingly important role in library service provision and outreach in the future. Taylor & Francis has produced a white paper that analyzes current practices relating social media’s use in the library and how this differs by librarian job role. The sample was taken from academic librarians around the world, which also allows us to examine differences by geographic location. The goal: to establish how librarians are currently using social media in their roles, the most useful social media tools and best applications for these tools in a library setting.
explores a variety of social media tools in terms of how they can be used to organize information and communities. Together, you will survey and use a variety of social media tools, such as Delicious, Diigo, Facebook, Goodreads, Google Hangouts, LibraryThing, Pinterest, Storify, Twitter, and more! You will also explore how social media tools can be used to organize and disseminate information and how they can be used to foster and sustain communities of learning.
With the widespread use of library technology that incorporates social media components, intelligent objects, and knowledge-sharing tools comes the ability of libraries to provide greater opportunities for patron engagement in those discovery systems through user-generated content. These features may include the ability of users to contribute commentary such as reviews, simple point-and-click rating systems (e.g. one star to five stars), or to engage in extensive discussions or other social interactions. This kind of content could transform authoritative files, alter information architecture, and change the flow of information within the library discovery system.
opportunity to build a sense of community between the library and its users
the variability of skills across library staff for using social media effectively, striking the right tone between professional and personal, coordinating activities across the institution to avoid duplication
maintaining visibility for the library brand and copyright issues relating to hosting library resources on social media sites
Policies and management:
Librarians are divided on the benefits of introducing formalized social media policies and plans. About a third of libraries responding to the Taylor & Francis survey had a policy in place, but over 40% had no plans to introduce one
Some believe that representing the library as a professional function with a
consistent tone is the priority, while others believe that a more human approach is important, with individual staff free to bring their own ideas and personalities to social media activities.
Effectiveness and assessment:
difficult to prove return on effort and that the time required to do this was a major barrier to more comprehensive analysis of impact
framework for evaluation, so it is likely that assessment against commonly agreed metrics will become an increasingly important part of social media activity within the library in the near future
Current Social Media Practices:
In a study from the mid 2000s (Cantrell and Havens1 ), most library directors in the US when questioned about social media said they did not think that libraries had a role in social networking
A more recent study from 2012 (Kai-Wah Chu and Du4) shows how use of social media by the library has now become mainstream. In this survey of libraries in Asia, North America and Europe, 71% were found to be using social media tools with a further 13% saying they planned to use them
Advantages of using social media
n Financially the costs of using social media are perceived to be low;
n It requires little training;
n It promotes library services and disseminates news quickly, delivering this information more directly to library users;
n It increases engagement and interactions with library users;
n It helps gather feedback to enhance user services;
n The promotion of library holdings via social media can help increase usage of content;
n It enhances communication both within the library and with other departments;
n It can be used for outreach activities through onward sharing, well beyond the institution itself, helping build connections and reputation more broadly
Social Media Objectives: graph on page 8 of the PDF document:
A To promote events
B To promote library services
C To promote resources/collections at the library
D To update on library refurbishments
E To promote new acquisitions
F To promote library guides, exhibition guides
G To connect with new students joining the university
H To engage with the academic community
I To connect with the wider community beyond the university e.g. the town in which the institution is based
J To connect with distance learners
K As a customer services tool- complaints, suggestions, enquiries, feedback
L To highlight subject specific information
M To connect with potential students
N As a teaching tool to promote information literacy, technology and writing tips (not library based)
O To promote courses
P As a research tool to locate official documents and studies
From UK-based focus group: “The library is a programme, not just a building.”
Channel preferences: Graph on page 10 of the PDF document
SOCIAL MEDIA USES Table on p 13 of the PDF document
Twitter n Distribute library news and information
n Provide customer service
n Build connections with researchers
n Build connections with other librarians and institutions
Facebook n Distribute library news and information
n More social and less formal than Twitter – share photographs and run competitions
n Arrange events including tracking RSVPs and sending event updates
n Engagement with students
Pinterest n Promote general library collections, digital and archive special collections and information literacy
n Set up of online repositories for students to pin researched references as part of
collaborative group work
n Display book titles to save time browsing and promote new titles
n Provide an arena for students and course leaders to pin reviewed and recommended reading
for a particular topic
n Develop communities with other online libraries
YouTube n Streaming film collections
n Instructional ‘how to’ videos teaching information literacy skills and how to use library
services and resources
There are also a number of other social media products that are being used by librarians that reflect regional
preferences and the need for the specific functions offered by niche applications.
Collection usage and discovery: Graph on p. 15
Teaching and learning
From US-based librarian interview: “The trend in education now is to create environments that foster collaborative learning. Faculty have ditched textbooks and course management systems in exchange for a Facebook page for their class, or a wiki, or a blog. These online environments are fun; students already know how to use them and are more motivated to comment, discuss and share in these environments than a dry CMS.”
Social media policies and management, p. 18
73% of respondents stating that they believed more roles dedicated to social media would appear in the library in the future.
Effectiveness of social media
From UK focus group: “We keep track of something particularly successful, then we redo the campaign 6 months later.”
From US focus group: “We have very few interactions with anyone on our Twitter feed.”
“Twitter is definitely the best platform, because we hashtag all of our posts with the keyword
of the publication, and so for the academic audience, once they click it’s going to pull up all
of the similar publications under that topic.
Promoting library social media channels
From UK focus group:
“We retweet each other to encourage new followers.” My note: Suggested by me regarding SCSU_Library for Twitter and Pinterest and SCSUTechinstruct but “considered” (in local lingo, slow death of the idea)
Lilburn, J. (2012). Commercial Social Media and the Erosion of the Commons: Implications for Academic Libraries. Portal: Libraries And The Academy, 12(2), 139-153. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ975615%26site%3deds-live%26scope%3dsite
The general consensus emerging to date is that the Web 2.0 applications now widely used in academic libraries have given librarians new tools for interacting with users, promoting services, publicizing events and teaching information literacy skills. We are, by now, well versed in the language of Web 2.0. The 2.0 tools – wikis, blogs, microblogs, social networking sites, social bookmarking sites, video or photo sharing sites, to name just a few – are said to be open, user-centered, and to increase user engagement, interaction, collaboration, and participation. Web 2.0 is said to “empower creativity, to democratize media production, and to celebrate the individual while also relishing the power of collaboration and social networks.”4 All of this is in contrast with what is now viewed as the static, less interactive, less empowering pre-Web 2.0 online environment. (p. 140)
Taking into account the social, political, economic, and ethical issues associated with Web 2.0, other scholars raise questions about the generally accepted understanding of the benefits of Web 2.0. p. 141
The decision to integrate commercial social media into existing library services seems almost inevitable, if not compulsory. Yet, research that considers the short- and long-term implications of this decision remains lacking. As discussed in the sections above, where and how institutions choose to establish a social media presence is significant. It confers meaning. Likewise, the absence of a presence can also confer meaning, and future p. 149
BROWN, K., LASTRES, S., & MURRAY, J. (2013). Social Media Strategies and Your Library. Information Outlook,17(2), 22-24. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d89594021%26site%3deds-live%26scope%3dsite
Establishing an open leadership relationship with these stakeholders necessitates practicing five rules of open leadership: (1) respecting the power that your patrons and employees have in their relationship with you and others, (2) sharing content constantly to assist in building trust, (3) nurturing curiosity and humility in yourself as well as in others, (4) holding openness accountable, and (5) forgiving the failures of others and yourself. The budding relationships that will flourish as a result of applying these rules will reward each party involved.
Whether you intend it or not, your organization’s leaders are part of your audience. As a result, you must know your organization’s policies and practices (in addition to its people) if you hope to succeed with social media. My note: so, if one defines a very narrow[sided] policy, then the entire social media enterprise is…. Third, be a leader and a follower. My note: not a Web 1.0 – type of control freak, where content must come ONLY from you and be vetoed by you! All library staff have their own login accounts and are expected to contribute to and review
Paul, J., Baker, H. M., & Cochran, J. (2012). Effect of online social networking on student academic performance.Computers In Human Behavior, 28(6), 2117-2127. doi:10.1016/j.chb.2012.06.016 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d79561025%26site%3deds-live%26scope%3dsite
#SocialMedia and students place a higher value on the technologies their instructors use effectively in the classroom. a negative impact of social media usage on academic performance. rather CONSERVATIVE conclusions.
Students should be made aware of the detrimental impact of online social networking on their potential academic performance. In addition to recommending changes in social networking related behavior based on our study results, findings with regard to relationships between academic performance and factors such as academic competence, time management skills, attention span, etc., suggest the need for academic institutions and faculty to put adequate emphasis on improving the student’s ability to manage time efficiently and to develop better study strategies. This could be achieved via workshops and seminars that familiarize and train students to use new and intuitive tools such as online calendars, reminders, etc. For example, online calendars are accessible in many devices and can be setup to send a text message or email reminder of events or due dates. There are also online applications that can help students organize assignments and task on a day-to-day basis. Further, such workshops could be a requirement of admission to academic programs. In the light of our results on relationship between attention span and academic performance, instructors could use mandatory policies disallowing use of phones and computers unless required for course purposes. My note: I completely disagree with the this decision: it can be argued that instructors must make their content delivery more engaging and thus, electronic devices will not be used for distraction
MANGAN, K. (2012). Social Networks for Academics Proliferate, Despite Some Doubts. Chronicle Of Higher Education, 58(35), A20. http://eds.b.ebscohost.com/eds/detail?vid=5&sid=bbba2c7a-28a6-4d56-8926-d21572248ded%40sessionmgr114&hid=115&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=f5h&AN=75230216 Academia.edu
While Mendeley’s users tend to have scientific backgrounds, Zotero offers similar technical tools for researchers in other disciplines, including many in the humanities. The free system helps researchers collect, organize, share, and cite research sources.
“After six years of running Zotero, it’s not clear that there is a whole lot of social value to academic social networks,” says Sean Takats, the site’s director, who is an assistant professor of history at George Mason University. “Everyone uses Twitter, which is an easy way to pop up on other people’s radar screens without having to formally join a network.
1) Codecademy – http://www.codecademy.com/
2) Lifehacker – http://lifehacker.com/
Lifehacker posts about tips and hacks to make your life easier. I frequently learn about tweaks or new software from this blog.
3) The Librarian in Black – http://librarianinblack.net/
If you haven’t read Sarah Houghton’s blog, you really should. Sarah posts about issues in libraries and frequently touches on technology. She is not afraid to voice controversial opinions.
4) Teleread – http://www.teleread.com/
Teleread covers news related to ebooks and online publishing. The blog also includes a section specific to libraries, so you can easily find relevant library news and stories.
5) Mashable – http://mashable.com/social-media/
Mashable posts news about social media and other Web 2.0 systems. Click on the Social Media tag to bypass the entertainment stories.
6) Not Safe! [for Libraries] – http://ns4lib.com/
Michael Schofield posts about web design specifically with libraries in mind.
7) In the Library with the Lead Pipe – http://www.inthelibrarywiththeleadpipe.org
Although not specific to technology issues, In the Library with the Lead Pipe posts peer reviewed journal articles that challenge many preconceptions of librarianship.
8) ReadWrite – http://readwrite.com/
Formerly ReadWriteWeb, ReadWrite posts the latest tech news in a highly digestible way that is friendly towards non-techies.
9) Agnostic, Maybe – http://agnosticmaybe.wordpress.com/
Andy Woodworth blogs about libraries, technology and life as a librarian in New Jersey. I especially enjoy reading his opinions on ebooks and licensing.
10} ALA Techsource – http://www.alatechsource.org/blog
Last, but not least, the ALA Techsource blog provides updates on technology news and initiatives that are occurring in other libraries.
Teaching news literacy is more necessary and challenging than ever in a world where news is delivered at a constant pace from a broad range of sources. Since social media and filter bubbles can make it challenging to access unbiased, factual information, we must equip students to be critical as they access news sources for a variety of purposes. This live, interactive edWebinar will give an overview of the phenomenon of fake news going viral and tools educators can use to help students develop news literacy skills.
Tiffany Whitehead, School Librarian at Episcopal School of Baton Rouge in Louisiana, will share:
A strategy to develop fun, original lessons about media literacy
Fresh approaches that move students towards better news smarts
Three CCSS-aligned sample lesson plans for middle and high school classrooms
Teacher and librarian collaboration opportunities that support powerful student outcomes
Elementary through higher education level teachers, librarians, and school and district leaders will benefit from attending this session. There will be time to get your questions answered after Tiffany’s presentation.
About the Presenter
Tiffany Whitehead, aka the Mighty Little Librarian, is an obsessive reader, social media user, and technology geek. She is the director of library at Episcopal School of Baton Rouge, Louisiana. Tiffany earned her undergraduate degree in elementary education and School Library Certification from Southeastern Louisiana University, and her graduate degree in educational technology leadership from Northwestern State University. She has served as the president for ISTE’s Librarians Network and was recognized as one of ISTE’s 2014 Emerging Leaders. Tiffany is National Board Certified in Library Media and was named one of the 2014 Library Journal Movers & Shakers. She was the 2016 recipient of the Louisiana Library Media Specialist Award. She frequently speaks at local, state, and national conferences, sharing her passion for libraries and educational technology.
Tired of hearing all the reasons why you should be using Twitter, Facebook, LinkedIn, and other popular social media tools? Perhaps it’s time to explore social media tools in a supportive and engaging environment with a keen eye toward using those tools more effectively in your work.
Join us and social media guru and innovator Paul Signorelli in this four-week, highly-interactive eCourse as he explores a variety of social media tools in terms of how they can be used to organize information and communities. Together, you will survey and use a variety of social media tools, such as Delicious, Diigo, Facebook, Goodreads, Google Hangouts, LibraryThing, Pinterest, Twitter, and more! You will also explore how social media tools can be used to organize and disseminate information and how they can be used to foster and sustain communities of learning.
After participating in this eCourse, you will have an:
Awareness of how social media tools can be used to support the work you do with colleagues and other community stakeholders in fostering engagement through onsite and online communities
Increased ability to identify, explore, and foster the use of social media tools that support you and those you serve
Increased ability to use a variety of social media tools effectively in your day-to-day work
Part 1: Using Social Media Tools to Organize and Provide Access to Information
Delicious, Diigo, Goodreads, LibraryThing, and other tagging sites
Part 2: Organizing, Marketing, and Running Programs
Facebook, Pinterest, and other tools for engagement
Part 3: Expanding and Analyzing Community Impact
Twitter, Storify, and other microblogging resources
Part 4: Sustaining Engagement with Community Partners
Coordinating your presence and interactions across a variety of social media tools
trainer-instructional designer-presenter-consultant. Much of his work involves fostering community and collaboration face-to-face and online through libraries, other learning organizations, and large-scale community-based projects including San Francisco’s Hidden Garden Steps project, which has its origins in a conversation that took place within a local branch library. He remains active on New Media Consortium Horizon Report advisory boards/expert panels, in the Association for Talent Development (ATD–formerly the American Society for Training & Development), and with the American Library Association; adores blended learning; and remains a firm advocate of developing sustainable onsite and online community partnerships that meet all partners’ needs. He is co-author of Workplace Learning & Leadership with Lori Reed and author of the upcoming Change the World Using Social Media (Rowman & Littlefield, Autumn 2018).